Political Science 102
T 4-6:40 pm
R. Hofstetter MCN-111
richard.hofstetter@gmail.com
(22464)
AH 3110
594-6244
MT 6-7 p.m.
INTRODUCTION TO AMERICAN AND CALIFORNIA GOVERNMENT AND
POLITICS
Course Objectives:
This course focuses on political processes and institutions in the United States and of
California. It considers a variety of public policy issues such as environmental quality, health,
education, relation between government and business, taxation, and foreign affairs as reflected in
the dynamics of national and state politics. When taken with Political Science 101, the course
will satisfy the graduation requirement in American Institutions. Credit will not be allowed for
both Political Science 102 and 320.
If you intend to pursue studies in the political science major/minor field, it will provide
the necessary background for more advanced courses in political science. If you are not pursuing
studies in political science, the course will inform you about how the federal and state
governments work, both in theory and in practice. The overriding goal of this course is to
provide you with tools that will help you to be a more intelligent consumer of political news and
information and to better understand the civic responsibilities that attend to American
citizenship.
I hope that you understand how politics and government affect students personally, and
the means students have as citizens to influence government and public policy. Politics basically
concerns who receives benefits and who pays for them. Politics is never neutral--it never
benefits everyone. Those who are left out of the political process pay a particularly high price in
America and in California. My goal is to help you to explore and understand the world of
politics as it exists. I will be posting material on Blackboard for important information
concerning the course.
Prerequisite:
Lose whatever sense of entitlement that you have, I expect students to work hard in this
class but hard work does not guarantee a passing grade. Willingness to work hard, learn about
serious research, and have open mind facilitates success in this class and elsewhere.
Announcement:
Be sure to check your e-mail and blackboard for various information concerning this
class. Public Safety escorts to your car are available dusk to dawn at 619-594-6659.
Learning Objectives:
Students successfully completing this course will:
1. Develop critical thinking skills that are applied to both oral and written assignments.
2. Demonstrate the ability to take appropriate notes during lecture and utilize those notes to
prepare for examinations.
3. Develop sophisticated information about the nature of American and California public
policy and how they may influence political policies that directly affect them.
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Materials--Texts:
Cut costs by checking out rentals, especially used book rentals, and e-books.
Jacob S. Hacker and Paul Pierson. (2010). Winner Take All Politics: How Washington Made the
Rich Richer—And Turned Its Back on the Middle Class. New York: Simon & Schuster.
Available new, used, rent (Paperback).
Thomas E. Patterson. (2013). We the People: A Concise Introduction to American Politics.
New York: McGraw Hill, 10th edition. Available new, for rent, electronic.
CREATE. (2012). American and California Government. New York: McGraw Hill. ISBN:
9781121563506.
Other reading material will be required as well, and will be accessible through the Blackboard.
Recommended but not required:
George McKenna and Stanley Feingold. (2012 or current edition). Taking Sides: Clashing
Views on Political Issues. New York: McGraw Hill. 18th edition. Available new, for
rent, or electronic.
Policies and Procedures:
Students are responsible for all material in the assigned portions of the texts, class
discussions, debates, or on blackboard whether I discuss it explicitly or not. Once the class has
begun, please enter the class as unobtrusively as possible or wait until a break to enter the room.
If you must leave the class before it is over, it is polite to inform me before the class begins
unless you suddenly become ill.
Students should complete reading and assignments in a manner that maintains pace with
the topics being discussed and the lectures according to the syllabus. Students are required to
attend all class meetings and to take examinations in class. (Please note that the purchase of
airplane tickets, vacations, athletic events, etc., in the absence of a bona fide personal
emergency are not excuses for missing classes.) Midterms will be given during the semester
and will include multiple choice and short answer questions and short essays. They are closed
book. If I cannot read what you have written (because it is illegible or because it is messy or for
other reasons), then I will not give points for the work. Points will also be deducted for improper
English grammar and spelling errors. No extra credit assignments will be given. No makeup
examinations will be given except in extraordinary situations and then only at my discretion and
with written documentation.
