introduction

Writing a good paper is not easy. It takes a lot of thought and reflection, as well as strong analysis and writing. This said, what do you need to do to do well on papers you write for my classes, as well as for other classes? This is a dificult question to answer in general, since what is required on an essay, analytical paper or research paper will vary. In addition, the standard expected is typically higher in more advanced undergraduate and graduate courses than for introductory or lower-division classes.

With all these caveats in mind, here are some basic guidelines or criteria I use to evaluate papers (much of the information below comes from the book Good Essay Writing: A Social Science Guide by Peter Redman) • FOLLOWING the grading criteria are several examples or models of student papers that generally fit into the "Excellent Pass" or "Strong Pass" band. I have selected these papers from several different classes, both undergraduate and graduate. Some are research papers, some are proposals, and others are essays based on specific questions. Needless to say, copying or plagiarizing material from any of the posted papers is strictly prohibited. Please let me know if you have any questions.

assessment guidelines and criteria

An EXCELLENT PASS (A- to A) is likely to:

provide a comprehensive and accurate response to the question, demonstrating a breadth and depth of reading and understanding of relevant arguments and issues
show a sophisticated ability to synthesize a wide range of material
show a sophisticated ability to outline, analyze and contrast complex competing positions and to evaluate their strengths and weaknesses effectively
demonstrate clarity of argument and expression
develop a sophisticated argument, demonstrating logical reasoning and the effective use of well selected examples of evidence
where appropriate, demonstrate an ability to apply ideas to new material or in a new context
demonstrate depth of insight into theoretical issues
demonstrate a very strong ability to write from "within" a perspective or theory, including the ability to utilize appropriate social scientific concepts and vocabulary
may show a more creative or original approach (within the contraints of academic rigor)
use a standard referencing system accurately
write with very few or no mistakes in grammar, spelling, syntax, etc.
write with very few or no typographical errors.

A STRONG PASS (B to B+) is likely to:

provide a generally accurate and well-informed answer to the question or questions
be reasonably comprehensive
draw on a range of sources
be well organized and structured
demonstrate an ability to develop a strong and logical line of argument, supported by appropriate examples and evidence
show an ability to synthesize a wide range of material
show an ability to outline, analzye and contrast more complex competing positions, and to evaluate their strengths and weaknesses effectively
demonstrate an ability to work with theoretical material competently and accurately and some confidence in handling social scientific concepts and vocabulary
where appropriate, demonstrate an ability to apply ideas to new material or in a new context
show a good understanding of the material
be clearly presented
use a standard referencing system accurately
write with few mistakes in grammar, spelling, syntax, etc.
write with few or very few typographical errors

A WEAK PASS (C TO B-) is likely to:

give an adequate answer to the question, though one dependent on commentaries or a limited range of source material
be generally accurate, although with some omissions and minor errors
develop and communicate a basic logical argument with some use of appropriate examples and evidence
demonstrate an ability to synthesize a range of material
demonstrate an ability to outline, analyze and contrast competing positions, and to begin to evaluate their strengths and weakenesses (although this may be derivative and sometimes inaccurate)
demonstrate a basic ability to address theoretical material and to use appropriate social scientific concepts and vocabulary
be written primarily in the author's own words (i.e., a limited and appropriate amount of quoting and paraphrasing)
show an understanding of standard referencing conventions, although containing some errors and omissions
commit numerous errors in grammar, spelling, syntax, etc.
contain numerous typographical errors

A BARE to VERY WEAK PASS (D- to C-) is likely to:

demonstrate basic skills in the areas identified in the "clear pass" band, but may also:
answer the question tangentially
miss one or several essential points
contain an numerous inaccuracies or omissions
show only sparse coverage of relevant material
fail to support arguments with adequate or relevant information
be overly dependnet on source material
contain only limited references and inaccurate referencing of cited material
contain numerous errors in grammar, spelling, syntax, etc.
contain numerous typographical errors

A (CLEAR) NON-PASS (F) is likely to:

fail to answer the questions
contain very little appropriate material
show little or no evidence of relevant reading, and provide only cursory coverage with numerous errors, omissions or irrelevances such that the writer's understanding of fundamental points is in question
be highly disorganized and largely incoherent
contain much inappropriate material
lack any real argument or fail to support an argument with examples or evidence
demonstrate a lack of understanding of social scientific concepts and vocabulary and an inability to deploy social scientific writing skills such as skills of critical evaluation, synthesis, and so on
be unacceptably dependent on sources
be plagiarized (in places)
demonstrate problems in the use of appropriate writing conventions such that the essay's meaning is systematically and fundamentally obscured

model papers

	DISCLAIMER: The model papers included here are not perfect or flawless. In fact, most clearly could be improved. This is to be expected. The students who wrote the papers included here, it is important to emphasize, were all subject to the same constraints as other "typical" students--e.g., competing demands on their time, unfamiliarity with the material (prior to enrolling in the class), and so on. The important point is that each "model" represents the general standards I look for an "'A" or "near-A" paper, and, even more importantly, each represents what is realistically possible and doable.
	Research Proposal: "Presidentialism, Veto Players, and the Weakness of Democratic Consolidation in the Philippines" • This is a research proposal written by a graduate student for POLS 550 Seminar in Comparative Politics. This proposal, as with the one that follows, served as an important starting point. By the time the student finished his final draft, almost every element of the proposal had been subject to serious revision. This is expected: early proposals are not supposed to be perfect or anywhere near that. Instead, they are supposed to reflect preliminary thoughts and research. [Added December 2006]
	Research Proposal: "The Role of Ethnic Homogeneity in Emerging Democracies?" • This is another research proposal written by a graduate student for POLS 550 Seminar in Comparative Politics. As with the one above, it represents a strong "first effort." [Added December 2006]
	Research Paper: "Can Turkey Consolidate Democracy?" • This is a graduate research paper written for POLS 550 Seminar in Comparative Politics (model contains my commentary)
	Research Paper: "Violence in America:The Creation of the Violent, Urban Subculture" • This is a lower-division research paper written for POLS 203 Proseminar Political Science. As a lower-division research paper, it far exceeds the requirements and expectations for student work in the course. Still, it's a very good example of what a highly focused, thoughtful and serious undergraduate student is capable of accomplishing using the basic analytical tools of political science.
	Analytical Essay: Written for POLS 425 U.S. Foreign Policy (Fall 2003), mid-term take-home examination. To properly evaluate this essay, it is important to also read the essay questions, which is also available as a PDF file.
	Analytical Essay: Written for POLS 425 U.S. Foreign Policy (Fall 2003), mid-term take-home examination. You can also download the essay questions.
	Analytical Essay: Written for POLS 427 International Relations (Fall 2002). This was a more open-ended assignment, but one that required students to effectively apply several theoretical approaches. Download the assignment.
	Narrative Bibliography: Written for POLS 526 International Political Economy; this is an example of a narrative bibliography, which is a very specific type of writing assignment I occassionally require in research-intensive classes (e.g., graduate seminars, undergraduate proseminars, some upper-division courses). The narrative is similar, but not the same as, a more formal literature review. (Model contains limited commentary from instructor.

coursesite links

introduction

assessment guidelines and criteria

model papers