Mar 6, 2024, 1:36 PM
Instructions
all submissions MUST be in docx format – no exceptions
Length: 2500-3000 words, typed and double spaced. ages should be numbered, and the type of font should be no smaller than 12 characters per inch (e.g. Arial 12). Drafts may be reviewed by the instructor up to Week 9. After that date, no drafts will be reviewed.
Topics: Students choose their own essay topics, but such choices must be approved by the instructor and MUST be on the approved topics list explicitly. If you are thinking of pursuing further legal studies, try to choose a topic that is unique that will differentiate yourself from others. The essay topics should deal with some aspect of an international legal body, a specific incident (either historical or ongoing) and a clear perspective in the essay on why the topic matters given class discussion. The essay must have, as part of its introductory paragraph, a statement of its thesis (central argument) and a clear overview of the issues to be discussed in the paper. Moreover, the paper MUST reference at least one of the specific legal case/ decision/ juridical outcome (i.e. a key ICJ or International legal case) such as those discussed in the student presentations. Failure to do so may result in only partial marks provided. The paper must primarily use academic sources and should intersect with course readings and issues as much as possible. All written work must use proper essay paragraph structure and conform to the ‘criteria for the evaluation of written assignments’ below or it cannot achieve full grades.
Criteria for the evaluation of written assignments
Paragraph structure
Basic paragraph structure is an important part of writing. Failure to use basic paragraph structure will result in repetitive, unstructured, illogical arguments. Paragraphs help to structure our thought, our ability to make claims and provide a framework for writing. The topic sentence and concluding sentence of a paragraph should be in your own voice (no direct references). A basic paragraph structure should follow this template:
Topic sentence one or two lines
Major point with evidence one or two lines
Major point with evidence one or two lines
Major point with evidence one or two lines
Summarizing sentence of overall significance to the overarching thesis of the paper
Concluding sentence which restates topic sentence and bridges to next paragraph.
Failure to use basic paragraph structure throughout your work will result in the inability to receive full marks.
Formatting
All work should be double spaced using 12-point font (even on policy briefs). Page numbers should always be included. Never use bullet points anywhere – they condense ideas when I need to see the logic and academic argumentation that underpin your claims.
Quotations
Quotations longer than 4 lines should be indented. Try to avoid quotations longer than 4 lines. Assume that I do not read an indented 4line quotation and make sure the sentence immediately following the quotation summarizes its significance to your argument in your own words. Never include quotations or sources in your introduction or conclusion, your introduction and conclusion should outline the paper structure in your own words.
Citations and Bibliography
We will use the author date system. It keeps footnotes and endnotes to a minimum.
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Text references will be short with the Surname, Date and page number (i.e. Žižek 2002: 342).
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Use this formatting everywhere, including sources from our reading list and in the response papers and any written work.
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Works by the same author in the same year should be cited as Žižek 2002a, Žižek2002b, etc.
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Et al. can be used by sources with three or more authors. The full list must be in the bibliography.
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If you have more than one source in the same sentence you just include them with a semi-colon in chronological order i.e (Žižek 2002: 345; D’Amelio 2018: 212; Swift 2020: 445)
Bibliography
A bibliography must be included in all written work, it should include the complete details of the work and included an ‘Accessed’ date if it is an online source.
Sample bibliography
Bastos, Marco T., and Dan Mercea. “The Brexit botnet and user-generated hyperpartisan news.” Social Science Computer Review 37.1 (2019): 38-54.
Dobber, T., R. F. Fahy, and FJ Zuiderveen Borgesius. “The regulation of online political micro-targeting in Europe.” Internet Policy Review 8.4 (2019): 4.
Grieder, William. “How the swindlers of Silicon Valley avoid paying taxes.” The Nation, October 17, 2017, https://www.thenation.com/article/how-the-swindlers-of-silicon-valley-avoid-paying-taxes/. Accessed August 1, 2020.
Gill, Stephen. “Transnational class formations, European crisis and the silent revolution.” Critical Sociology 43.4-5 (2017): 641.
Analytical Content: Higher grades will be given to work that demonstrates the ability to interpret, critically assess and develop insights of the material. To determine whether or not your argument is analytical, ask yourself “Am I demonstrating to the reader my insights in an academic way?” If you are simply summarizing or describing in detail phenomena, your work is unlikely to have high analytical content.
