POLITICAL SCIE= NCE 285H: INTRODUCTION TO INTERNATIONAL RELATIONS

<= span style=3D'font-family:"Times New Roman","serif";letter-spacing:-.15pt'>=

<= span style=3D'font-family:"Times New Roman","serif";letter-spacing:-.15pt'>Fall = 2007

<= span style=3D'font-family:"Times New Roman","serif";letter-spacing:-.15pt'>North= ern Illinois University

<= span style=3D'font-family:"Times New Roman","serif";letter-spacing:-.15pt'>Chris= topher Jones

Offic= e: ZH 415 &n= bsp; = ; &n= bsp; = ; &n= bsp;

Phone= : 753-7040&= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp;

E-mai= l: cmjones@niu.edu = ; &n= bsp; = ; =

Class Meetings: T, TH 2:00-3:15 PM

Classroom: WZ 218

Office Hours: Wednesday 1:00-4:00 PM = or by appointment

= Course Assistant: Kevin Marsh kpmarsh71@yah= oo.com

= Office Hours: Mondays, 10:00 AM-12:00 PM or by appointment in DU 476

INTRODUCTION

The p= urpose of this introductory course is to promote active and effective global citizenship by equipping students with the knowledge and analytical tools to comprehend the exciting and rapidly changing nature of contemporary international relations. Students will receive a solid introduction to impo= rtant aspects of international relations theory, foreign policy decision-making, world political economy, and current policy issues. This course is well sui= ted for non-majors who simply want a fundamental understanding of international relations as well as social science credit. It will also provide political science majors with important background information before they tackle hig= her level courses in international relations.

This = course has three key objectives. Its first goal is to facilitate a general familia= rity and basic understanding of many of the key issues that lie at the center of present-day international relations with an emphasis on U.S. foreign policy. This selected focus is tied to the fact that many new students of internati= onal relations find it easier to master the subject when they can relate key theories and concepts to a country that they know well. In addition, the United States is t= he world’s lone superpower and its decisions and actions have a tremendo= us impact throughout the entire international arena. Furthermore, the instructor’s area of research and teaching specialization is U.S. for= eign and defense policy.

Much = of the substantive information related to the course’s first goal will be presented through the assigned readings rather than the lectures. Topics include American hegemony, democracy promotion, terrorism, Iraq, homeland security, China, free trade, and humanitarian intervention. However, we will also devote a significant portion of particular classes to discussing and analyzing current events from the newspaper. There will also be a number of class sessions throughout the term where we will discuss and analyze a rang= e of substantive policy issues. For this part of the course, we will rely on a b= ook that highlights several controversial issues and, therefore, will enable us= to consider and debate the proper direction of contemporary U.S. foreign policy within the international system.

The course’s second objective is to convey there is no single way to inte= rpret and explain contemporary international relations. Rather a number of theori= es, models, and concepts can be useful. This fact makes our task more challengi= ng, but also more interesting. Instead of being exposed to a single frame of reference, students will be introduced to a broad range of perspectives. Th= is information, which is designed to be as comprehensive as possible given the time constraints of the course, will be presented in lecture and reinforced= by the core textbook. Since a good portion of the key material will be discuss= ed within lectures, it is imperative that students attend class, take good not= es, ask questions, and collect the supplemental handouts.

The t= hird and final aim of the course is to sensitize students to how theory provides both a means for understanding the real world, forming personal views about= key issues, and making foreign policy decisions. Decision makers in Washington, D.C. and other world capitals use theory whether they know it or not. To illustrate this point, our central objective when discussing current events= and controversial issues will be to apply the frames of reference from lecture.= In addition, each student will complete a newspaper journal and two short pape= rs where they will be asked to integrate theory with the real world. Each of t= hese assignments incorporates newspaper articles.

Overa= ll, the hope is students will leave the class with the ability to identify the theoretical perspectives that underlie the conduct of international relatio= ns and U.S. foreign policy, and to use these constructs actively and critically when they talk with others, read newspapers and periodicals, and watch television news.

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Beyon= d the central scope and objectives of the course, there are few subsidiary goals = to keep in mind. Throughout the semester, we will highlight and evaluate the tension between the pursuit of national security and the pursuit democratic values, which has become a particularly important issue in the post-9/11 wo= rld. We will also consider why many leaders and people in the developing world h= ave a negative view of the United States. Lastly, the class format and graded assignments are designed to help students improve their basic written, verb= al, and analytical skills. A strong emphasis is placed on critical thinking and logical argumentation rather than the memorization of facts.

