PLSC 381 (CRN 27304)
Public Policy Analysis
Term: Winter 2015
Class Schedule and Location:
Mondays/Wednesdays, 11:00 am - 12:15 pm – Pray-Harrold, Room 619
Instructor:
Athena M. King, PhD, MPA
Email: AKing56@emich.edu
Phone: 734-487-0058
Fall 2014 Office Location/Hours:
601G Pray-Harrold
12:3-1:30 Wednesdays/11-12 Thursdays and by appointment as necessary
Course Description
What is public policy? Generally, it is defined as “legislation, judicial rulings, executive decrees,
administrative decisions, all of which are created to meet perceived national needs (in legitimate systems)
and are implemented through programs aimed at influencing the direction of government activity and public
life.” Every action of government, regardless of the branch, is involved in the creation of public policy.
And though policies are created for the good of the nation, they cannot satisfy everyone: money is a finite
resource, so everyone can’t get everything they want and programs often favor influential interest groups.
With every choice, some get helped and others hurt.
This course examines how public policies are made in the United States. We begin with an examination of
the policy actors in the executive and legislative branches as well as the roles of nongovernmental actors
(interest groups, citizens, and the media). We then turn to the issue of defining a public problem. We
explore why some problems rise on the agenda and other do not. We examine the policy design process
and the decision making processes that result in policy passage or failure. The course includes a discussion
of the often neglected phases of public policy: implementation and evaluation.
Throughout the course, we will concentrate extra attention on different types of policies arising in the
wake of the 2012 U.S. presidential election and the 2014 Midterm elections; we will focus on policies
relative to issues raised by both Republicans and Democrats, including (a) policies passed by the Obama
administration which the Republicans are (ostensibly) continuing to campaign against, (b) policies
considered but not yet promulgated by the Obama administration, and (c) policies that may be
promulgated by the Republicans should they win enough seats to control both houses of Congress. It is
anticipated that students will develop a better understanding of the issues presented/to be presented on
the campaign trail and, should they choose to participate in the electoral process, be able to make
informed decisions regarding the candidates and policy preferences.
PLSC 381 (CRN 27304) – Public Policy Analysis – Winter 2015
Page 1
Course Format
Students are required to attend all sessions each week. We will present conceptual material and apply that
material to a particular policy issue. Students are advised to check the course website prior to class for
announcements and/or assignments.
Required Texts
The following books are available at the EMU Bookstore:
Anderson, James E. 2010 (7th edition). Public Policymaking: An Introduction. Wadsworth
Cengage Learning. ISBN 0-618-50686-1. This book also comes as an e-book and is
rentable
through
CourseSmart
http://www.coursesmart.com/9780618974726?__professorview=false&__instructor=145
6240.
Kingdon, John W. 2011 (Updated 2nd ed.) Agendas, Alternatives, and Public Policy. Pearson. ISBN
13- 978-0-321-12185-1.
Recommended Text
Baumer, Donald C. And Carl E. Van Horn. Politics and Public Policy: Strategic Actors and Policy
Domains (4th Ed.). CQ Press. ISBN 978-1-4522-2017-8.
The Baumer and Van Horn text is also found in the EMU Bookstore. This book goes beyond conventional
analyses of policymaking which focus on the role of the president/Congress and offers a “more
comprehensive and realistic view of policymaking in the United States” by also examining the roles of
judges, bureaucrats, corporate officials, journalists and voters” in the process. If you require a “refresher”
regarding the American political system, you are encouraged to purchase this book.
Course Requirements
Late assignments risk a penalty. Be certain written assignments are proofread by you, neatly typewritten,
double-spaced, 11 or 12-point font, with 1-inch margins, and include your name, course number, and the
date submitted.
Like all courses, this course requires you to conscientiously complete all the assigned readings, the written
assignments, and to attend class. However, this course will also require you to participate in discussion
sections as well as demonstrate your ability to think critically.
1. Exams
There will be three exams for this course. All exams will be closed-book and in-class (unless otherwise
stated), and are not cumulative (i.e. will address the latest chapters covered). The exams consist of multipart essay and short-answer questions. Exams test for factual knowledge and require students to write essays
that demonstrate their ability to synthesize the readings, grasp concepts, and apply them to policy issues.
The short answer questions test for factual knowledge of the material. There will be NO makeups for exams
unless exigent circumstances are presented (e.g. the Dean has informed me that you are in the hospital or
had a family emergency); if you are late for an exam, you are encouraged to show up anyway and take the
exam in the remaining time left in the class period.