One to three hours credit for POLS 499 working on research under my supervision may
also be available, depending on the semester. Interested students should contact me while there
is still time to add a class early in the semester.
SDSU students should also open e-mail accounts since I will communicate with you via
blackboard on occasion. My e-mail address is available on this syllabus to enable students to
communicate with me outside my scheduled office hours. I anticipate that students will make use
of this opportunity in case they wish to communicate with me, since I do not use telephone voice
mail at SDSU.
I do not allow cell phones or personal computers to be operated in this classroom.
Students should turn off cell phones and avoid bringing computers to class. Except in
emergencies and only with prior permission from me, DO NOT look at, have out, let ring,
or talk on a cell phone or computer in this class! I am willing to discuss exceptions to these
policies, but exceptions will not be given outside of severe medical or other reasons.
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Academic dishonesty will not be tolerated. All written work must be your own original
work (i.e., not previously submitted for credit in any other course, either at SDSU or at any other
academic institution) and also not copied from anyone else or any other source. Purchased or
downloaded papers de facto constitute cheating. Penalties for academic dishonesty are severe,
and may include expulsion. Please familiarize yourself with the University Policy regarding
Cheating and Plagiarism at: http://www-rohan.sdsu.edu/dept/ senate/policy/pfacademics.html
Also be aware of the Student Grievances procedure, available on-line at:
http://www.sa.sdsu.edu/srr/statement/sectionVII.html
Plagiarism not only includes a student representing the works, ideas, and writings of
others as his or her own. It also includes a student using a previous work product (published or
unpublished) that the student was involved in (e.g., as sole writer or co-writer) for any academicrelated activity (e.g., class assignments past or present, etc.), representing it as original work that
was performed for the new academic-related activity. Unpublished works include, but are not
limited to unpublished manuscripts, grant proposals, and web-based material. Plagairism is
treated as a flagrant form of cheating and will be reported as such with expulsion from SDSU a
possible outcome.
NOTICE:
Do not come into this class expecting any particular grade. I do not give grades;
students earn grades by their performance in class participation and on assignments and
tests. Please do not try to game me for a higher grade since any special consideration is
grossly unfair to all others in the class. Please note that I do take spelling and English
grammar into account in grading and points will be lost for errors, so edit your work
carefully.
Except in the case of a written documented illness requiring medical attention or a
death in the immediate family, late assignments and missed tests will be graded 0 points.
Students who fail to turn in all assigned work by the last class meeting will fail this course
with a grade of F regardless of other performance. All work must be turned in by 4 pm,
December 10, 2013, in order to avoid an F.
Grading:
Midterm 1
Midterm 2
Midterm 3
Position Briefing Paper
Debates
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20 Points
20 Points
20 Points
20 Points (Due November 12 at 4 pm)
20 Points
Total 100 Points
Page 3
Assignments
1.Readings
This course is divided into a series of topics, described below. Approximately one week of lecture
and discussion is allocated to each topic. Nearly all the other readings are quite short. Read them as well as
the text and give the pros and cons of the arguments in each some thought.
Week 1
Aug 27.
Introduction: Review of course and its organization, textbooks, requirements,
blackboard, science, how to study, think, analyze political situations, and issues.
Assigned Readings on Blackboard in Course Documents:
Week 2
Sept. 3.
Patterson. We the People. Chapter 1, “Political Thinking: Becoming a
Responsible Citizen,” pp. 1-28. The Declaration of Independence.
pp. 607-609.
Other Assigned Readings on Blackboard in Course Documents:
Armageddon Politics, Los Angeles Times.
Flaws in California Finances, Los Angeles Times.
So You Hate Taxes, Anonymous.
Students Face Class Struggle, Los Angeles Times.
Week 3
Sept. 10
Patterson. We the People. Chapter 2, “Constitutional Democracy:
Promoting Liberty and Self-Government,” pp. 29-65. Chapter 3,
“Federalism: Forging a Nation,” pp. 66-103. The Constitution of the
United States of America, pp. 610-627. Federalist No. 10, pp. 688-632.
