POLITIC= AL SCIENCE 382: U.S. FOREIGN POLICY MAKING

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

Class Meetings: T, TH 12:30-1:45 PM

Classroom: DU 459

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

= Course Assistant: Kevin Marsh kpmarsh71@yahoo.com<= /a>

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

INTRODUCTION

This survey course in U.S. foreign policy making has four basic objectives. The first goal is to provide a solid introduction to the actors, interests, and politics that shape the formulation, implementation, and oversight of Ameri= can foreign policy. We will begin with an overview of the domestic and global contexts of foreign policy making, including the impact of September 11, 20= 01 and the War in Iraq. Then several class meetings will focus on specific pla= yers within the U.S. foreign policy process: the president, the vice president a= nd presidential advisers, National Security Council, State Department, Defense Department, intelligence community, Central Intelligence Agency, Congress, interest groups, news media, and the public. In each instance, we will expl= ore the actor’s role, interests, and capacity to influence the direction = of contemporary foreign policy.

&= nbsp; The second objective of the course is to understand how these actors interact to make U.S. foreign policy across a range of issue areas. During one class pe= riod we will examine interagency processes. Several other sessions will be devot= ed to analyzing case studies of key foreign policy decisions from recent decad= es. These cases will illustrate the political and human dimensions of foreign policy making and in doing so provide an opportunity to explore the real wo= rld of American foreign policy. Through these critical thinking exercises, we w= ill also uncover the many different decision-making processes that produce fore= ign policy outcomes.

The case studies will also advance the course’s third aim, which is to gain some appreciation of the substantive issues and challenges confronting present-day policy-makers. Some of the subjects to be discussed include crises, use of force, terrorism, export control policy, trade, nucl= ear proliferation, ethnic conflict, and weapons procurement.<= /p>

&= nbsp; Through lectures, discussions and case analyses, the fourth and final goal is to consider who truly makes American foreign policy. Scholars of U.S. foreign relations have long debated the relative influence of various governmental = and nongovernmental actors. Some individuals contend the president primarily sh= apes foreign policy. Other observers argue the chief executive is just one of a number of important players. Which perspective is more accurate today? Is t= here one correct explanation or does the answer vary with particular issues or circumstances? We will consider these questions throughout the semester, gi= ving particular attention to the “paradox of presidential power,” and attempt to reach some conclusions during the final week of class.

PREREQUISITE AND RECOMMENDATIONS

This = is a fairly challenging 300-level course designed primarily for POLS majors and minors with a serious interest in foreign policy and international relation= s. Students should hold a junior or senior class standing. This is a prerequis= ite. It is strongly recommended POLS= 285 or an introductory international relations course at another institution be completed before enrolling in this course. Since much of this class deals w= ith government institutions and politics, completion of POLS 100 at NIU or an introductory American government course elsewhere would also be very helpfu= l. Non-majors and POLS majors who have not completed this coursework are welco= me, but should consider themselves warned about these recommendations.

Good foreign policy students keep up with current events. Staying informed allows one to make better sense of the instructor’s examples and other students’ comments. It will also help draw linkages between the course material and the “real world.” Furthermore, reading news articl= es may spark ideas for the paper assignment. Lastly, news articles will equip = you with examples that you may wish to use on the examinations to highlight cla= ss concepts. The two best newspaper sources for developments related to the substance and process of U.S. foreign policy-making are the following.=

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

http://www.nytimes.com

Washington Post (Clic= k on http://www.washingtonpost.com (Click on “News,” then “World,” “Politics,= 221; and “Nation.” Under “Nation” also click on “National Security” for links to articles on intelligence, the military, etc.)

CLASS FORMAT

The class meetings devoted = to a specific foreign policy actor will have a lecture component. However, stude= nts are always welcome and encouraged to interrupt the instructor to ask questi= ons or make comments about the material. Also members of the class should be prepared to answer the many questions that the instructor will regularly po= se concerning a particular day’s material, a past class, or the assigned readings (which are to be completed before class). Thoughtful participation will be rewarded.