PLSC 381 (CRN 27304) – Public Policy Analysis – Winter 2015
Page 2
2. Policy Research Paper
There is one 7-page (minimum) policy research paper assigned for this course. In order to write your
paper, you will educate yourself about a particular policy in the U.S. and will take a position on a particular
part of that policy’s legislation; see “Suggested Paper Topics” at the end of the syllabus. Papers are due at
11:00 am on Monday, April 20, 2014. Late papers will be marked down one grade for each day late (e.g.,
an A paper will be a B after one day, C after two days). No papers will be accepted after the date/time
shown unless exigent circumstances present (e.g. the Dean informs me of your personal emergency). If that
is the case, you are required to take the paper to the Political Science department (6 th Floor, Pray-Harrold)
and have it time-stamped by the secretary. No late papers will be accepted after Thursday, April 23,
2015. Papers need to be drafted in Microsoft Word, double-spaced, with one-inch margins and (between
10 and) 12-point, “True-Type” font (e.g. Times New Roman, Tahoma, Calibri, etc.). Though 7 pages is the
minimum, “motivated” students can submit research papers with a text body of up to 10 pages.
You are expected to utilize “academic” sources for your research (e.g. textbooks and books written by
academics, legislation, court rulings, agency regulations, published papers from peer-reviewed sources,
academic journals, etc.) Utilization of “popular” or subjective material (e.g., left- or right-leaning Internet
sites, TV shows, and blogs) is to be kept to a minimum; if you have any questions regarding whether a
source is acceptable, please see me prior to using it. Under NO CIRCUMSTANCES ARE YOU TO
CITE WIKIPEDIA!!! We will discuss in class the means by which Wikipedia may possibly be utilized in
this project.) Additional instructions regarding the assignment may be posted on EMU Online. You are
expected to utilize proper formatting and citation as well as provide a reference page. (NOTE: The
reference page does NOT count as one of the 7-page minimum pages, nor do cover pages, table of
contents, appendices, footnote/endnote pages or illustrations/graphs.)
3. Short Writing Assignments
Periodically you will be required to write brief responses to a particular issue (between 2-3 pages,
double-spaced). The assignments are based on suggested topics, which we will discuss in class. You are
expected to “be aware of” the topic of discussion for the week; it is preferred that students gather some
information prior to class meeting regarding the particular topic; in any case, you are to be ready to discuss
the topic in class that week. Afterward, you will write short essays arguing your position on these suggested
policy topics. This is an important skill to develop since it forces you to condense your ideas and sharpen
your arguments. It will also be useful to almost any career you choose; writing well and concisely is
something most employers value highly. Gone from your memos will be long introductory statements,
extensive background information, and the like. Instead, you will be required to craft – in brief – an
argument supporting your policy position, one that should convince a skeptic of your position as well as
you possibly can. Students are encouraged to take the “basics” from the lectures (re: interest groups,
agendas, national mood, etc.) and apply to issues addressed (or may be addressed) on the campaign trail
by the candidates and use “academic” sources (e.g. academic papers, journal articles) as well as news
sources (e.g. The Wall Street Journal, New York Times, Reuters, AP). Your grade will be based on five out
of six submitted memos; the highest of the five grades will be kept; should you hand in only five memos,
your grade will be based on those five. You must turn in the typed responses in person at the beginning
of your first class the following week; for example, if the assignment is to write a response for a topic
discussed in Week 2, it is due Monday of Week 3. No makeup assignments will be allowed.
4. Participation and Attendance
This class combines lecture and discussion; regular attendance and active participation are expected.
For “suggested weekly discussion topics”, students are expected to have some familiarity with (or gathered
some information prior to class meeting regarding) the particular topic and are ready to discuss the topic in
class that week. Students who attend regularly and actively participate in class discussions will earn full
points; students who do not, will not. Because this is an upper-level class, all students are expected to be
PLSC 381 (CRN 27304) – Public Policy Analysis – Winter 2015
Page 3
able to contribute to discussion at some point. I expect you to complete the readings for each day and will
feel free to call on you. Participation may be factored into your grade along with attendance; therefore, a
person who attends all class sessions and contributes regularly to the discussion may receive extra credit,
compared to someone with frequent absences and little to no participation. As such, your level of
participation and attendance may raise your course grade. Students who contribute to the discussion
regularly (i.e. when called upon, or asking questions that are germane to the material and discussion) may
receive as much as two extra credit points for the semester; students who fail to contribute to the discussion
(i.e. can’t/won’t answer questions when called upon or ask irrelevant or tangential questions) will receive
no extra credit points. Therefore, no matter how you may perform on the written material, your overall
grade may be raised based on your attendance and class participation!