Federalist No. 51, pp. 633-635.
Other Readings on Blackboard in Course Documents:
Governors React to Obama Care, Los Angeles Times.
31% MD’s Refuse Medicaid Aid for Patients.
Nearly 4 Million Struggle for Food.
Religion of American Founders,_Economist
LA Times American First Conservatives 070413
Week 4
Sept. 17
Patterson. We the People. Chapter 4, “Civil Liberties: Protecting
Individual Rights,” pp. 104-145. Chapter 4.
Debates 1-2
Other Readings on Blackboard in Course Documents:
Causes of Death, Los Angeles Times.
Inequalities in Health Effects in Bad Times
Distribution of Race and Income in Anaheim, Los Angeles Times.
Zakaria_Medical_Care Time
New York Times, reprinted in UT Krugman Absence of Jobs
People Without Food SD
Week 5
Sept. 24
Patterson. We the People. Chapter 5, “Equal Rights: Struggling toward Fairness,” pp.
146-182.
Debates 3-4
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Other Readings on Blackboard in Course Documents:
Inequalities in health effects of Bad Times Lit Review
LA Times Arizona's Voter ID Law
LA Times Education Budget Fight Brown Who Wins Who Loses 042513
LA Times, Voting Rights Supreme Court
People Without Food SD
PEW Income Home Segregation Growing
Race, Ethnicity, and Pain in America
Racial Differences Mortality SES & Others Annals Behav Med 123012
LA Times Education Budget Fight Brown Who Wins Who Loses 042513
BMJ One Third Americans Trouble Medical Bills
Week 6
Oct. 1
Patterson. We the People. Chapter 6, “Public Opinion and Political
Socialization: Shaping the People’s Voice,” pp. 183-214. Chapter 7,
“Political Participation: Activating the Popular Will,” pp. 215-241.
Debates 3-4
Other Readings on Blackboard in Course Documents:
Gentry Liberals, Los Angeles Times.
GOP Abstract Professors Zakaria Time
Proposed San Diego School District Split.
Voter Knowledge of Campaign 2012. PEW Research Center.
Drug Policy Debate.
Budget Cuts in California.
Zakaria_Conservatism_Time 2011
Zakaria Emerging America
Debates 5-6
Midterm 1. Will cover weeks 1-5
Week 7
Oct. 8
Patterson. We the People. Chapter 8, “Political Parties, Candidates,
and Campaigns: Defining Voter’s Choice,” pp. 242-280.
Other Readings on Blackboard in Course Documents:
LA Times Demo Wedge Issues 040513
Voter Blocks.
Taxing Unhealthy Food.
Silent Money Election 052812
Tobacco Laws and the Tea Party 030713
LA Times GOP Problems 030413
LA Times CA GOP Problems (Cartoon)
American Ayatollah (Cartoon)
Debates 7-8
Week 8
Oct. 15
Patterson. We the People. Chapter 9, “Interest Groups: Organizing for
Influence,” pp. 281-314.
Other Readings on Blackboard in Course Documents:
Budget Cuts in California, Los Angeles Times.
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American Lung Association.
Silent Money Election.
Interest Group Expenditures.
Race, Ethnicity, Pain.
LA Times Education Budget Fight Brown Who Wins Who Loses
What is Wrong in San Diego (review, Ron King).
Debate 9-10
Week 9
Week 10
Week 11
Oct. 22
Oct. 29
Nov. 5
Patterson. We the People. Chapter 10, “The News Media: Communicating
Political Images,” pp. 315-343. Hacker and Pierson. Winner Take
All Politics, pp. 1-40.
Other Readings on Blackboard in Course Documents:
Prior News vs. Entertainment, Public Knowledge.
Notes Prior News vs. Entertainment.
Source of Information Politics.
Zaller News Quality
Misinformation on Politics.