For class meetings devoted to the analysis of case studies, everyone’s ac= tive and thoughtful participation is absolutely essential and expected. During t= hese sessions the instructor will guide the discussion and highlight key points = and concepts, but the vast majority of our time will be spent discussing and dissecting American foreign policy as a group. A good portion of the class participation grade (discussed below) will be dependent on students’ performance during these sessions.

To ensure the quality of these class periods, everyone is expected to do three things. First, a copy of the assigned case study should be brought to class. Second, the assigned case study should be read carefully before class. Thir= d, any assigned discussion questions should be used as a reading and discussion gu= ide.

REQUIRED READINGS

One required textbook is available for purchase at the university bookstore. I = have made a conscious effort to keep the material as affordable and update-to-da= te as possible. Therefore, the book is a recently published paperback edition.= To be successful in this course, it is strongly encourage students to have a personal copy.

ŸJerel A. Rosati and James = M. Scott, The Politics of United States Foreign Policy, 4th edition (Belmont, CA: Thomson Wadsworth, 2007).

ŸCase studies of foreign policy decisions. These required readings have been placed on library reserve.

A pri= nt copy can be checked out at the library on a two-hour basis or a complete co= py (PDF file) can be downloaded and printed from a website free of charge. The address will be distributed on the first day of class. This system will save students from having to purchase an additional book(s). Moreover, the instructor has ordered used copies of the main textbook and is not requiring students to buy his new American foreign policy textbook. These actions are designed to save students money.=

GRADED REQUIREMENTS

The f= irst requirement is written examinations= . The midterm exam is scheduled for Tuesday, October 16 and will be worth 30 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, I will outline the specific exam format, discuss grading standards, and distribute a study guide.&n= bsp;

&= nbsp; The second course requirement is partic= ipation. Components of this grade include (a) regular and thoughtful participation in class lectures and discussions, (b) regular attendance (no more than three absences), and (c) regular and thoughtful engagement in case study exercise= s or any group work. Failure to fulfill any one these expectations satisfactoril= y or any additional assignment will significantly reduce the participation grade, which is worth 15 percent of the final course grade.

&= nbsp;

&= nbsp; In general, relevant in-class participation (a. and c. above) 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

&= 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 perce= ntage 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 that a half letter grade deduction will be taken from the ov= erall course participation grade (not just the attendance grade) for each class missed after the fifth absence.

&= nbsp; Quizzes on all case study days are the third course requirement. These relatively e= asy five-question quizzes are designed to test one’s basic understanding = of the assigned case study’s content to ensure that the members of the c= lass have completed the reading and are fully prepared to discuss and analyze it. The expectation is that every member of the class will have at least a C- q= uiz average (70 percent) by the end of the semester. There will be a half letter deduction in the final course g= rade for quiz averages in the 60-69 percent range and a full letter deduction for quiz averages in the 0-59 percent range. No make up quizzes will be administered.

&= nbsp; The fourth course requirement is a seven to ten page research paper that examines the role and relative influence of= an actor within the contemporary U.S. foreign policy process. Unlike the exams, one is not required to complete the paper to pass the course, but failure to submit it will result in a grade of zero percent. To complete this assignme= nt, which is due Tuesday, November 20 at12:30 p.m. and is worth 25 percent of t= he final course grade, students should follow the detailed directions provided at the end of this syllabus and on= the first day of class.

&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 research 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"). = ;

SUMMARY OF GR= ADED REQUIREMENTS

Midterm Examination =3D 30 percent

Final Examination &n= bsp; =3D 30 percent

Participation &= nbsp; =3D 15 percent

Research Paper &n= bsp; =3D 25 percent

COURSE POLICIES AND LOOSE ENDS=

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 appropriate accommodations with course instructors. It is important that CA= AR 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 sessi= on 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 forth 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 particular student’s grade is adjusted positively or negatively will = be dependent on a class average. It will not be done capriciously.<= /span>

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. Wi= nners are expected to attend the Department’s spring graduation ceremony wh= ere they will receive a certificate and $50.00. Papers, which can be submitted = by students or faculty, must be supplied in triplicate to a department secreta= ry 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 even 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/=