CLASS FORMAT

The presumption is members = of the class have little or no background in the subject matter. For that reason, a majority of the class sessions will be conducted in a lecture format with t= he exception of time reserved for the discussion of current events and substan= tive issues. During lectures, everyone is welcome and encouraged to ask questions and make relevant comments about the material. Thoughtful participation wil= l be rewarded.

In addition, there are two times when student participation is expected and essential. At the beginning of classes designated newspaper discussion days (see the course schedule later in this syllabus), students will be asked to introduce news stories about U.S. foreign policy and international relation= s. Besides briefly summarizing the= news report, it will be necessary to do one of two things: offer an opinion on t= he issue being discussed or draw a connection between the facts of the article= and the course material (e.g., a theory, concept, reading, etc.). All opinions = and interpretations are welcome as long as they are presented in a logical and respectful manner. The same expectations hold for a number of class sessions devoted to class discussion, analysis, and debate of controversial, substan= tive policy issues highlighted in one of the required books. Students are expect= ed to come to class fully prepared in terms of newspaper discussions, assigned readings and controversial issue discussions, and any special assignments. Copies of the assigned readings should be brought to class.

Beyond the current event discussions, there are other advantages to reading the newspaper on a regular basis. Staying informed of current events allows one= to make better sense of the instructor’s examples and other studentsR= 17; comments. It will also help draw linkages between the course material and t= he “real world.” Furthermore, reading news articles may spark ideas for the journal and paper assignments. Lastly, news articles will equip you with examples that you may wish to use on the examinations to highlight cla= ss concepts.

Students are asked to use one or both of the following high quality newspapers of record, both of which are accessible and free of charge on the Internet. A one-time registration is necessary. Using a common set of newspapers will facilitate a better class discussion as students will be more familiar with= the article or topic being presented.

New York Times (Click on “World” and “U.S.” Under “U.S.,” also click on “Washington”)

http://www.nytimes.com

Washington Post (Clic= k on http://www.washingtonpost.com (Click on “News,” then “World,” “Politics,” and “Nation.” Under “Nation” also click on “National Security” for link= s to articles on intelligence, the military, etc.).

REQUIRED READINGS

Two r= equired textbooks are available for purchase at the university bookstore. I have ma= de a conscious effort to keep the material as affordable and update-to-date as possible. Therefore, the books are recently published paperback editions. T= o be successful in this course, it is strongly encourage students to have person= al copies.

Ÿ Karen A. Mingst, Essential of International Relations, 3^rd edition (New York: W.W. Norton, 2004).

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Ÿ Andrew Bennett and George Shambaugh, Taking Sides: Clashing V= iews in American Foreign Policy, 4^th edition (Dubuque, IA: McGraw-Hill Contemporary Learning Services, 2008).

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GRADED REQUIREMENTS

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There= are four basic requirements. The first requirement is written examinations. The midterm exam is scheduled for Thursd= ay, October 11 and will be worth 25 percent of the course grade. = The final exam will be administered on Tuesday, December 11 during the university’s examination period and be worth 30 percent of the final course grade. Both examinations must be completed to pass the course. Each = test will be composed of a variety of written response short answer questions. P= rior to each exam, the instructor will outline the specific exam format, discuss grading standards, and distribute a study guide.

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        &= nbsp;   Second, there will be two writing assignments. These short papers of four to five-p= age papers are due at the beginning of class on Tuesday, October 30 and Tuesday, November= 27 respectively. Each paper will count as 10 percent of the course grade. Specifically, students will be asked to write an analytical essay, where a theoretical approach from the course is used as a conceptual lens to interp= ret an aspect of contemporary international relations and/or U.S. foreign polic= y.

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        &= nbsp;   Although these are short papers, they should be well written and carefully construct= ed. Quality rather than quantity will be the standard. Topics should be based o= n a recent article from the New York Ti= mes or Washington Post. Students are encouraged to discuss their topics and article selections with the instruct= or or course assistant prior to completing the assignment. The aim of the exer= cise is to encourage the theories presented in class to be employed as analytical tools for explaining an element of the “real world.” A detailed section at the end of this syllabus explains exactly how these assignments should be completed. Un= like the exams, students are not required to complete these papers to earn a pas= sing course grade. However, failure to submit these assignments will result in a grade of zero percent.

