San Diego State University - Georgia Instructor: Professor Khatuna Chapichadze

Spring 2020 5 Kostava Str. 3rd Floor,Tbilisi 0108

Email: khatuna.khatuna@gmail.com;
kchapichadze@sdsu.edu
Phone: +995599971787 (cell)

COURSE SYLLABUS
POLS 102
INTRODUCTION TO AMERICAN AND CALIFORNIA GOVERNMENT AND
POLITICS

GENERAL COURSE OBJECTIVES:

The general objective of this course is to help students understand “Political
processes and institutions in the United States and California. Considers a variety of
public policy issues such as environmental quality, health, education, relation between
government and business, taxation, and foreign affairs as reflected in the dynamics of
national and state politics. When taken with Political Science 101 will satisfy graduation
requirement in American Institutions.” (SDSU General Catalog, 2019-2020)

Workload: It is expected that students will do at least two hours of independent work
outside of class for every hour of in-class time. You will most likely have difficulty in the
course unless you make this commitment.

GOALS FOR GE COURSES IN THE SOCIAL AND BEHAVIORAL SCIENCES

• Goal 1: Explore and recognize basic terms, concepts, and domains of the social
and behavioral sciences.
• Goal 2: Comprehend diverse theories and methods of the social and behavioral
sciences.
• Goal 3: Identify human behavioral patterns across space and time and discuss
their interrelatedness and distinctiveness.
 • Goal 4: Enhance understanding of the social world through the application of
conceptual frameworks from the social and behavioral sciences to first-hand
engagement with contemporary issues.

STUDENT LEARNING OBJECTIVES:

In this course, students will:
1. Utilize basic approaches, perspectives, theories, and models of Political Science
to analyze political life. Substantively, this includes understanding the importance
of the four essential subfields of the discipline: American politics, comparative
politics, political theory, and international relations. Methodologically, it involves
active engagement with hypothesis specification, formal modeling, and empirical
testing using both quantitative and qualitative data. Normatively, it involves
active evaluation and argumentation regarding contrasting ethical positions.
2. Define what government is and what it does, describe the pluralism-elitism debate
and the tradeoffs perspective on government, as well as explain the importance of
citizen engagement in a democracy.
3. Identify the origins of the core values in American political thought, including
ideas regarding representational government, describe the steps taken during and
after the American Revolution to create a government, explain the main features
of the Articles of Confederation, identify the conflicts present and the
compromises reached in drafting the Constitution, summarize the core features of
the structure of U.S. government under the Constitution, identify the steps
required to ratify the Constitution, and describe how the Constitution can be
formally amended.
4. Discuss the constitutional logic of federalism, identify the powers and
responsibilities of federal, state, and local governments, describe how federalism
has evolved in the United States, compare different conceptions of federalism,
identify the types of federal intergovernmental grants, explain the dynamic of
competitive federalism, and discuss the advantages and disadvantages of
federalism.
5. Define civil liberties and civil rights, identify the liberties and rights guaranteed
by the first four amendments to the Constitution, explain why in practice these
rights and liberties are limited, as well as why interpreting some amendments has
been controversial, identify the rights of those suspected or accused of criminal
activity, describe how the Ninth and Tenth Amendments reflect on the US
citizens’ other rights, identify the two senses of “right to privacy” embodied in the
Constitution, and explain the controversy over privacy when applied to abortion
and same-sex relationships.
6. Define the concept of civil rights, identify key events in the history of African
American civil rights, explain how the courts, Congress, and the executive branch
supported the civil rights movement, describe the ways in which women acquired
greater rights, discuss the persistence of problems Native Americans face even
today, as well as analyze the discrimination faced by Hispanic/Latino Americans,
Asian Americans, LGBTQ, people with disabilities, religious minorities, etc.
7. Define the nature of public opinion, identify common ways to measure and
quantify public opinion, explain why Americans hold a variety of views about
politics, policy issues, and political institutions, compare the effects of public
opinion on government branches and figures, and identify situations that cause
conflicts in public opinion.
8. Summarize similarities and differences in states’ voter registration methods,
identify factors that motivate registered voters to vote, discuss circumstances that
prevent citizens from voting, analyze reasons for low voter turnout in the United
States, describe the stages in the election process, compare the primary and
caucus systems, as well as campaign methods for elections, analyze the factors
that typically affect a voter’s decision, and identify the different forms of and
reasons for direct democracy.
9. Explain what the media are and how they are organized, discuss the history of
major media formats, identify circumstances in which the freedom of the press is
not absolute, and evaluate the impact of the media on politics and policymaking.
10. Describe political parties and what they do, understand how U.S. political parties
formed, explain the institutional, legal, and social forces that limit the number of
parties, describe party organization at the county, state, and national levels,
discuss the problems and benefits of divided government, as well as of partisan
polarization.
11. Explain how interest groups differ from political parties, as well as the concept of
collective action and its effect on interest group formation, analyze how interest
groups provide a means for political participation, describe how interest groups
influence the government through elections and the governance processes, and
evaluate the arguments for and against whether contributions are a form of
freedom of speech.
12. Describe the role of Congress in the U.S. constitutional system, define
bicameralism, analyze the way congressional elections can sometimes become
nationalized, explain the basics of representation, the division of labor in the
House and in the Senate, as well as the steps in the classic bill-becomes-law
diagram.
13. Explain the reason for the design of the executive branch and its plausible
alternatives, analyze the way presidents have expanded presidential power and
why, assess the advantages and disadvantages of the Electoral College, describe
how new presidents fill positions in the executive branch, identify ways in which
presidents appeal to the public for approval, as well as the power they have to
effect change without congressional cooperation.
14. Explain why courts are uniquely situated to protect individual rights, describe the
dual court system and its three tiers, as well as the differences between the U.S.
district courts, circuit courts, and the Supreme Court, analyze the structure and
important features of the Supreme Court, and discuss the Supreme Court’s
processes and procedures.
15. Explain the logic of California’s Delicate Balance, as well as the anatomy of the
California legislature, the system of the Governor Plus Seven, California’s budget
struggles, and functionality of the state courts and judges.
 16. Explain the concept of public policy, identify key public policy domains in the
United States, the key domestic arenas of public policy, as well as types of
policymakers in different issue areas, analyze the taxing and spending decisions
made by Congress and the president, and discuss the role of the Federal Reserve
Board in monetary policy.
17. Explain what foreign policy is and how it differs from domestic policy, describe
the outputs of broadly and sharply focused U.S. foreign policy, as well as the use
of shared power in U.S. foreign policymaking, and explain classic and
contemporary schools of thought on U.S. foreign policy.
18. Exercise skills in critical thinking, close reading of texts, verbal and written
communication, note-taking, organization and integration of ideas, and problem-
solving.
19. Demonstrate the ability to write formal essays that impart information, frame and
support an argument, use critical thinking and analysis, make logical assumptions,
derive sound conclusions from evidence, and display college-level use of
language, grammar, and rhetorical structure.