IMPORTANT DATES

=

Octob= er 11        &= nbsp;         - Midterm Review Sheets Distributed

Octob= er 16        &= nbsp;         - Midterm Examination        =             &nb= sp;

Novem= ber 20        &= nbsp;     - Research paper is due at 12:30 p.m.         =             &nb= sp;

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

Decem= ber 11        &= nbsp;      - Final Examination

COURSE SCHEDULE AND READ= ING ASSIGNMENTS

=

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

=

Week 1

Augus= t 28       =

Course Introduction

- Introductions

- Sub= ject matter

- Discussion of requirements, expectations, and policies

- Explanation of paper assignment

- Ros= ati, pp. 2-6 (stop after first indented paragraph)

Augus= t 30       =

The I= nternational Context of U.S. Foreign Policy Making in the Post-9/11 Era

Rosat= i, Chapter 3

=

=

Week 2        =

Septe= mber 4

The Domestic Context of U.S. Foreign Policy-Making in the Post-9/11 Era<= /u> (see next page)=

Rosati, “The Three Themes” & “Politics in the= Twenty-first Century,” pp. 9-13

Rosati, “The Post-Cold War Era?” & “The George Bush Jr. Adm. and September 11” pp. 32-37

Rosati, “Implications of the September 11 Attacks & War on Terrorism,” pp. 404-410

=

September 6 &nb= sp;

The President: Foreign Policy Roles, Opportunities, & Constraints

Rosati, Chapter 4

Week 3

= September 11

Case Study: <= /span>Smith, “Policy Prefer= ences and Bureaucratic Position: The Case of the American Hostage Rescue Mission” (reserve reading)

=

= September 13

= Rosati, pp. 328-331 (end of second indented paragraph)

= War Powers Act, go to: http://gopher.udel.edu/htr/= Psc105/Texts/warpowers.html

=

Week 4

= September 18

Case Study: Hendrickso= n, “The Clinton Administration’s Strikes on Usama bin Laden: Limit= s to Power” (reserve reading)

=

Septe= mber 20

The V= ice President: A New Source of Foreign Policy Influence?<= /p>
Rosat= i, Essay 5.2, pp. 112-113

An additional reading will be announced before this class.
=

Week 5

Septe= mber 25

Presi= dential Advisers and the National Security Council

Rosat= i, pp. 109-137 (except Essay 5.2, which was assigned for the last class)

=

Septe= mber 27

Presi= dential Advisers in Action: The Principals Committee

Case = Study: Mosk= owitz and Lantis, “War in Kosovo: Coercive Diplomacy” (reserve readin= g)

=

Week 6

Octob= er 2

Under= standing Foreign Policy Bureaucracies: Insights from the State Department= =

Rosat= i, pp. 140-151

=

=

October 4

How D= id We End Up in Iraq? President, His Advisors, and the Foreign Policy Bureaucracy= in Action =

Case = Study: Lan= tis and Moskowitz, “The Return of the Imperial Presidency? The Bush Doctr= ine and U.S. Intervention in Iraq” (reserve reading)

Week 7

Octob= er 9

The State Department

Rosati, pp. 151-165

=

Octob= er 11

The D= efense Department

Rosat= i, Chapter 7

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

=

Week 8

Octob= er 16      =

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.

Octob= er 18      =

Open = Date=

Graded midterm examinations will be returned. In effort to “cool down” from the midterm, we will also watch a foreign policy video presentation an= d/or discuss the paper assignment in greater detail. No assigned readings today.=

=

Week 9

Octob= er 23      =

The Defense Department in A= ction

Case = Study: Jone= s, “Roles, Politics, and the Survival of the V-22 Osprey” (reserve reading)

=

Octob= er 25

The Intelligence Community

Rosat= i, pp. 203-225

Week 10

October 30

The C= entral Intelligence Agency

Rosat= i, pp. 226-246        =

November 1

The CIA in Action

Film: Aldrich Ames: Traitor Within

Read More about It:

http://w= ww.fbi.gov/libref/historic/famcases/ames/ames.htm (Brief Overview)

http://www.= fas.org/irp/congress/1994_rpt/ssci_ames.htm (Congressional Report)

http://fas.org/sgp= /othergov/polygraph/ames.html (Letter from Ames on Polygraphs)