LA Times Fast Draw Journalism
Debate 11-12
Patterson. We the People. Chapter 11, “Congress: Balancing National
Goals and Local Interests,” pp. 344-489. Hacker and Pierson. Winner Take
All Politics, pp. 41-94.
Debate 14-15
Other Readings on Blackboard in Course Documents:
Medical Caregivers Poor.
MD Looks at Obama Care.
Mechanics of Taxes and Politics.
LA Times 021912 Where Does Federal Tax Money Go
LA Times Alan Simpson and Congress, 033113, P.A 10
LA Times IRS Targeting Tax Exempt Groups 051413
Patterson. We the People. Chapter 12, “The Presidency: Leading the
Nation,” pp. 390-430. Hacker and Pierson. Winner Take All Politics,
pp. 95-136.
Debate 15-16
Position Briefing Papers Due Next Week (No Late Papers Accepted)
Other Readings on Blackboard in Course Documents:
50 Obama Accomplishments, in course documents.
Drug Policy Debate.
Krugman Absence of Jobs.
Zakaria_Medical_Care_Time_032112
Midterm 2 Weeks 6-10.
Week 12
Nov. 12
POLS 102 7/05/13
Patterson. We the People. Chapter 13, “The Federal Bureaucracy:
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Administering the Government,” pp. 431-464. Hacker and Pierson.
Winner Take All Politics, pp. 137-193.
Debates 17-18
Position Briefing Papers DUE 4 pm.
Week 13
Nov. 19
Patterson. We the People. Chapter 14, “The Federal Judicial System:
Applying the Law,” pp. 465-500. Hacker and Pierson. Winner Take
All Politics, pp. 194-252.
The Economist Power from the People US Supreme Court
Washington Post Gun Control Politics Shifting
LA Times, Gay Rights, Scalia
LA Times Voting Rights Supreme Court
LA Times Catholic Bishops on DOMA and Contraception re US Supreme Court
Debates 19-20
Week 14
Nov. 26
Patterson. We the People. “Economic and Environmental Policy: Contributing to
Prosperity,” pp. 501-537. Patterson. We the People. Chapter 16, “Welfare and
Education Policy: Providing for Personal Security and Need,” pp. 538-572.
Debates 21-22
Other Readings on Blackboard in Course Documents:
Seven Wonders of Socialism in USSR
Social Security Standard Poverty Elderly 062913
Students Face a Class Struggle at State Colleges
Tax Planning or Tax Cheating LA Times 090712
US Census Short Report on Poverty 051612
UT Poverty Rate New Measure SD 110911
LA Times Denistry for the Poor in CA 052313
LA Times Bob Filner 060213
Week 15
Dec. 3
Patterson. We the People. Chapter 17, “Foreign Policy: Protecting the American
Way,” pp. 573-605. CREATE. California Government. Chapters 1-7, pp. 1-92.
Other Readings on Blackboard in Course Documents:
PPIC Californians and Their Governments
LA Times Flaws in CA Finances: Crisis Local Government
What’s Wrong with California, The Economist
LA Times CA GOP Problems (Cartoon) 030713
Debates 23-24
Week 16
Dec. 10
Discussion
Midterm 3 Weeks 11-17.
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2. Debate Assignments
Each student will participate in two debates about important issues during the semester by
joining a team of two students each. The first team member will present his/her team’s position,
then the other team’s rebuttal person will rebut the argument that was made, then the second
team member will present his/her team’s position, then first team’s rebuttal person will present
his/her rebuttal.
1) Two opposing teams of two persons each will debate a topic from the list of topics below.
One member of each team will argue the issue and the other member of each team will
rebut the argument of the other team. Rebuttals should not be a simple restatement of
one’s own teams position, but a critique of the opposition’s argument. This means
that persons on each team must study the issue so that they can anticipate how to rebut
whatever arguments the other team makes. If one of the team members fails to
appear, the other team member must be prepared to assume that person’s role and
argue for the team position and also rebut the opposition. Failure to show up will
earn that person a 0 for the assignment.