FUNDAMENTAL COURSE PRINCIPLES

Students in this course should remember:
1. They are expected to come to every class session, and to have read, understood, and
thought about any assigned readings for that class session. This preparation is
necessary in order to get maximum value from the lectures and to participate fully in
discussions.
2. Examinations will cover the course materials presented in lectures, assigned readings,
class discussions, handouts, and relevant films shown. Students need to show up on
time for the exams. No extra time will be given to students who are late. Excused
absences for missed examinations will be permitted for extreme situations only. Do
not anticipate leniency.
3. The assigned formal essays require a major commitment of time and effort. The
deadlines for submission are absolutely firm. Do not leave things to the last minute.
Plan ahead, so that you are not caught unexpectedly by printer malfunctions, sudden
illness, scheduling conflicts, etc. Papers will be penalized heavily if they are late. All
submissions must be typed, nicely formatted, edited, stapled, and proof-read. They
are meant to be a representation of your best work.
4. The instructor reserves the right to give unannounced quizzes on class materials,
readings and films at any time, and to call upon students for answers during class
sessions.
5. Understanding, not memorization, is the foundation of college education. Study to
understand, and memorize only what is important. Understanding is different than
reading, for it entails actively thinking about the materials presented rather than
merely absorbing them.
6. It is important to take careful class notes and to review them often. Do not write down
everything said in class. Use the class materials provided on Blackboard,
supplementing them as necessary. Strive to understand the organization of the lecture,
differentiating the main points from the supporting arguments and illustrations.
7. Be sensible about where, when, and how you study. Multiple-choice exam questions
test your knowledge of basic facts and concepts. Either you know the information or
you do not. It is important to pay attention to the exact wording of each question and
potential answer. Short-answer and essay exam questions require students to write
complete, concise, clear and organized comments indicating their understanding of
the terms, theories, concepts, documents, etc. that are part of the class content.
Quality, not quantity, is the essence of a good answer, although you should not be so
brief that you do not fully provide and explain the required information.
8. Do not record lectures. If you have a problem with this policy, see the professor.
9. Students who come to class late or leave early can be disruptive to others. Please
come on time, and plan to be in class the entire session. If necessary, use the rest
rooms before the class session begins. Interruptions are often rude.
10. Turn off your cell phones, pagers, text-messagers, etc. You may use a laptop in class
only to take notes – not to surf the net, do your email, etc.
11. The classroom is a formal and polite setting. Please reserve individual discussions for
before or after class. Please treat other students with respect and courtesy, even when
you disagree with them.
12. Cheating and/or plagiarism are completely unacceptable. Any student, who
cheats or plagiarizes, automatically will receive an F in the course, without
appeal. You are to submit your own work, reflecting your own thoughts, ideas,
and conclusions. Students are to cite all materials (whether words or ideas) that
come from outside sources. Students cannot submit work for credit in this
course that was prepared for another course. (For further details see: Cheating
and Plagiarism Policy below.)