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        &= nbsp;   The third requirement is the completion of a current events journal. This assignment, which is due no later than Thursday, December 6 at the beginning of class but can be submitted earlier in the semester, should include ten printed news articles from one or both of the newspaper websites. Accompanying each article should be a well written, eig= ht to ten sentence paragraph that reacts thoughtfully to a news story that bea= rs some type of logical relationship to international relations and/or U.S. foreign policy. For instance, journal entries can tie an article to a course reading, draw a connection to a theory or concept discussed on class, relate its significance to a present or future policy, convey how a policy maker should address the issue, or share a general opinion. Regardless of the approach, make certain the paragraph is well constructed and includes independent thinking (rather than merely a restatement of the article). All journal entries should be word-processed and representative of the entire semester rather than simply the last weeks of the semester. The final journ= al can be assembled any way the student chooses as long as the guidelines (discussed above) are followed. This project is worth 10 percent of the cou= rse grade.

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        &= nbsp;   The fourth requirement is participation= . It will contribute to 15 percent of the overall course grade. Components of th= is grade include (a) regular and thoughtful participation in class lectures and discussions, (b) regular attendance (no more than three absences), and (c) introducing and discussing material from the newspaper, (d) active involvem= ent on days when we discuss and analyze controversial substantive policy issues, and (e) any additional assignments.

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        &= nbsp;   In general, relevant in-class participation will be evaluated according to the following scale (with plus and minus grades being possible):

A =3D= regular and thoughtful participation  &nb= sp;            =

B =3D occasional and thoughtful participation&nbs= p;            &= nbsp;

C =3D= regular attendance, but little or no participation

D =3D= less than regular attendance

F =3D= little or no attendance

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        &= nbsp;   Attendance is generally taken each class session.&nbs= p; At the end of the semester, the total number of class meetings is divided into the number of times a student was present. The resulting percentage is then converted to a letter grade. Missing class no more than two or = three times will result in an “A” for this portion (one-third) of the participation grade. Please note tha= t a half letter grade deduction will be taken from the overall course participation grade (not just the attendance gra= de) for each class missed after the= fifth absence.

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   &n= bsp;        The midterm examination, final examination, and quizzes will be scored on a 0 to 100 percent scale and assigned a corresponding letter grade (with plus and minus designations included when appropriate). For the journals, papers and participation, letter grades will be awarded. In computing the final course grade, these two components will count as follows: A =3D 95, A- =3D 91, B+ = =3D 88, B =3D 85, B- =3D 81, C+ =3D 78, C =3D 75, C- =3D 71, D+ =3D 68, D =3D 65, D- =3D 61, and F =3D 0 to 50 (depending on ext= ent and quality of work within "F"). = ;

   &n= bsp;        Given this is an honors section, the pace of the course will be quicker and the instructor’s expectations regarding each graded requirement will be higher than it would be in a regular section of POLS 285.

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SUMMARY OF GR= ADED REQUIREMENTS

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Midte= rm Exam =3D 25 percent

Final= Exam =3D 30 percent

Paper= 1 =3D 10 percent

Paper= 2 =3D 10 percent

Journ= al =3D 10 percent

Parti= cipation =3D 15 percent

        &= nbsp;           &nbs= p;            &= nbsp;           &nbs= p;            &= nbsp;           &nbs= p;             =

COURSE POLICIES AND LOOSE ENDS=

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1.&n= bsp;     Makeup Exams: Makeup exams will only be given in extraordinary circumstances. If such circumstances arise, please contact the instructor as soon as possible and before the scheduled exam. To = keep the process fair for everyone in the course, students may be asked to suppo= rt requests for makeup exams with documentation. A missed examination without prior notification and a documented excuse will result in a zero and a cour= se grade of “F” as opposed to an incomplete.

2.&n= bsp;     Students with Disabilities: Under Section 504 of the Rehabilitation Act of 1973, NIU is committed to making reasonable accommodations for persons with documented disabilities. Those students with disabilities that may have some impact on their coursework for which they may require accommodations should notify the University's Center= for Access-Ability Resources (CAAR). CAAR will assist students in making approp= riate accommodations with course instructors. It is important that CAAR and instructors be informed of any disability-related needs during the first two weeks of the semester.

3.&n= bsp;     Late Assignments: An assignment submitted a= fter the due date will be penalized by a deduction of ten points or one letter g= rade per day. Since students will have had several weeks to complete their work, this standard will be waived only in extraordinary circumstances.

4.&n= bsp;     Submitting Written Work: Assignments should be handed-in to me personally or given to a department secretary to be time-stamped. Assignments placed under my office door or sent with a friend tend to disappear at times. If a stud= ent selects one of these modes of delivery, he or she does so at his or her own risk.

5.&n= bsp;     Extra Credit: Extra credit assignments will not be given on an individual basis to raise final course grades. Like makeup exams, such projects r= aise serious questions of equity. If a project is made available, every member of the class would be given the opportunity to complete it. =

6.&n= bsp;     Handouts: Handouts are a privilege for those students who att= end class on a regular basis. No student is entitled to supplemental materials simply because they are registered for the course.