2) Teams will form around issues and be randomly assigned to the proponent or
opposing side of the issue to be debated by me. One team member will argue in support
of his/her team’s position on the issue, and the other team member will rebut (attack the
argument of the other team) the other team’s argument.
3) Teams should be developed at the end of the first class or as soon as possible, which
means that all students should remain until teams are developed. Lists of who is on each
team should be given to me at the end of class September 3. The list should be dated and
include the names of all students and their Red IDs as well as the topics selected. Topics
are strictly first come, first served.
4) Team members will then meet and select an issue to debate, define the specific aspect of
the issue to be argued, who will argue a position and who will rebut the opposing team’s
position, and attach the names and Red ID’s of each student on the team. This
information should be e-mailed to me at rhofstet@mail.sdsu.edu with a subject line
reading “POLS 102 DEBATE” as quickly as possible. As teams and topics are sent to
me, I will check off the topics on a first come, first served basis, record the teams,
and circulate a list of topics that can still be selected. The initial list is attached to this
syllabus. Additional teams selecting the same topic will then have to select another
topic.
5) Each student will present an argument in support of their team’s view. First, one student
for each team will present an argument in favor of its position on the issue in question.
After the position of each team has been presented one student (who did not present an
argument in favor) will present a rebuttal (criticism) of the other team’s argument. The
class may ask questions for five minutes after each debate and debaters must respond.
6) Finally, the class will vote on which team won. This vote should be based on the
quality of factual information, not on one’s own position on an issue. An extra five
points will be given to the winning team. Voting should not to be based on one’s own
preferences, but on the hard information presented and the effectiveness of
presentations and rebuttals.
7) I will grade the debates based on the effectiveness of their arguments and the level of
factual information they contain. Arguments must be developed independently by team
members although the persons presenting the position and the person presented the
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rebuttal must coordinate their arguments. Winners will earn an additional 5 points. In
case of a tie, each teams will win an additional 5 points. I will assign 0-20 points to each
debater based on the following.
8) Immediately prior to the debate, each member of a team will give me a sheet of paper
stating the issue to be debated, the team’s position on the issue, each team member’s
name and red ID, each person’s role (present argument/rebut opposing team’s argument)
immediately prior to the debate immediately prior to the debate.
9) Team members should not read their arguments! Participants will have up to 5
minutes each to present positions or rebuttals. If either team member simply reads
his/her argument, the team will be assigned 0 points. This will require practice
prior to the debate by each team member.
10) Both team members may use notes but only on 3” X 5” cards that are to be turned in
to me immediately after presentations. Names and red ID’s should be on each note card.
I will deduct points for notes on larger pieces of paper and also for reading of text. This
means that each team must practice together so that the presentation becomes natural.
Note: Effective arguments are based on facts, not on the opinions of commentators such as
Rush Limbaugh or Rachel Maddow or any other commentator. This will require research to
prepare for the debate. Listening to commentators may provide some help in defining issues,
but newspapers and news magazines nearly always contain much more hard factual
information. I strongly recommend reading both reputedly conservative and liberal media.
And, remember, the internet may provide some facts, but it also is full of misinformation
depending on which of the infinitely large number of sources one uses. The best bet is to
experiment with reading many different sources and looking for hard information. Good
debaters also rehearse their presentations so that they can be presented seamlessly, with
confidence and enthusiasm, which is much more effective in persuasion. I will be looking for
multiple sources in evaluating presentations.
More to Remember about Debates:
1.The objective of a debate is to win an argument. While you may select any of these topics, I
will randomly assign sides (in favor/in opposition) randomly. Keep this in mind at all times.
2.You are a member of a team. You and your partner should use team work, which means that
you should use each debater to increase the power of the team's argument. Coordinate your
arguments and rebuttal points with your partner and practice before the presentation.
Practice together! The first debater will present the basic arguments for the team’s position on
an issue, while the second debater will present a rebuttal to the opposition’s arguments.