Students with Disabilities

If you are a student with a disability and believe you will need accommodations for this
class, it is your responsibility to contact Student Disability Services. To avoid any delay
in the receipt of your accommodations, you should contact Student Disability Services as
soon as possible. Please note that accommodations are not retroactive, and that
accommodations based upon disability cannot be provided until you have presented your
instructor with an accommodation letter from Student Disability Services. Your
cooperation is appreciated.

CHEATING AND PLAGIARISM POLICY

DEFINITION
What constitutes an act of cheating is not an arbitrary definition. Taken from the San
Diego State University Senate cheating is defined as the following:
-- Cheating shall be defined as the act of obtaining or attempting to obtain credit for
academic work by the use of dishonest, deceptive, or fraudulent means. Examples of
cheating include, but are not limited to (a) copying, in part or in whole, from another’s
test or other examination; (b) discussing answers or ideas relating to the answers on a test
or other examination without the permission of the instructor; (c) obtaining copies of a
test, an examination, or other course material without the permission of the instructor; (d)
using notes, cheat sheets, or other devices considered inappropriate under the prescribed
testing condition; (e) collaborating with another or others in work to be presented without
the permission of the instructor; (f) falsifying records, laboratory work, or other course
data; (g) submitting work previously presented in another course, if contrary to the rules
of the course; (h) altering or interfering with the grading procedures; (i) plagiarizing, as
defined; and (j) knowingly and intentionally assisting another student in any of the above.
-- Plagiarism shall be defined as the act of incorporating ideas, words, or specific
substance of another, whether purchased, borrowed, or otherwise obtained, and
submitting same to the university as one’s own work to fulfill academic requirements
without giving credit to the appropriate source. Plagiarism shall include but not be limited
to (a) submitting work, either in part or in whole, completed by another; (b) omitting
footnotes for ideas, statements, facts, or conclusions that belong to another; (c) omitting
quotation marks when quoting directly from another, whether it be a paragraph, sentence,
or part thereof; (d) close and lengthy paraphrasing of the writings of another; (e)
submitting another person’s artistic works, such as musical compositions, photographs,
paintings, drawings, or sculptures; and (f) submitting as one’s own work papers
purchased from research companies
The full San Diego State University Senate Policy File from July 2017 can be found
here:
http://senate.sdsu.edu/documents/policy-
file/UnivPoliciesAcademics_Aug2017bkm1.pdf

ACADEMIC AND DISCIPLINARY SANCTIONS:

Cheating and plagiarism in connection with the academic program at the university
may warrant two separate and distinct courses of disciplinary action that may be
applied concurrently in response to a violation of this policy: (a) academic sanctions,
such as grade modifications; 1 Approved April 2017 and (b) disciplinary sanctions,
such as probation, suspension, or expulsion. Academic sanctions are concerned with
the student’s grades and are the responsibility of the instructor involved.
Disciplinary sanctions are concerned with the student’s records and status on campus
and shall be the responsibility of the university President or designated representative.
The Coordinator of Judiciary Procedures shall be the President’s representative in
matters of student discipline.
The instructor involved shall be expected to determine the type of academic sanction
for cheating or plagiarism. Usually, “grade modification” shall be used; however,
grade modification shall not be considered punishment and shall be used only if the
instructor is satisfied that cheating or plagiarism did occur. The grade modification
shall be left to the discretion of the instructor. Grade modification may include (a) a
zero or F on the paper, project, or examination, (b) a reduction in one letter grade
(e.g., C to D in the course), or (c) an F in the course. In addition to grade
modification, certain departments or schools may have policies that state that
cheating can show unsuitability for the program or profession. Students should be
made aware of the penalties for cheating and of their appeal rights.
Furthermore, before applying grade modification, the instructor should advise the
student of the alleged violation and should have reasonable evidence to sustain that
allegation. Reasonable evidence, such as documentary evidence or personal
observation or both, shall be necessary for the allegation to be upheld.
Any cheating or plagiarism will result in failing this class without appeal and a
disciplinary review by Student Affairs.