7.&n= bsp;     Classroom Etiquette: Students are to arrive at class on time. Two tardy arrivals are equivalent to one class absence. Students are to remain for the ent= ire session unless excused by the professor beforehand or confronted with a ser= ious personal emergency. For instance, it is not acceptable for students to walk= in and out of class to answer cell phones, take casual bathroom and smoking breaks, or attend to other personal matters. Cell phones, pagers, or any electronic devices that make noise must be turned off during class unless the instructor has been notified beforehand of a special circumstance (e.g., sick family member, pregnant wife, special childcare situation, etc.). It is not acceptable to use an iPod, read a newspaper, use a laptop for anything other than taking class notes, or enga= ge in other behavior that distracts one from the class proceedings once the session has begun. No one should talk while someone else is talking; this includes comments meant for a classmate rather than the entire group. What = may seem like a whisper or a harmless remark to one person can be a distraction= to someone else. Overall, classroom dialogue and behavior should always be courteous, respectful of others, and consistent with the expectations set f= orth by the university.

8.&n= bsp;     Incomplete Requests: Such petitions will be granted only in extraordinary circumstances. The instructor reserves the ri= ght to ask for documentation to verify the problem preventing completion of the course by the normal deadlines. If the student does not present documentati= on from a university office or official, the matter will be left to the instructor’s discretion.

9.&n= bsp;     Academic Dishonesty: Regarding plagiarism, the= NIU Undergraduate Catalog states: “students are guilty of plagiarism, intentional or not, if they copy material from books, magazines, or other sources without identifying and acknowledging them. Students guilty of, or assisting others in, either cheating or plagiarism on an assignment, quiz, = or examination may receive a grade of F for the course involved and may be suspended or dismissed from the university.” The above statement encompasses the purchase or use of papers that were written by others. Please note that the instructor re= tains copies of papers written in previous years. In short, students are advised = to do their own work and learn the rules for proper quoting, paraphrasing, and footnoting.

10.&= nbsp; Class Participation: I recognize class discussion comes more easily for = some people than for others. By temperament or habit, some individuals are “talkers” while others are “listeners.” Learning to= be both is an important subsidiary goal of this course. Comments that are not relevant to = the ongoing discussion and off the point will not be rewarded. Remarks that are disruptive to the discussion, insensitive to others, or attempt to dominate= the discussion will not be tolerated. I strongly prefer students to participate= on a voluntary basis. If you are particularly apprehensive about talking in cl= ass, or feel closed out of the discussion for another reason, please speak with = me. There are some things I can suggest that may be helpful. Remember: communication skills and self-confidence are extremely important assets in = the professional world. Thus it is better to develop these things in the colleg= ial environment of this class rather than under more difficult circumstances la= ter in life.

11.&= nbsp; Unann= ounced Quizzes: The instructor reserves the right to conduct pop quizzes (in addition to the case study quizzes), if it becomes grossly appa= rent through class discussions that students are not completing the assigned readings on a regular basis. = If such quizzes are administered, they will be averaged and used to raise or l= ower a student’s final course grade by a half a letter grade. Whether a pa= rticular student’s grade is adjusted positively or negatively will be dependen= t on a class average. It will not be done capriciously.

12.&= nbsp; Under= graduate Writing Awards: The Department of Political Science will recognize,= on an annual basis, outstanding undergraduate papers written in conjunction wi= th 300-400 level political science courses or directed studies. Authors do not have to be political science majors or have a particular class standing. Winners are expected to attend the Department’s spring graduation ceremony where they will receive a certificate and $50.00. Papers, which ca= n be submitted by students or faculty, must be supplied in triplicate to a department secretary by February 28. All copies should have two cover pages – one with the student’s name and one without the student’= ;s name. Only papers written in the previous calendar can be considered for the award. However, papers completed in the current spring semester are eligible for the following year’s competition eve= n if the student has graduated.

13.&= nbsp; Depar= tment of Political Science Web Site: Undergraduates are strongly encouraged to consult t= he Department of Political Science web site on a regular basis. This up-to-dat= e, central source of information will assist students in contacting faculty and staff, reviewing course requirements and syllabi, exploring graduate study, tracking department events, and accessing important details related to undergraduate programs and activities. To reach the site, go to: http://www.niu.edu/polisci/

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IMPORTANT DATES

Octob= er 4                &= nbsp;   - Midterm Review Sheets Distributed

Octob= er 11        &= nbsp;         - Midterm Examination

Octob= er 30        &= nbsp;         - First Paper Due at 2:00 p.m.        =             &nb= sp;

Novem= ber 27        &= nbsp;     - Second Paper Due at 2:00 p.m.        =             &nb= sp;

Decem= ber 4        &= nbsp;        - Course Conclusion and Final Exam Review Sheet Distributed=

Decem= ber 6        &= nbsp;        - Newspaper journal due no later than today at 2:00 p.m.