Week 11         =

November 6

Interagency Processes =

Case Study: Jones, “Trading with Saddam: Bureaucratic Roles and Competing Concept= ions of National Security” (reserve reading)

November 8

Rosati, Chapter 11

Week 12

November 13

Case Study: Jones, “Rejection of the Comprehensive Test Ban Treaty: The Politics of Ratification” (reserve reading)

Novem= ber 15

Inter= est Groups and Nongovernmental Organizations

Rosat= i, Chapter 15

Week 13

November 20

Interest Groups in Action

Case Study: Hook, “Sino-American Trade Relations: Privatizing Fore= ign Policy” (reserve reading)

= Research papers are due today at the start of class.

Novem= ber 22

Thank= sgiving – No Class

Week 14 &n= bsp;

Novem= ber 27

The N= ews Media

Rosat= i, Chapter 16

Novem= ber 29

Public Opinion

Rosat= i, pp. 350-360 (stop at political ideology)

Week 15

Decem= ber 4

Course Conclusion: Who Really Makes U.S. Foreign Policy?=

Rosat= i, pp. 291-292 (Presidential Politics and Bureaucratic Politics)=

Rosat= i, pp.514-528 (stop before the major subheading on this page)

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.

Decem= ber 6

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

No re= ading assignment

Week 16

Decem= ber 11

Final Examination

12:00-1:50 p.m. in DU 459

GUIDELINES = AND ASSISTANCE FOR RESEARCH PAPER ASSIGNMENT

Assignme= nt: Evaluate an Actor’s Relative Influence within the U.S. Foreign Policy Process

Do your = own work: Please do not make the mistake of using or borrowing some or all of a student’s paper from past years. Papers from previous years are on fi= le. The course assistant will be checking work submitted this semester against = work that was submitted in the past. Also do not waste your time or money buying= a paper from a web site or another source. This assignment was designed especially for this particular course. To earn a good grade the guidelines (below) must be followed. A purchased paper will not meet these guidelines.= The keys to success are start early, follow the directions, do careful work, and ask for help when you need it.

Select an appropriate topic: Choose a specific individual, group, organizatio= n, or country that has some impact on the contemporary U.S. foreign policy process. The selection cannot be a specific U.S. president, such as Bill Clinton or George W. Bush. It also cannot be a general subject covered in class, such as the State Department, Congress, or the new media. However, a smaller, more specific topic related to these actors or other class subjects could certainly be explored. Moreover, a paper topic does not have to be limited to the subjects addressed in class. There is a broad range of possibilities. The selected topic must simply be an actor that plays some legitimate role in the contemporary U.S. foreign policy process. “Legitimate” is defined as a legally or politically recognized domestic or international actor that is regularly involved in the formulati= on and implementation of U.S. foreign policy. (Please no terrorist organizatio= ns, drug cartels, or other actors of this type.) “Contemporary” is defined as the post-cold war era, or 1993 to the present. The paper can encompass this entire time period or a simply a portion of it.

<= /span>

Topic su= ggestions: Here are some examples of possible paper topics. Use this list if it is helpful, but certainly do not be limited by = it. Please feel free to discuss other ideas with the instructor.

- = Examine a bureaucracy or agency not discussed in de= tail in class, such as the Department of Commerce, Office of the U.S. Trade Representative, Department of Treasury, Department of Energy, etc. For many other ideas, see Rosati pp. 219 and 255.

- = Examine an intelligence agency other than the Centr= al Intelligence Agency. For examples, see Rosati, pp. 207-211.

- = Examine an actor within the CIA, such as the direct= or, inspector general, an office, or one of the four major directorates.

- = Examine an actor within the State Department, such = as a the secretary, a specific actor or office, one of the functional or geograp= hic bureaus, ambassadors, embassies or embassy staffs, or a related organizatio= n, such as the U.S. Agency for International Development (USAID).

