ONLY ONE co-author
and I will see the other co-author's name on the paper. (If both
submit, I will see a confusing 100% match of author's paper with co-author's
paper). Normally co-authors will receive the same grade and comments;
however, in cases where I am convinced that one co-author has not contributed
properly to the team project, I reserve the right to award a lower grade
- or none - to the non-contributor.
Turnitin password and course ID will be provided via email.
advice for senior capstones
Your stand-up presentation of a 300 level paper should run about ten minutes, and use an audiovisual aid such as PowerPoint.
Your co-authors of papers should share in the presentation, which need only occur in one class. In the event that a co-author needs to be absent from another instructor's class for the presentation, he or she should politely request (not demand!) a partial absence in advance. If that is not accepted, there may need to be two presentations in PSC classes.
The presentations will be judged by the CASOQ criteria: Content, Audiovisual, Speaking ability, Organization and Question answering. (These are in descending order of importance).
Your slides should be something like this
in order (but adjust to fit your own project):
Title (title and subtitle, by author, Huntingdon College, year)
Research question (explain first the research issue, question or problem to be explored -- and why this is significant).
Scope and approach (how you approached the issue, and with what scope, variables, boundaries and data. For examples: two presidents, two decades; or four countries, three decades; or four elections in two states).
Brief literature survey (lay out the main sources and how they compared or contrasted in their arguments).
Data and narrative, several slides (images, charts and graphs may be useful here, depending on your content).
Findings (these are conclusions about the causes of behavior, that emerge from your data).
Main sources (just the most useful sources; don't list all the journalistic articles and encyclopedia entries).
In the ten minutes, it will be difficult to show
more than ten content slides, so choose carefully. Useful and relevant
graphic images (e.g. of presidents or supreme court judges) may also be
inserted; these usually do not require explanation time.
Be prepared for a few minutes of questions, for all co-authors to answer.
We will use the first few volunteered presentations for critique and a learning moment for the later presentations; therefore, earlier presentations may be given some latitude on the criteria of A, S and O.
author, "title" [more is expected of a paper
written by more than one author]
PSC [courses; more is expected of a paper written for more than one course]
CROW: [four letter grades]
Standardized pages, 1" margins, single
spaced, 11 point font: [7.3 pp. for example]
* Thesis statement(s): [what did the reader understand to be your main points? Let's hope you have some ... but if they are obvious, this may be left blank, to save time]
* Findings: [what did the reader understand to be your principal conclusions from the research? If there's nothing in the draft paper, you ought to focus on these before turning in the paper. If the findings are obvious, this may be left blank, to save time.]
* major non-course books: [especially university press books, but also major trade press books. This does not count one-sided books from activist interest groups and the like.]
* academic journal articles: [highly desirable at upper level, from journals such as PS, Perspectives or Foreign Policy.]
* readings from anthologies: [here we are looking for upper level anthologies not found on our syllabi.]
* quality online sources: [Gov sources with good quality data; official reports; that sort of document. Notice that lower quality online sources count for little.]
Organization: [on a well organized paper,
this section may be left blank]
* in-text citations (author, year, pages): [do they come in every paragraph? Are they in APSA style? Are they missing data?]
* paragraphs for each thought:
* structured in a useful order of paragraphs:
Writing: [on a well written paper, this
may all be left blank]
* grammar: ""
* other: ""
Everything is listed on the course Timetable, week by week.
The discussion questions listed are the ones in my mind when I read the readings, so surely they help.
I use a consistent format across my classes.
Read everything listed for the week ahead, every week, before Monday morning.
Testable material is everything above the line of the test in the Timetable.
There may be multiple choice questions on the main text (in 201, Janda; in 209, Rourke & Boyer), and there will be one-paragraph explanations of key concepts, plus the readings in the anthology (in 201, from Serow; in 209, Great Decisions).
Anything we have shown or talked about in class (current affairs, such as the election campaign or the party conventions) may also come up in paragraphs.
There may be a full-page essay (of about 4-5 paragraphs) for Honors students and a reduced version for the rest. The essay question may be based on any of the weekly topics and you may be able to apply any of the readings to answer it.
The best way to prepare is probably to reduce your copious notes on the readings down to one paragraph for each short reading and one for each concept in the main text. Likewise for each piece of current affairs we have discussed.
About a week later, we will have some of the exemplary paragraphs read out in class, which gives everyone feedback on what their fellow students can achieve.
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