Decem= ber 11        &= nbsp;      - Final Examination

COURSE SCHEDULE AND READ= ING ASSIGNMENTS

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= · Read= ing assignments are to be completed by the appropriate date before arriving at class.

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Week 1

Augus= t 28       =

Course Introduction

- Introductions

- Sub= ject matter

- Discussion of requirements, expectations, and policies

- Explanation of paper assignment

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Assig= nment: Obtain textbooks, gain access to the New York Times and/or Washington Po= st and begin tracking current events related to the course, and review syllabu= s. Also, make sure you can find and print the “Melian Dialogue” (s= ee September 4 below).

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Augus= t 30       =

Under= standing International Relations through Competing Frames of Reference

Mings= t, Chapter 2.

This reading is not related to what we will be discussed in class today. It is simply important background information that all international relations students should possess. This overview will also prove useful during lectur= es and discussions later in the semester.

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Week 2        =

Septe= mber 4

Under= standing International Relations through Competing Frames of Reference=

̶= 0;The Melian Dialogue,” http://www.shsu.edu/~his_ncp/Melian.html

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September 6 &nb= sp;

International Relations from a Realist Perspective=

Mingst, pp. 65-71, 101- 103 (The State and Nation), = 106 (Realist View of State only)

Week 3

= September 11

International Relations from a Realist Perspective=

= Mingst, pp. 83-84, 86-94, 191-192, and 224-228

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= September 13

International Relations from a Realist Perspective=

Bennett & Shambaugh, “Is China’s Rise Threatening the United States?” pp. 156-173=

Newspaper Discussion Day – Try to find an exam= ple of realism in the newspaper.

Week 4

= September 18

= “Realism in International Relations,” ht= tp://www.geocities.com/virtualwarcollege/ir_realism.htm#Waltz

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Septe= mber 20

Contr= oversial Issue Discussion: Is American Hegemony Good for the United States?=

Benne= tt & Shambaugh, pp. 2-22

Newspaper Discussion Day=

Week 5

Septe= mber 25

Inter= national Relations from a Liberal Perspective

Decla= ration of Independence

http://www.ushistor= y.org/declaration/document/

Presi= dent Wilson’s 1917 Speech to Congress on a Declaration of War

http://net.lib= .byu.edu/~rdh7/wwi/1917/wilswarm.html

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Septe= mber 27

Inter= national Relations from a Liberal Perspective

Mingst, pp. 62= -65, 84-86, 105-106 (Liberal View of State only)

= “Liberalism in International Relations,” http://w= ww.geocities.com/virtualwarcollege/ir_liberal.htm

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Week 6

Octob= er 2

Inter= national Relations from a Liberal Perspective

Mings= t, pp. 159-190

October 4

Contr= oversial Issue Discussion: Can Humanitarian Intervention Be Justified?=

Bennett & Shambaugh, pp. 334-351

Newsp= aper Discussion Day

A mid= term examination review sheet will be distributed today.

Week 7

Octob= er 9

International Relations from a Liberal Perspective

Bennett & Shambaugh, &#= 8220;Should Promoting Democracy Abroad Be a Top = U.S. Priority?” pp. 40-56

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Octob= er 11

Midte= rm Examination

This = date was selected in order that all students in the class may have a graded assessment of their work prior to the university’s withdrawal deadlin= e on Friday, October 19.

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Week 8

Octob= er 16      =

Controversial Issue Discussion: Was the War in Iraq Justified?

= Bennett & Shambaugh, pp 60-79

= *We will also briefly discuss neo-conservatism and its realist and liberal connectio= ns.

Newspaper Discussion Day

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Octob= er 18      =

Inter= national Relations from a Radical Perspective

Mings= t, 71-74, 95-96, 106-107 (Radical View of the State only), 127 (very last sent= ence on page) -128

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Week 9

Octob= er 23      =

Inter= national Relations from a Radical Perspective

Henry Munson, “Lifting the Veil: Understanding the Roots of Islamic Militancy,” Harvard Internati= onal Review, http://hir.ha= rvard.edu/articles/1184/

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Mohsin Hamid, Why Do They Hate Us?”

http://www.washingtonpost.com/wp-dyn= /content/article/2007/07/20/AR2007072001806.html?hpid=3Dopinionsbox1

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=

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Octob= er 25

Expla= ining Terrorism through the Realist, Liberal, and Radical Perspectives= =

Using Terrorism to Understand the “Levels of Analysis Problem” in International Relations

Mings= t, pp. 55-61 and Chapter 8

Newsp= aper Discussion Day

Week 10

October 30

International Relations as Rational Choice and Crisis Decision Making

= Mingst, pp. 122-124. An additional reading or exercise will be assigned.=

First paper i= s due today at the beginning of class.