REMEMBER: The job of the person doing the rebuttal is to analyze and undermine the main
argument of the opposition, not present the argument of his/her team again. That is the job of
the first debater on the team. The team therefore needs to anticipate what the opposition will
argue so that the person doing the rebuttal can make an effective criticism. Whatever tactic you
use, be sure it reflects team work.
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3. So what constitutes winning? There are four components I look for to determine who
"won":
a. Evidence -- the best debaters are those who marshal evidence to back up an argument
in a convincing and careful way. Rely on data, conclusions and quotations from the readings. I
expect you to use the readings we have covered in class and also what you read in newspapers
and news magazines and legitimate sources on the internet. Please also cite sources of
information for your arguments when you present them, the objectivity and credibility of which
will count in grading (e.g., Rush Limbaugh counts much less than CBS news, the National
Enquirer counts less than the Los Angeles Times or the New York Times or Time, Newsweek, or
The Economist, and anonymous sources and your personal feelings do not count at all.
Campaign sources can be used but what they claim must be verified by independent sources).
You may also use the recommended but not required book for this class, George McKenna and
Stanley Feingold. (2012). Taking Sides: Clashing Views on Political Issues. New York:
McGraw Hill.
b. Argument -- a debate argument should be well organized, logical, and forceful.
Make sure your debate argument is going somewhere, that you have an endpoint in mind. You
should then lay the groundwork for what will be your big punch or big punches. Buy into your
argument, regardless of your own preferences, and make the class believe it.
c. Anticipation -- a debate inherently assumes an opponent, whose main goal is also to
win. You should therefore anticipate your opponents' arguments. This is, of course, essential
for the person rebutting the opposition’s argument. By doing so, you can undermine their
position, put them on the defensive, and secure points for your own team.
d. Creativity -- in any debate there are obvious arguments you can make. These obvious
points are likely to be anticipated by your opponents. A winning argument, therefore, is often
creative and thoughtful, raising ideas or evidence that may be unanticipated. Try to think of a
unique twist for your argument that may catch people off guard.
4. The main argument is the job of the person who makes the initial presentation for the
team. The rebuttal is to critique the other side’s argument, not to reiterate their own team’s
argument but to try to pick apart the opposing team’s argument.
5. Each debate is worth 20 points. The class will vote on the winning team in each debate, and
that team will receive a bonus of 5 points.
Feel free at any time to come in and talk to me about your debate performance and to find out
your debate points
*** VERY IMPORTANT***YOUR ROLE IN THE DEBATE EXCERSES IS NOT TO
REITERATE VERBATIM THE ARGUMENT FOUND IN TAKING SIDES or any other single
source. I AM LOOKING FOR YOU TO USE THAT ARGUMENT FOR GROUND WORK
ONLY. YOUR ARGUMENT, ALTHOUGH PERMISSIBLE TO USE SIMILAR EVIDENCE,
AND CONCLUSIONS IS NOT TO BE THE SAME. YOUR ARGUMENT MUST BE YOUR
OWN AND IN YOUR OWN WORDS. SCHOLARS WHO DO THIS DO VERY WELL ON
THIS PORTION OF THE COURSE. SCHOLARS WHO MERELY REPEAT THE DEBATE
ARGUMENT FOUND IN TAKING SIDES DO NOT DO WELL.
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Issues for debate include, mostly drawn from McKenna and Feingold and news sources:
1. Americans should believe the country has a unique role in history.
2. The Tea Party revives America’s revolutionary ideals.
3. Bigger government is necessarily worse government.
4. We should prohibit private financing of campaigns.
5. The president should have unilateral war powers.
6. Federal courts should interpret legal cases in terms of original intent of the founders.
7. Congress is completely dysfunctional as an institution.
8. Americans should be required to purchase health insurance.
9. The president should be able to claim executive privilege without review.
10. Racial equality is advanced by affirmative action.
11. Abortion should be restricted.
12. The welfare state is no longer needed.
13. Taxes are too high in this country.
14. Citizens in America are becoming less equal.
15. People should be allowed to marry regardless of their sexual orientation (i.e., same sex
marriage).