Grading
The weighting of the exams quizzes, and attendance in determining your grade will be:
Exam #1
Exam #2
Final Exam
Policy Research Paper
Short Writing Assignments
(five out of the highest grades out of a possible six, averaged together)
15%
20%
25%
20%
20%
Grading Scale
All grades in this class will be based upon a 0 to 100 scale, whereas: A = 100 to 94; A- = 93 to 90; B+ = 89
to 86; B = 85 to 83; B- = 82 to 80; C+ = 79 to 76; C = 75 to 73; C- = 72 to 70; D+ = 69 to 66; D = 65 to 63;
D- = 62 to 60; F = 59 and below.
Civility and respect in the classroom
We will be dealing with controversial issues throughout the semester (e.g. abortion, gay rights, welfare,
etc.); as such, we need to maintain a level of civility that will allow people to articulate their views without
fear of retribution and yet will require everyone (myself included) to do so with sensitivity and awareness
toward other perspectives. Here are a few simple steps toward realizing these goals:






Always use respectful language
Keep your cool
Be sensitive to religious, ethnic, and cultural backgrounds that are different from yours
Listen to others and try to understand their perspectives
Explore similarities rather than focusing only on differences
Recognize that the “Socratic Method”, or any other method of questioning, is employed merely as
a means of stimulating critical thinking; it is NOT a personal attack on any one student or group of
students.
Academic Honesty
Since the integrity of the academic enterprise of any institution of higher education requires honesty in
scholarship and research, academic honesty is required of all students at Eastern Michigan University.
PLSC 381 (CRN 27304) – Public Policy Analysis – Winter 2015
Page 4
I will enforce the University’s policy on academic honesty. Any violation of the Student Conduct
regulations on academic honesty will be addressed by the professor and, if necessary, by the department
chair and/or dean. Academic dishonesty is defined as cheating, fabrication (e.g., falsification of citations
or material), facilitating dishonesty (helping anyone to break the Code), plagiarism (knowingly representing
the words or ideas of another as one's own work), or submitting prewritten term papers (e.g., written for
another class or by another person).
Anyone caught engaging in academic dishonesty will receive a failing grade for the assignment and,
possibly, the course, depending on the nature and severity of the infraction. If you are unsure of what
constitutes plagiarism, we will review this in class and you should see me if questions remain. The full
policy is available at http://www.emich.edu/studentconduct/facultylinks/academic_integrity.php. Since
students are expected to be familiar with this policy and the commonly accepted standards of academic
integrity, ignorance of such standards is not normally sufficient evidence of lack of intent.
Disability Statement
Any student eligible for and requesting academic accommodation due to a disability is requested to provide
Documentation Confirmation from the Disability Resource Center (in the Student Center) within the first
two weeks of class. Please call (734) 487-2470 (Email: DRC@emich.edu) if you have questions or if you
need to schedule an appointment. Additional information can be found on the website:
http://www.emich.edu/drc/index.php
Changes
While unusual, I reserve the right to change the syllabus throughout the semester, and will notify you in
class as well as through email about any changes. It is your responsibility to come to class and check your
email to learn of any changes.
Course Outline (and Suggested Weekly Discussion Topics)
Students should be aware that factors beyond our control (e.g. inclement weather, instructor absences) may
alter the schedule. Additionally, an interesting discussion in class may prolong certain topics. In any
event, we will endeavor to address as many topics shown below (and stay as close to the schedule) as
possible. PLEASE NOTE: Should change become necessary, the instructor reserves the right to adjust the
requirements, pace, or scheduling of this course. Any change will be announced (in class, posted online or
via email) before it becomes effective. In the event of class cancellations/school closings due to inclement
weather (as determined by the University), alternate means of class meeting (e.g. Skype, online lectures
and discussion sections) may be utilized. Information regarding same will be e-mailed to students.
Week 1 (January 5-7)
Introduction; syllabus distribution
Readings:
What is Public Policy?