November 1

= Mingst, pp. 124- 126 and Jones, “Trading with Saddam: Bureaucratic Roles and Competing Conceptions of National Security” (reserve reading) - An address to download this article will be provided.

Week 11         =

November 6

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= Smith, “Policy Preferences and Bureaucratic Position: The Case of the Americ= an Hostage Rescue Mission” (library reserve reading) – An address = to download this article will be provided.

November 8

= Bennett & Shambaugh, pp. 212-226

Newspaper Discussion Day

Week 12

November 13

Inter= national Relations as Free Trade Liberalism

Mings= t, pp. 236-237 (shaded box only), 238-239 (Economic Liberalism), 242-243, and 256-= 264 (Role of Institutions in Managing Power, Competition, and Development)=

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Novem= ber 15

International Relations as Free Trade Liberalism

Bennett& Shambaugh, “ Is Economic Globalization Good for the United States?= 221; pp. 2-263     &nbs= p;

Recom= mended (but not required): Bennett & Shambaugh, “Is Outsourcing Good for the United States?” p= p. 264-277

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Week 13

November 20

= Mingst, pp. 235-238 (top) and pp. 249= -256

= Jean-Francois Jamet, “The European Union’s Industrial Policy,”

= http://www.robert-schuman.org/supplement/questions_europe15an.htm<= /o:p>

=

Novem= ber 22

Thank= sgiving – No Class

=

Week 14   &n= bsp;

Novem= ber 27

International Relations as Neoimperialism

= Mingst, pp. 239-241, 244-249 (top), 264 (middle)-271

Micha= el Parenti, “Imperialism 101,” from Against Empire

http://www.micha= elparenti.org/Imperialism101.html

The second pa= per is due at the beginning of class today.

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Novem= ber 29

International Relations as Neoimperialism

Anup = Shah, “Causes of Poverty,” http://www.gl= obalissues.org/TradeRelated/Poverty.asp

Anup = Shah, “Corporations,” http://w= ww.globalissues.org/TradeRelated/Corporations.asp

Newsp= aper Discussion Day

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Week 15

Decem= ber 4

Course Conclusion

Stephen M. Walt, “International Relations: One World, Many Theories” Foreign Policy,<= /p>
http://www.columbia.edu/itc/sipa/U6800/readings-sm/foreign_pol_walt.p= df

Jack Snyder, “One World, Rival Theories,” Foreign Policy,

http://www.geoc= ities.com/thadoc78/intltheories.htm

Do no= t miss this class. It is a key session for the course and the final exam. Also, the final exam review sheet will be distributed.

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Decem= ber 6

Finish Course Conclusion (if necessary) and Review for Final Examination=

No re= ading assignments

The newspaper journal is due no later than the beginning of class today.= =

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Week 16

Decem= ber 11

Final Examination

2:00-3:50 p.m.

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GUIDELINES AND ASSISTANCE FOR RESEARCH PAPER ASSIGNMENT

Goal of the P= aper: The purpose of this assig= nment is to write an analytical essay where a world view, major theory, or concept from the course is used to explain a contemporary event or issue related to international relations. In this way, the frames of reference or worldviews= that we have studied become tools or conceptual lens for understanding and interpreting an aspect of “reality” (current events and issues)= .

The aim is not to describe the event or issue. Rather, the objective is to expl= ain or make sense of it through the core values, concepts, and key assumptions = of a worldview or theory we have studied. Therefore, this is a creative enterpri= se involving the integration of “theory” with “the real world” with the hope of better understanding a piece of the latter.

Obviously, no one will be able to include all the assumptions and concepts associated = with a particular theory in their paper. Each paper, however, should incorporate= a substantial amount. The theory’s core values should be identified and included within the analysis.