- = Examine an actor within the Defense Department. Examples include the secretary, chairman of the joint chiefs of staff, Joint Chiefs of Staffs, Joint Staff, the Office of the Secretary of Defense, a specific commander in chief (CINC) or military command (see Rosati, p. 183)= , or a branch or organization of the U.S. armed services.

- = Examine a specific vice president or the vice presidency as a whole.

- = Examine the director of homeland security.

- = Examine a specific national security adviser (speci= al assistant for national security affairs), NSC staffer, NSC interagency committee, or NSC staff directorate.

- = Examine a specific national economic advisor (speci= al assistant to the president for economic affairs) or the role of the advisor= in general, the National Economic Council (NEC) or the NEC staff.

- = Examine a specific congressional leader or the congressional leadership as a whole.

- = Examine a specific U.S. senator or member of Congre= ss.

- = Examine a specific congressional committee, subcommittee, caucus, or staff.

- = Examine a specific member of the congressional bureaucracy (e.g., General Accounting Office, Congressional Research Servic= e, and Congressional Budget Office).

- = Examine a special commission, blue ribbon panel, or group of experts.

- = Examine a specific interest group or lobby, which m= ay be organized around on a policy issue, ethnicity, race, religion, professio= n, or some other factor.

- = Examine a specific trade association or labor union= .

- = Examine a specific foreign lobby, foreign governmen= t or country. Note: Examine a specific foreign country’s influence within the U.S. foreign policy pro= cess (not U.S. influence within that country).

- = Examine a specific international (intergovernmental= ) or nongovernmental organization.

- = Examine a specific consulting or lobbying firm.

- = Examine a specific think tank or public policy rese= arch organization.

- = Examine a specific academic institution or academia= as a whole.

- = Examine a specific U.S. company, industry, economic sector, or constituency.

- = Examine state or local governments as a whole or specific state or local government entity (e.g., State of Illinois).

- = Examine the judiciary as a whole or a specific court (e.g., U.S. Supreme Court).

- = Examine a specific news organization.

- = Examine a specific U.S. political party or political parties as a whole.

Goal and substance of the paper: Descriptive, background information or hist= ory necessary to understand the actor under study may be included, but this typ= e of information should not dominate the paper. Remember this is a political sci= ence paper concerned with the relative influence of an actor within the U.S. for= eign policy process. First, an emphasis should be placed on the actor’s fo= rmal and, if appropriate, informal roles= , functions, or duties. What does he, she, or it do? Second, it should discuss the actor’s interests, br= oadly defined. What does the actor care about? What motivates or drives the actor’s foreign policy behavior? Third and most important, the paper = must offer an evaluation of the actor= 217;s relative influence within the U.S. foreign policy process. In addressing this third point, consider issues like the following. Is the actor generally successful or unsuccessful? What are the actor’s bargaining advantages and disadvantages, or strengths and weaknesses, when interacting with others within the U.S. foreign policy process? When does the actor win or lose? Wh= y?

&n= bsp; To make your analysis more effective and your topic more manageable, it may be helpful to tie your evaluation of relative influence to particular issue, points in time, other actors in the foreign policy process, certain events = and relationships, or other pertinent factors. (I will discuss some strategies = on the first day of class. Please feel free to ask me again later in the semester.) Whatever approach is taken be sure to present a reasoned argument based on logic, evidence, and examples rather than assertions of opinion.

Format a= nd presentation: The final paper should be properly presented and assembled. Be sure it conforms to the following guidelines:

(a) Word-processed and double-spaced on white, unlined, 8.5'' x 11'' paper with 12 pt. font

(b) Stapled in upper left-hand corner with no fancy covers or binders

(d) One-inch margins on all sides

(e) Page numbers

(f) Text begins at the very top of page one

(g) Meet the page minimum of seven pages and do not exceed 10 pages

Research= and Documentation: The final paper should be carefully and properly documented.

(a) Do not engage in intentional or unintentional plagiarism (see “academic dishonesty” under “course policies and loose ends” above)= .