Approaches to Policy Study
Anderson, Chapter 1
Kingdon, Chapter 1
Week 2 (January 12-14)
Suggested Weekly Discussion Topic: Police Action/Public Safety Policy
Readings: Anderson/Kingdon Chapter 1 (Conclusion)
PLSC 381 (CRN 27304) – Public Policy Analysis – Winter 2015
Page 5
Week 3 (January 19-21)
January 19 (Monday) – MLK Day (No classes)
Suggested Weekly Discussion Topic: Middle East/World Conflict and US Involvement
1st Writing Assignment given 1/21
Policymakers and Participants
Readings:
Anderson, Chapter 2
Kingdon, Chapter 2
Week 4 (January 26-28)
Suggested Weekly Discussion Topic: Gun Control
1st Writing Assignment due 1/28; 2nd Writing Assignment given
Readings:
(Suggested:
Policymakers and Participants (cont’d)
Kingdon, Chapter 3
Baumer and Van Horn Chapter 8)
Week 5 (February 2-4)
Suggested Weekly Discussion Topic: Welfare/Social Security/Medicare Policy
2nd Writing Assignment due 2/4
The Policy Agenda
Readings:
Anderson, Chapter 3
Week 6 (February 9-11)
Exam #1: Monday, February 9
Readings:
Policy Processes
Kingdon, Chapter 4
Week 7 (February 16-18)
Suggested Weekly Discussion Topic: Gay Marriage/DOMA/DADT
Policy Adoption
Readings:
Anderson, Chapter 4
(Suggested:
Baumer and Van Horn Chapters 5 and 6)
Week 8 (February 23-25) – WINTER RECESS (NO CLASS)
Week 9 (March 2-4)
Suggested Weekly Discussion Topic: Abortion/Women’s Rights
3rd Writing Assignment given 3/4
Policy Problems
Readings:
Kingdon, Chapter 5
Week 10 (March 9-11)
Suggested Weekly Discussion Topic: Student Loan Debt/Undergraduate Unemployment
3rd Writing Assignment due 3/11
Budgeting and Public Policy
Readings:
Anderson, Chapter 5
PLSC 381 (CRN 27304) – Public Policy Analysis – Winter 2015
Page 6
Kingdon, Chapter 6
Week 11 (March 16-18)
Suggested Weekly Discussion Topic: Immigration Policy
4th Writing Assignment Given 3/18
Policy Implementation
Reading:
Anderson, Chapter 6
(Suggested:
Baumer and Van Horn Chapter 4)
Policy Case Study Review (in class)
Week 12 (March 23-25)
Suggested Weekly Discussion Topic: Education Policy (NCLB/Common Core/Charter Schools)
4th Writing Assignment due 3/25
Exam #2: Monday, March 23
Readings:
The Political Stream
Kingdon, Chapter 7
Week 13 (March 30-April 1)
Suggested Weekly Discussion Topic: Energy/Environmental Policy/Global Warming
5th Writing Assignment Given 4/1
The Policy Window
Readings:
Kingdon, Chapter 8
Policy Case Study Review (in class)
Week 14 (April 6-8)
Suggested Weekly Discussion Topic: National Security/Foreign Policy
5th Writing Assignment due 4/8; 6th Writing Assignment Given
Policy Impact, Evaluation, and Change
Readings:
Kingdon, Chapter 9
Anderson, Chapter 7
(Suggested:
Baumer and Van Horn Chapter 8)
Week 15 (April 13-15)
6th Writing Assignment due 4/15
Week 16 (April 20): Monday, April 20, 11 am: 7-Page Policy Research Paper Due (Without Penalty;
Penalty Applied April 21-23; No Papers Accepted After April 23 in the Political Science Department)
Readings:
Conclusions/Reflections /Review
Anderson Chapter 8
Kingdon, Chapter 10
Final Exam: Monday, April 27, 2015, 11:00am – 12:30 pm
(Date/time established by the University)
PLSC 381 (CRN 27304) – Public Policy Analysis – Winter 2015
Page 7
Public Policy Issues (and Extant Policies Relative to Each Issue):
For in-class discussion and/or the policy research paper, you are encouraged to utilize information below
related to these policy issues/existing policies that have been (or may be) addressed during the Obama
Administration and have arisen/are likely to arise on the campaign trail during the 2014 Midterm Election.
Please note that this is not an exhaustive list.