Helpful signs you are not developing analytical content: Excessive quotes; beginning or ending a paragraph with a quote; short (fewer than 4 sentences) paragraphs; no sources in a long paragraph; lack of similar argument in introduction and conclusion.
Development of an Argument: Higher grades will be given to work that has a clearly stated argument and a set of logically developed and reasonably comprehensive points in support of that argument. Academic arguments need not be personal (though in certain instances they can be – check with the instructor), rather they demonstrate the logical progression of the position you are developing. The key here is to attempt to convince your reader of the soundness or feasibility of your argument. Nuanced arguments recognize obvious criticisms and seek to address them logically. Consistency of an argument throughout a paper is important.
Helpful signs your argument may be in trouble: Using the same author or quote more than a few times in successive paragraphs; your introduction and conclusion are not similar; you introduce material in the introduction and the conclusion that cannot be found elsewhere; you have quotes in your conclusion; your attempt to address obvious criticisms contradicts your thesis, you adopt multiple theoretical frameworks; you cannot find any sources that agree with your central claims.
Grammar, Spelling, and Style: Higher grades will be given to written work that is grammatically correct and is clearly and accurately written, while lower grades will be given to work that is difficult to read or understand due to excessive grammatical and/or spelling errors.
While different approaches work for different people, it is recommended that you try the following every time you have a written assignment: after completing your assignment, put it away for a while (ideally, for a few days); when you pick it up again, read it carefully, slowly, and aloud (when we are familiar with a paper we tend to skim it during proof-reading, thereby missing errors – so make sure you are reading it word for word). Mistakes in grammar may not always look wrong, but they usually sound wrong. If you need some help with writing style or grammar, there are many resources available on campus.
Meeting the Requirements of the Assignment: All written work must be submitted on time, must be of the appropriate length, must use the required number and type of resources, and, most importantly, must address the issues or questions posed in the assignment.
Marking Shorthand/Criteria
∆ – Lack of triangulation – you are using the same source too many times in a row (summary/academically questionable) – you need to insert an additional source to provide triangulated, peer-reviewed foundation for the claims being made
Why? – The concept or idea is not sufficiently explained or justified in the text
Not IR/IL/PS – There is insufficient link to the material of our course – we need to make sure that we are using relevant texts that make arguments in the context of our course, whether it be international relations, international law or political science. Using sources from different disciplines start from different underlying assumptions about politics, society and political participation which may not be relevant to our understandings.
Topic Sentence – Topic sentences need to identify what will be discussed in the specific paragraph, as well as making a link to the thesis. It should be a summary of what is to come in the paragraph, not include quotations, assumptions from previous paragraphs, or joining words that don’t clearly restate the focus of the paragraph to come.
Arg Struc – Argument Structure – Indicates a lack of clear and logical progression in the argument. The student may have failed to present a coherent argument or to support it with relevant evidence.
Citation Form – Citation Formatting – Marks an inconsistency or error in citation style
Personal – Bias or Point of View – Points to an overt bias or unsupported personal opinion that detracts from the academic rigor of the work.
Relevance? – Relevance to Thesis – Highlights a section or point that does not directly contribute to the thesis or main argument of the paper.
Term Confusion – Term Definition – Marks a term or concept that is used without proper definition or context, assuming that the reader is familiar with it.
Passive – Passive Voice – Highlights an overuse of passive voice, which can lead to unclear or indirect statements.
Transition – Transition Issue – Marks a lack of smooth transition between paragraphs or ideas, leading to a disjointed reading experience.
Source Qual – Source Quality – Points to the use of a source that may not be credible or appropriate for academic work in the field of international relations.
Clear – Language Clarity – Marks sentences or phrases that are unclear or overly complex, hindering comprehension.
Bias? – Ethnocentric Perspective – Highlights a perspective that unduly prioritizes one cultural or national viewpoint over others, without proper justification or analysis.
Context – Historical Context – Indicates a lack of historical context where it would enhance the understanding of the subject matter.
Theory – Theoretical Framing – Points to a lack of clear theoretical framework or misuse of theories relevant to international relations, international law, or political science.
USE INTERNATIONAL LAW JOURNALS AND TRY TO LIMIT PERSONAL ANALYSIS
FOCUS ON ANALYSIS DONE THROUGH INTERNATIONAL LAW JOURNALS