(b) Use a reasonable number of complete footnotes, parenthetical references, or endno= tes to indicate sources, supporting evidence, interpretations, contrary analyse= s or views, as well as to give credit for quotations or paraphrases

(c) Use at least five different quality sources, as reflected in the endnotes or footnotes, not merely the bibliogr= aphy. (More sources are preferable.) Course textbooks may be used, but these materials do not count toward the number of required sources unless it is a chapter that was not assigned during the semester.

(d) Avoid dependency or overuse of particular sources. Diversify sources and citations throughout the entire paper.

(e) Use a widely accepted form of citation, such as MLA, APA, APSR, or the Chicago Manual of Style. The speci= fic form is your choice. However, use it correctly.

(f) Use quality source material (e.g., books, scholarly journal articles, interview= s, memoirs of decision-makers, speeches, government documents, etc.). Every pa= per should have some of these types of sources. The university library has a go= od government documents section and helpful staff on the second floor. Try to visit before 4:30 p.m. for the best assistance. The library also has access= to a number of good databases (e.g., JSTOR, EBSCO, LexisNexis, etc.) that will allow you to search for journal articles thoroughly and efficiently. Do not= be afraid to ask a librarian for assistance.

(g) Citations from newspapers and newsmagazines are acceptable, but they will not be coun= ted toward the required number of sources. (Speak to the instructor if this is truly the only type of material that you can find on your subject.) Newspap= ers of record, such as the New York Tim= es, Washington Post, Los Angeles Times, Wall Street Journal, or other good quality newspapers, such as the Christian Science Monitor, should = be employed. Some high quality foreign newspapers also may be acceptable.

(h) Good quality sources of information from the World Wide Web are acceptable and w= ill count toward the source minimum, but this information is it not an excuse f= or doing library research. Use Internet material in moderation and be sure it = is well cited so that anyone could locate the same information.

Quality = Writing and Structure: The final paper should be well written in formal English.

(a) Begin with a clear and coherent thesis statement or research question.

(b) Include a roadmap paragraph that explains how the paper will be organized and presented.

(d) Have an introduction, body, and conclusion. Be sure the body addresses the key features of the assignment discussed under “goal and substance of paper” (above).

(e) Use a persuasive, analytical, third person voice. Avoid the use of me, my, I, w= e, our, you, and your.

(f) Avoid the use of contractions in formal papers, such as it’s, don’t, can’t and weren’t. Instead use it is, do not, cannot, and were = not.

(g) Avoid spelling errors, grammatical mistakes, sentence fragments, run-on sentences, and awkward sentences. Be sure verbs agree with their subjects and pronouns agree with their antecedents. Grammatical errors include split infinitives, cliches, improper or missing capitalization, improper use of apostrophes, confusing plural and possessive forms of words, double negatives, fluctuati= ons in verb tense, and missing or improper punctuation.

(h) Use its and it’s, affect and effect, and U.S. and United States properly.= On the last point, write out United States when it is a noun and U.S. when it = is an adjective.

(i) Substantively, you should know the difference in meaning between “nation” and “state.” Use these concepts properly.

(j) Carefully proofread the final paper before submitting it.

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

(a) Drop by the Stevenson Towers South, Lower Level Tower 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) Make an individual appointment by calling (815) 753-6636.

(c) Go to http://uwc.niu.edu/ and e-mail a dra= ft for general feedback. There are also other online writing resources at this address.

Research= and Substantive Assistance: Students are welcome to consult with the instructor as often as they wish about their paper’s topic, source material, or substance. Pleas= e feel free to talk to me after class, visit office hours, ask brief questions over e-mail, or submit outlines and research design statements for feedback.

Submitti= ng the Paper: Be sure to submit t= wo copies of the final paper at the proper time on the posted due date. Ke= ep a photocopy and computer disk copy of the paper. Students are responsible for supplying an additional copy should the instructor request it.

Paper Grades: The main criteria to be used in evaluating the paper will be the caliber of research, understanding of subject, quality of analysis, quality of writing and overa= ll presentation, degree of independent thinking, and the use of evidence and reasoning to reach meaningful conclusions. It goes without saying that the paper must meet the stated goal of the assignment and the guidelines (discu= ssed above).