1. Economic Policy
a. Job creation
i. Middle Class Tax Relief and Job Creation Act (2012)
ii. Jobs for Main Street Act
iii. Tax Relief, Unemployment Insurance Reauthorization and Job Creation Act of
2010
b. Unemployment
i. Emergency Unemployment Compensation Program
ii. Unemployment Compensation Act of 2010
iii. Temporary Extension Act of 2010
c. Foreclosures
i. Homebuyer Assistance and Improvement Act of 2010
ii. Helping Families Save Their Homes Act
d. TARP/Stimulus
i. American Recovery and Investment Act of 2009
ii. Cash for Clunkers
2. Welfare/Social Security/Medicare
a. Medicare and Medicaid Extension Act of 2010
b. Social Services Block Grant of 2010
c. Short-Term TANF Extension Act of 2011
d. Child and Family Services Improvement and Innovation Act
3. Government Spending/National Debt/Debt Ceiling
a. Budget Control Act of 2011
4. Government Size/Efficiency
a. Government Efficiency, Effectiveness and Performance Act of 2010
b. GPRA Modernization Act of 2010
5. Gay Marriage/DOMA/DADT
a. Don’t Ask, Don’t Tell Repeal Act of 2010
6. Abortion
a. Roe v. Wade (1973)
b. Partial Birth Abortion Ban Act of 2007
7. Tax Policy
a. Temporary Payroll Tax Cut Continuation Act of 2011
8. Immigration Policy
a. Bill to Extend Certain Immigration Programs (H.R. 1127) (111th Congress)
b. DREAM Act
c. DACA Program
PLSC 381 (CRN 27304) – Public Policy Analysis – Winter 2015
Page 8
9. Education
a. No Child Left Behind (2001)
b. Common Core
10. Healthcare
a. Children’s Insurance Act of 2009
b. Healthcare and Education Affordability Reconciliation Act of 2010
c. Patient Protection and Affordable Care Act of 2010
11. Globalization/International Trade
a. Omnibus Trade Act of 2010
b. US/Colombia, US/Panama, US/Korea Trade Promotion/Free Trade Agreement
Implementation Act
12. National Security/Foreign Policy
a. National Defense Authorization Act for Fiscal Year 2012
b. Department of Defense Appropriations Act
c. Patriot Act Extension
d. Intelligence Authorization Act of 2011
13. Energy/Environmental Policy
a. Energy and Water Development and Related Agencies Appropriations Act of 2009
b. Omnibus Public Lands Management Act of 2009
c. North America Wetlands Conservation Act
d. Reduction of Lead Drinking Water Act
14. Additional Policies/Potential Policy Issues (and/or legislation)
a. Gun control
b. Violent crime
c. Farm policy (e.g. farm subsidies, SNAP)
d. GMOs/Food modifications
e. Police action/brutality
f. Financial Misconduct (e.g. Wall Street)
g. US oil dependency/fracking
h. Middle Eastern/Soviet Union/world unrest
i. Student debt
j. Internet regulation
k. Changing US demographics
l. US/China relationship
m. Unionization
n. Government Secrecy/Disclosure
o. Foreign Aid/National Security
p. Child poverty
q. Disease prevention
r. Stem Cell Research
PLSC 381 (CRN 27304) – Public Policy Analysis – Winter 2015
Page 9
SUGGESTED PAPER TOPICS
The policy-making process begins with problem definition. Using the example of a public problem
of your choice, describe how the problem is defined. What social values are not being met? Why is
governmental action appropriate? How would someone argue that government should not try to solve the
problem?
In recent years, there has been much criticism of interest groups because many believe they possess
too much power in the policy process. Such critics point to the size, power, and financial resources of groups
like the National Rifle Association (NRA) and the American Association of Retired Persons (AARP), who
they say possess the ability to either secure passage of or block proposed legislation regardless of whether
it is in the “public interest” to do so. Describe the different types of interest groups outlined by Anderson
and the goals that each type pursues. Do you think that interest groups serve a positive or negative purpose
in the policy process? Why? Have interest groups become too powerful over time? Why or why not?
Finally, do you think that some types of interest groups are better than others? If so, which kinds?
Since the first half of the Twentieth Century, the president has had significant influence and power
in the budgeting process, though Congress still must pass the appropriation bills and tries to influence how
executive agencies spend the funds. Compare and contrast the presidential and Congressional budgetmaking processes. How do these processes affect the policy process? In the end, who do you think should
have more control in the budget process: the president and the executive agencies who administer the funds
or Congress? Why?
Imagine that you are a legislative aide to a US Representative from your home district. The
Committee on the Judiciary approved a bill to establish a DNA sample database of violent offenders. The
database is intended to help law enforcement agencies across the nation investigate other violent crimes.