Turnitin.com
All papers for this course must be cleared through the turnitin link on Blackboard.
Details regarding submission procedures will come later in the semester.

REQUIRED READINGS:
1. Glen Krutz, American Government 2e, Sylvie Waskiewicz (Lead Editor),
OpenStax, Feb 21, 2019.
(Good news: your textbook for this class is available for free online! If you prefer, you
can also get a print version at a very low cost. Your book is available in web view and
PDF for free. You can also choose to purchase on iBooks or get a print version via the
campus bookstore or from OpenStax on Amazon.com. You can use whichever formats
you want. Web view is recommended -- the responsive design works seamlessly on any
device. If you buy on Amazon, make sure you use the link on your book page on
openstax.org so you get the official OpenStax print version. (Simple printouts sold by
third parties on Amazon are not verifiable and not as high-quality.) American
Government from OpenStax, Print ISBN 1947172654, Digital ISBN 1947172662,
https://openstax.org/details/books/american-government-2e)
2. Mona Field, California Government and Politics Today, Books a la Carte, Pearson,
15th edition (July 8, 2017), 168 pages. Available in hard copy and E-book formats.
(https://www.amazon.com/California-Government-Politics-Today-
Books/dp/0134627105; https://www.pearson.com/us/higher-education/program/Field-
California-Government-and-Politics-Today-Books-a-la-Carte-15th-
Edition/PGM2486986.html)

COURSE REQUIREMENTS AND GRADING FORMULA

Grades will be based upon a point system, in which 500 points is a perfect score.
A maximum of 100 points can be earned for each of the two examinations and for each of
the two assigned essays. Another 100 points can be earned from quiz grades and for
attendance and performance in class.

Examination #1 (midterm) 100 points maximum

Examination #2 (final) 100 points maximum
Paper #1 100 points maximum
Paper #2 100 points maximum
Participation and Attendance 100 points maximum
Total Points = 500 points

One must score 450 or above to earn a grade in the A-range; from 400-449 points to earn
a grade in the B-range; from 350-399 points to earn a grade in the C-range, from 300-349
points to earn a grade in the D-range. Any student earning below 300 points will fail for
the semester. No ‘extra credit’ work will be permitted.

The examinations will cover the course materials presented in lectures, assigned
readings, class discussions, handouts, and relevant films shown. Students are required to
bring a functioning pen (blue or black ink) to each examination. Excused absences from
the examinations require advance permission from the professor. The only exception to
this rule is absolute, dire emergency that must be clearly documented. Do not expect most
traditional excuses to be accepted.
Details regarding the assigned papers can be found in the Appendix attached to
this Syllabus.

CLASS ATTENDANCE GRADING PENALTIES FOR UNEXPLAINED

ABSENCES
Absent up to 15%: no penalty
Absent 15% to 35%: -1 grade (ex. from A to A-)
Absent 35% to 50%: -2 grades (ex. from A to B+)
Absent more than 50%: Fail
• Exceptions will be provided by the instructor for medical & personal reasons with
approved documentation at the Instructor’s discretion
• All absences will be reported to the student service center at SDSU Georgia and
will be taken seriously and may lead to probation or failing of a course as
explained above

CONTACTING THE PROFESSOR

Khatuna Chapichadze, Ph.D. in Social Sciences (Political Science) is Adjunct Faculty
Member at the Department of Political Science at SDSU.

Office Hours: Call or Email is best

The lectures will be held on:

Group 1
Tuesday - 12:00 - 13:15
Thursday - 12:00 - 13:15
Location: TSU, building 11; room: 107

Group 2
Tuesday - 15:00 - 16:15
Thursday - 15:00 - 16:15
Location: TSU, building 11; room: 103

Phone: +995599971787 (cell)

Web: http://georgia.sdsu.edu/
E-mail: khatuna.khatuna@gmail.com; kchapichadze@sdsu.edu
Khatuna Chapichadze is also Associate Professor, Deputy Director, and Supervisor of the
Bachelor’s Educational Program in European Studies at the Study and Scientific-
Research Institute of European Studies, Faculty of Engineering Economics, Media
Technologies and Social Sciences, Georgian Technical University (GTU), Visiting
Professor, Faculty of Humanities, AGH University of Science and Technology (AGH
UST), Krakow, Poland (2015-2018), and Academic Staff at the Faculty of Economics,
VSB - Technical University of Ostrava under the INFINITY, Ostrava, Czech Republic
(2015).
IMPORTANT: Blackboard: This syllabus, important announcements, supplemental
readings, and daily lecture materials can be found at: blackboard.sdsu.edu