Please note this is not a research paper. Rather it is an analytical “think piece.” Of course, outside sources can be included to strengthen one’s argument, but these materials are not required. The entire proj= ect can be completed with the lecture notes, the textbook, and a newspaper arti= cle from the New York Times or Washington Post.=

What are acce= ptable analytical tools? The answer to this questions falls into four categories: (1) the courseR= 17;s three major frames of references: realism, liberalism and the radical perspective; (2) decision-making theories: the rational actor model, the organizational process model, the governmental politics model, and other mo= dels we may cover in class, (3) the economic sides of our three frames of refere= nce: free trade liberalism, strategic competition, and neoimperialism; and (4) o= ther theories or concepts from the class. If a project falls into the last categ= ory, please discuss it further with the instructor or course assistant. On the second paper, students should select a different theoretical approach or analytical tool.=

Where can on = find acceptable events and issues to analyze? Students should select an event or issue to anal= yze based on a news article from the Ne= w York Times or Washington Post. (= Access to these newspapers was discussed earlier in this syllabus). The chosen art= icle must be attached to the final paper. The use of newspaper editorials or news analyses are unacceptable. The purpose of the article is simply to provide a description of a world event or issue, while the student’s job is to explain and make sense of that context.

Selecting a T= opic: There is a wide-range of currents events and issues that might serve as interesting paper topics. Se= lect an event or an issue before deciding on a theory or analytical tool. That i= s, do not simply select a theory and then impose it on some phenomenon. Rather, after finding an interesting event or issue, ask how can I make sense of it? What theory will allow me to explain and better understand this event or is= sue? Please feel free to discuss topics (theories and article selections) with t= he instructor or course assistant.

Due Dates: Refer to the course syllabu= s for the due dates of the two papers. Assignments may be submitted before these dates, but they will not be graded until all papers have been submitted on = the due dates. Members of the class will be graded based on the assignment guidelines and in comparison with their peers.

Late Papers: Papers submitted after th= e due date will be penalized by a deduction of ten points or one letter grade per day. Since students have had weeks to complete these assignments, this stan= dard will be waived only in extreme circumstances.

Format= : Papers should be four to = five full word-processed pages. The pages should use 12 pt. font, be doubled spa= ced, and contain one-inch margins. The paper should be accompanied by a title pa= ge, which details the analytical essay’s title, the student’s name,= the course number, and the date. Page one should begin at the top of the first page. Staple the pages together in the left-hand corner. The pages should be numbered. Papers should be written in the third person to convey a persuasi= ve, analytical tone. Thus avoid the use of I, my, me, in my opinion, you, and so forth.

Proper Citation: = One general rule is that if the information cannot be found in three or more commonly available sources it should be footnoted. Another guideline is if = five or more words are taken from another author, the statement should be cited.= The exception to the second rule, is when the author uses unique words or phras= es that are less than five words.

If a paper quotes or paraph= rases outside sources, it must identify these materials properly. A paraphrase is when an individual rephrases an author’s ideas or information into th= eir own words. A quote is when an author’s words are restated exactly. A quote must always appear in quotation marks. A paraphrase does not require quotation marks. However, both quotes and paraphrases need to be accompanie= s by footnotes or endnotes. In these instances, it is important to use an accept= ed form of citation (e.g., MLA, APA, APSR, Chicago Manual of Style, etc.) consistently and properly.

Grading and Components of a Good Paper: Each paper is worth 10 percent of the final course grade. Since this is a short assignment that students will have had weeks to prepare, the expectation is that these papers should be well written, well constructed, and well reason= ed.

“Well Constructed” papers will have three components: (1) an introduction t= hat presents the paper’s central thesis (e.g., the theory that best expla= ins the selected event or issue) and provides an overview of the core values and assumptions to be used in the analysis; (2) a body where reasons and eviden= ce are presented to support the thesis; and (3) a conclusion that summarizes t= he overall argument and why it is important. These three sections should be logically connected, so that the body flows logically from the thesis and t= he conclusion is logically connected to the body.

“Well reasoned” arguments do two things: (1) they explain the logic behind a statement (the reasons why such a statement could be true) and (2) the offer evidence to suggest why the statement is in fact true. Using logical reasons from a selected theory as well as evidence based on readings, historical examples, and current examples (e.g. the selected newspaper article) gives = the explanation more persuasive power. Avoid making assertions (statements base= d on opinion with no supporting logic and evidence). Making assertions rather th= an well-supported, reasoned statements will affect the quality of the paper and its final grade.