Using what you know about policy-makers and their environment, how would you advise your boss to vote
on this issue? In your report, consider the factors of the political culture of your home district as well as
socioeconomic factors that might be helpful to consider. Is your home district urban or rural? Is there a high
crime rate that might cause the citizens of your district to strongly favor such a program? Also, how do you
think other governmental actors (the president, the courts) and nongovernmental actors (interest groups,
research organizations) will respond to this piece of legislation?
Regardless of how a policy is formulated, how the policy is implemented often determines whether
or not its goals are met. Pick a public policy currently being implemented. Who is implementing it? Which
level of government? Which agency? Who are the actors and groups in the agency’s constituency (i.e., the
significant actors in its political environment)? How do those actors affect the agency’s implementation of
the policy?
Choose a substantive policy area at the federal level (for example, the use of the death penalty for
federal capital crimes). Give a brief explanation of your policy area. Using this area, describe what the
classic “iron triangle” would look like. Who would the actors be in this area? Be sure to identify and
describe each of the actors. Then, use Anderson’s concept of the “policy community” to describe the policy
area. What other actors would be involved in your policy area under the “policy community” that are not
present in the “iron triangle?” After you have described each, which do you think is a better framework for
the policy area that you have chosen? Why? One way to frame this final question is to ask yourself: do
PLSC 381 (CRN 27304) – Public Policy Analysis – Winter 2015
Page 10
outside actors, such as research organizations have a difficult time influencing policy or do they play an
active role in the area that you have chosen?
Compare and contrast congressional decision-making with presidential decision-making,
particularly as it relates to some element of public policy (i.e. some existing policy or potential policy issue).
What are the defining characteristics of each kind of decision-making? What challenges do each face? Does
one style of decision-making work better than the others in each, or do they all work equally well? Why?
Is decision-making a smoother process in one as compared to the other? If so, which one and why? Finally,
do you think that either Congressional or presidential decision-making produces better outcomes, or do
they both produce equally good (or bad) outcomes? Why?
PLSC 381 (CRN 27304) – Public Policy Analysis – Winter 2015
Page 11
Weekly Policy Memos - Guidelines
(a)
Policy Memos: This class requires you to learn to write short essays arguing your position on
contemporary policy issues, or related topics. This is an important skill to develop since it forces you to
condense your ideas and sharpen your arguments. It will also be useful to almost any career you choose;
writing well and concisely is something most employers value highly. Gone from your memos will be long
introductory statements, extensive background information, and the like. Instead, you will be required to
craft – in brief – an argument supporting your policy position, one that should convince a skeptic of your
position as well as you possibly can. Your grade will be based on five out of six submitted memos; the
highest of the five grades will be kept; should you hand in only five memos, your grade will be based on
those five. You must turn in the typed responses in person at the beginning of your next class. Students are
encouraged to take the “basics” from the lectures (re: interest groups, agendas, national mood, etc.) and
apply to issues addressed (or may be addressed) on the campaign trail by the candidates. No makeup
assignments will be allowed.
What am I looking for?
Essentially, you will write the “undergraduate equivalent” of a reaction paper. However, instead of having
you critically analyze and synthesize the readings, I expect you to proffer an argument for or against the
policy being discussed that week, using lecture/discussion notes, assigned texts, and additional
readings/research to support their argument. For instance, during the week we discuss abortion: Since most
people have an opinion about it, you will express your opinion as an argument – “I believe abortion should
not be legalized because the sanctity of human life is valued in our society and the termination of a
pregnancy is equivalent to ending human life.” Then, you will provide information to support this
contention – i.e. research regarding when “life” begins and when the fetus is considered “viable”, religious
positions on abortion, information from states that have enacted laws restricting access to abortion (in full
or at different stages of embryonic/fetal development), personal insights regarding the subject, and so on.
Of course, you will have to be succinct in your argument – hence, the line above regarding no “long
introductory statements, extensive background information”, etc. You will open with your argument,
provide support for the argument, and conclude by restating your position. You are entitled to refute the
claims made by someone holding a different position; however, given the succinctness of the “memo”, you
cannot spend a lot of space doing so. (A couple or three sentences should suffice.)
As a former graduate student, I was told ad nauseam, ad infinitum about being concise and using brevity in
our arguments. These assignments will, in essence, shape that skill in you the undergraduate. As such, the
first couple of “memos” probably won’t be well-written; however, they will get better over time with
feedback and constructive criticism.
PLSC 381 (CRN 27304) – Public Policy Analysis – Winter 2015
Page 12