16. Church and state should be completely separated.
17. Corporations should have the same free speech rights as individuals.
18. Recreational drugs should be legalized.
19. We should detain suspected terrorists indefinitely.
20. Global warming is a threat to society.
21. Wiretapping should be allowed to protect national security without a judicial warrant.
22. America should increase taxes to provide basic services?
23. America has no friends or enemies, just interests.
24. We should deport anyone who is not in the U.S. legally.
25. Healthcare should be provided to anyone who needs it using taxpayer funds.
26. It is time to get back to Jeffersonian principals so that government is limited to national
security, law and order, and protection of property and nothing else.
27. We should have elected Romney president.
28. We should have reelected Obama president.
29. Taxes in America should be cut.
30. It is time to reign in multinational corporations to reinvigorate American industry.
31. America is a uniquely good nation and should spread its influence through the world.
32. Private contributions to campaigns should be eliminated.
33. The American system works to benefit the wealthy at the cost of everyone else.
34. California should tear up its constitution and start over.
35. Lobbies have too much power in Washington.
36. The American government has been gathering too much information about citizens.
37. No American citizen should be executed without formal, public judicial review.
38. Capital punishment should be abolished.
39. If the police cannot control crime then it is up to the public to establish law and order.
40. Americans should be arrested without public judicial procedure in some circumstances.
41. Obama care should be repealed.
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3. Position Briefing Paper
Pretend you are briefing the President on a position on an issue that he/she is to take publically.
Do a good job and the President comes off well in public, i.e., you get a promotion and a raise;
screw up and the President is made to look like a fool and you get fired.
Each person will submit a position briefing paper, that is, an analysis of one of the issue that
you favor or oppose (unrelated to the topics of your debates), in a typed summary not to exceed
three typed double spaced pages, with 1” margins and 12 point type (800 words). Points
will be subtracted for incorrect grammar, misspelled words, and exceeding the word limit (so be
sure to use the word count option to insure that you do not go over and insert a heading called
WORD COUNT = X, where X is the actual count of words). This analysis should not be
related to the issue you debated. It should demonstrate the zero-sum aspects of all issues as we
have discussed. The paper should follow these guidelines:
1) Take the form of a policy debate limited to three pages (800 words, not including
references).
2) Should be as objective as possible, i.e., not take the form of a political argument.
3) Be sure to use credible sources, including newspapers, news magazines, articles in
scientific journals, non-partisan web sites, etc. A few partisan websites, blogs, etc., can
be cited, but these cannot be allowed to carry the arguments.
4) I will expect at least six different sources, and careful attention to correctness in citation
using one of the major styles, e.g., APA, MLA, Turabian, etc., and include a list of
references. Superscripted numerical footnoting will save space, but make sure that the
references in actual footnotes are in the proper style. I will expect you to mention the
general credibility/objectivity of each reference.
5) The paper should be written using the following as bullet points for organization:
●Define the issue—what is it? What, precisely is the issue about?
●Define the major stakeholders (usually more than two groups)—who are they?
●Describe the stakes at issue—what is to be gained and what is to be lost?
●Describe as objectively and completely as you can within the word limit using
citations from good sources.
6) Assess the evidence and, in your judgement, conclude what should be done from the
evidence.
7) Double check grammar and spelling—points will be deducted for errors in either.
Be sure to cite sources for your arguments beyond the assigned readings in the course. You may
base your arguments on those in McKenna and Feingold and/or other credible sources. But you
should add substantial (at least six) additional sources. You should add references to key
points or facts that you assert.
Purchase of papers and/or copying of your own or other persons’ papers constitutes
cheating and will be handled in that way. Sanctions can include expulsion. You will need to
make a printed copy of this assignment to hand in and ALSO e-mail an electronic copy so that it
can be checked. Remember, all borrowed text requires an appropriate citation
Position Briefing Papers will be due by 4 pm, November 12.
POLS 102 7/05/13
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