Tuesday, 25 March 2014

This project is an opportunity to discuss what you think should be the highest priority (national interest) in the future of American foreign policy. Completing this activity is a mandatory component of this course. It serves as the standard course assessment for all GOVT 2305 students.Failure to submit this project in its entirety will result in a failing grade for the course.There are three steps to completing this project.

Introduction
This project is an opportunity to discuss what you think should be the highest priority (national interest) in the future of American foreign policy. Completing this activity is a mandatory component of this course. It serves as the standard course assessment for all GOVT 2305 students.Failure to submit this project in its entirety will result in a failing grade for the course.There are three steps to completing this project.
Step 1: Identify the issue and how the US government is currently addressing it. Then, identify strategies that could be used to improve those efforts.
Step 2: Gather three scholarly research articles that address the issue you selected and offer suggestions for improvement.
Step 3: Prepare a formal policy memo for the President of the United States (POTUS). This is the only part of the project you will turn in.
The grading standards used to assess the quality of your work for this project will be detailed in a grading rubric, which will be provided during the semester.
It is strongly suggested that student read ahead and use the library database during the first week of the course to begin researching a topic. This project requires carefully planning throughout the semester. Refer to the course calendar for the specific due date. The final product is to be submitted as a single file via the submission guidelines identified by the instructor.
Step 1 – Identifying the Issue
A.Throughout chapter 14 of the textbook, you will find traditional methods and core issues used to create theforeign policy agenda. Use this information as a starting point for identifying the subject of your own research.
B.Next, identify a single issue that you feel should be the highest priority in American foreign policy and specifically how the nation should go about pursuing that policy.
Step 2 - Gathering Sources
A.Find three high-quality reference materials(articles published in an academic journal) using the following criteria:
  • The article must be no more than ten years old, a minimum of five pages in length, and should meet the standards of college level material.Click here for more on this paper.......
  • Carefully choose those works that provide a variety of perspectives on your topic.
  • Newspaper articles, magazine articles, textbooks and items of the like are considered "supplemental sources" on the collegiate level and are not quality research materials.
  • Dictionaries, Encyclopedias (including Wikipedia), Almanacs, or an Atlas are reference materials andshould not be listedin any works cited page on the collegiate level.
  • Properly document your sources in your memo and on a works cited page.
Step 3 – The MemoClick here for more on this paper.......
A.Your paper should quickly explain how the President can take your advice and put it into action.He is a busy man, so keep it short and to the point.
B.This document should quickly articulate (in 2-3 paragraphs) the relevance of the issue, your policy position (citing the supporting evidence) and conclude with a suggested course of action.
C.The memo is to be 1.5 - 2 full pages in length using single spacing (using the formal formatting protocols for a memo). No more and no less is necessary for this activity. If you need help with the formatting, simply do a web search to find a style guide. Failure to meet the minimum writing requirement will result in a zero for the entire assignment (no partial credit will be awarded as this is a formal institutional assessment).
D.Finally, add a cover page to the front of the document and include the works cited page at the end.Click here for more on this paper.......
Grading Rubric – POTUS Memo Project
GOVT 2305: Federal Government

Student’s Name:                                                                                                    Instructor:
Criteria
Points

2
1.50
1
.50 - 0

Explanation of issues
Issue/problem to be considered critically is stated clearly and described comprehensively, delivering all relevant information necessary for full understanding.
Issue/problem to be considered critically is stated, described, and clarified so that understanding is not seriously impeded by omissions.
Issue/problem to be considered critically is stated but description leaves some terms undefined, ambiguities unexplored, boundaries undetermined, and/or backgrounds unknown.
Issue/problem to be considered critically is stated without clarification or description.

____
Evidence
Selecting and using information to investigate a point of view or conclusion
Information is taken from source(s) with enough interpretation/evaluation to develop a comprehensive analysis or synthesis.
Viewpoints of experts are questioned thoroughly.
Information is taken from source(s) with enough interpretation/evaluation to develop a coherent analysis or synthesis.
Viewpoints of experts are subject to questioning.
Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis.
Viewpoints of experts are taken as mostly fact, with little questioning.
Information is taken from source(s) without any interpretation/evaluation.
Viewpoints of experts are taken as fact, without question.
____
Influence of context and assumptions
Thoroughly (systematically and methodically) analyzes own and others' assumptions and carefully evaluates the relevance of contexts when presenting a position.
Identifies own and others' assumptions and several relevant contexts when presenting a position.
Questions some assumptions. Identifies several relevant contexts when presenting a position. May be more aware of others' assumptions than one's own (or vice versa).
Shows an emerging awareness of present assumptions (sometimes labels assertions as assumptions).
Begins to identify some contexts when presenting a position.
____
Student's position (perspective, thesis/hypothesis)
Specific position is imaginative, taking into account the complexities of an issue.
Limits of position are acknowledged.
Others' points of view are synthesized within position.
Specific position takes into account the complexities of an issue.
Others' points of view are acknowledged within position.
Specific position acknowledges different sides of an issue.
Specific position is stated, but is simplistic and obvious.
____
Conclusions and related outcomes (implications and consequences)
Conclusions and related outcomes (consequences and implications) are logical and reflect student’s informed evaluation and ability to place evidence and perspectives discussed in priority order.
Conclusion is logically tied to a range of information, including opposing viewpoints; related outcomes (consequences and implications) are identified clearly.
Conclusion is logically tied to information (because information is chosen to fit the desired conclusion); some related outcomes (consequences and implications) are identified clearly.
Conclusion is inconsistently tied to some of the information discussed; related outcomes (consequences and implications)
____




Total
(10 points x 15 = ) 
____ / 150
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