Use Reasoned = Arguments. Avoid Assertion of Opinion: An assertions is a statement that is not supported by logic or evidence. It= is simply presented in the form of a declaration: “X is true.” Examples of assertions would = be statements such as the following: “America is an imperialist country = that would exploit the entire world if it could;” or “Leaders in the= developing world are irrational and unpredictable.” Upon reading or hearing a statement such as this one = may be left wondering what reasons there are for believing that such a statement could be true. Why would Americans exploit other countries? Why would leade= rs in the developing world be less rational than anyone else? One may also won= der what evidence there might be to indicate that the statement is in fact true. Are there historical cases or current examples of American exploitation of other peoples around the world? Have psychologists found that leaders in th= e developing world are often crazier than the rest of us? Because they are presented as simple declarations without supporting reasons or evidence, assertions such= as the ones above are the least persuasive kind of statement. They may express= the opinion of the person making the statement (for example, “I feel that= X is true”), but they cannot explain why one should accept the statemen= t. When attempting to persuade someone else, an assertion is the weakest way t= o do so because the other person is not forced to reconcile another person’= ;s reasons or evidence with their own. If one simply asserts “ X is true,” the other person can respond with an equally simple counter-assertion, “No, X is not true.” In the absence of reaso= ns or evidence on either side there is not way to evaluate these two assertion= s or to choose one over the other; it is simply one individual’s word agai= nst another’s. This is why small children often fall into infinitely repe= ated a cycle of assertions (“is so!”) and counter-assertions (“= ;is not!”). Without the skills to develop and evaluate reasoned arguments, there is no way for them to settle their disagreement.

How does a re= asoned argument differ from an assertion of opinion? It provides logic and evidence that we can use = to evaluate a particular statement that we can present to others in order to t= ry and persuade them that our evaluation of the statement is valid. More specifically, a reasoned argument does two things that an assertion does not do:

A reasoned argument explains the logic behind the statement, the reasons why = such a statement could be true. Such logical reasons come from theories. (Theori= es are logically related sets of propositions that help us to describe and exp= lain our world.” In the first example above, a radical theory of internati= onal relations, such as Marxism would suggest that capitalist countries tend to produce more goods than their exploited workers are able to buy. ( They call this phenomenon an economic crisis of “over-production”). Therefore, such countries must expand overseas in order to dominate foreign markets in which they can sell their surplus goods. This domination is what they refer to as “imperialism”). Since the United States is a capitalist country, a radical theorist would explain such overproduction as= the one reason why Americans might practice imperialism. As for the second statement, there may be no theory that suggests logical reasons why leaders= in the developing world would be more irrational than, for instance, the avera= ge American politician. Instead of logic, our second assertion might be based = on racism.

A reasoned argument presents evidence to suggest that the statement is in fact true. Examples are a basic kind of evidence. If X is true, there should be examples of X we can point to as we try to convince others that X is in fact true. In attempting to convince someone that America is in fact an imperial= ist country, a radical scholar will present a number of historical and current examples of U.S. interference in the affairs of other countries in order to keep their markets open to U.S. businesses. If there are many good examples= of X, we may begin to believe that X might actually be true. On the other hand= , if there are not very many examples, or if the examples do not seem to be very good ones, we may begin to doubt X. In the case of our second assertion, someone may try to convince others that leaders in the developing world are irrational by pointing out individual examples, such as Hugo Chavez of Venezuela, who may not seem to behave as we do. But does acting different m= ean that someone is irrational? And even if Chavez is irrational, does that pro= ve that all leaders in the developing world are generally irrational? The evid= ence for our second assertion does not seem to be very strong, which should caus= e us to doubt the validity of the assertion.

So after reviewing the logic and evidence in support of a particular statement= , we might (or might not) say “There are logical reasons to believe X coul= d be true” or “There is evidence to suggest that X is in fact true.&= #8221; The strongest kind of argument would combine logic and evidence so that we could say, “There are logical reasons to believe X is true, AND the evidence suggests that X is in fact true.” This is infinitely more persuasive than simply asserting, “I believe X is true,” which neither logic nor evidence to support it.

Of course, even if someone is able to support a position with logic and eviden= ce, this does not guarantee that they are correct or ensure that others will ac= cept their reasoned argument as persuasive one. They may very well have logical reasons for believing otherwise, and evidence to support their own position= . By insisting on reasoned argumentation, however, it is possible to evaluate different positions in terms of logic and evidence instead of falling into = the vicious circle of assertion and counter-assertion such as, “Is so!= 221; and “Is not!”

Writing Ass= istance: For writing assistance, please consult with the University’s Writing Center in one of the following ways.

(a)&= nbsp;   Drop by the Stevenson Towers South, Lower Level Tow= er B. During the regular semester, Writing Center hours are generally Monday through Thursday, 8:00 a.m. to 7:00 p.m.; Friday 8:00 a.m. to 1:00 p.m. Be = sure to call or check the center’s web site to confirm the correct hours. =

(b)&= nbsp; Make an individual appointment by calling (815) 753-6636.

(c)&= nbsp;   Go to http://uwc.ni= u.edu/ and e-mail a draft for general feedback. There are also other online writing resources at this address.