PRELIMINARY AGENDA OF CLASS SESSIONS/ASSIGNMENTS

Class 1. January 21 (Tuesday) Introduction to the Course

What is Government?
Who Governs? Elitism, Pluralism, and Tradeoffs
Engagement in a Democracy
Reading: American Government 2e, Chapter 1: American Government and Civic
Engagement

Class 2. January 23 (Thursday) The Pre-Revolutionary Period and

the Roots of the American Political Tradition
The Articles of Confederation
The Development of the Constitution
The Ratification of the Constitution
Constitutional Change
Reading: American Government 2e, Chapter 2: The Constitution and Its Origins

Class 3. January 28 (Tuesday) The Division of Powers

The Evolution of American Federalism
Intergovernmental Relationships
Competitive Federalism Today
Advantages and Disadvantages of Federalism
Reading: American Government 2e, Chapter 3: American Federalism

Class 4. January 30 (Thursday) What Are Civil Liberties?

Securing Basic Freedoms
The Rights of Suspects
Interpreting the Bill of Rights
Reading: American Government 2e, Chapter 4: Civil Liberties

Class 5. February 4 (Tuesday) What Are Civil Rights and How Do We Identify Them?
The African American Struggle for Equality
The Fight for Women’s Rights
Civil Rights for Indigenous Groups: Native Americans, Alaskans, and
Hawaiians
Equal Protection for Other Groups
Reading: American Government 2e, Chapter 5: Civil Rights

Class 6. February 6 (Thursday) **MIDTERM EXAMINATION **

Class 7. February 11 (Tuesday) The Nature of Public Opinion
How Is Public Opinion Measured?
What Does the Public Think?
The Effects of Public Opinion
Reading: American Government 2e, Chapter 6: The Politics of Public Opinion

Class 8. February 13 (Thursday) Voter Registration

Voter Turnout
Elections
Campaigns and Voting
Direct Democracy
Reading: American Government 2e, Chapter 7: Voting and Elections

Class 9. February 18 (Tuesday) What Is the Media?

The Evolution of the Media
Regulating the Media
The Impact of the Media
Reading: American Government 2e, Chapter 8: The Media

Class 10. February 20 (Thursday) What Are Parties and How Did They Form?
The Two-Party System
The Shape of Modern Political Parties
Divided Government and Partisan Polarization
Reading: American Government 2e, Chapter 9: Political Parties

Class 11. February 25 (Tuesday) Interest Groups Defined

Collective Action and Interest Group Formation
Interest Groups as Political Participation
Pathways of Interest Group Influence
Free Speech and the Regulation of Interest Groups
Reading: American Government 2e, Chapter 10: Interest Groups and Lobbying

Class 12. February 27 (Thursday) The Institutional Design of Congress

Congressional Elections
Congressional Representation
House and Senate Organizations
The Legislative Process
Reading: American Government 2e, Chapter 11: Congress

*** TAKE-HOME ESSAY #1 DUE ***

Class 13. March 3 (Tuesday) Holiday – Mother’s Day

Class 14. March 5 (Thursday) The Design and Evolution of the Presidency
The Presidential Election Process
 Organizing to Govern
The Public Presidency
Presidential Governance: Direct Presidential Action
Reading: American Government 2e, Chapter 12: The Presidency

Class 15. March 10 (Tuesday) Guardians of the Constitution and Individual Rights
The Dual Court System
The Federal Court System
The Supreme Court
Judicial Decision-Making and Implementation by the Supreme Court
Reading: American Government 2e, Chapter 13: The Courts

Class 16. March 12 (Thursday) California Politics in Perspective

Freedom and Equality: California’s Delicate Balance
Reading: California Government and Politics Today, Chapter 4

Class 17. March 17 (Tuesday) The California Legislature

Reading: California Government and Politics Today, Chapter 8

Class 18. March 19 (Thursday) California’s Plural Executive: Governor Plus Seven
Reading: California Government and Politics Today, Chapter 9

Class 19. March 24 (Tuesday) Paying the Bills: California’s Budget Struggles
Reading: California Government and Politics Today, Chapter 10

Class 20. March 26 (Thursday) California Courts and Judges

Reading: California Government and Politics Today, Chapter 11

*** TAKE-HOME ESSAY #2 DUE ***

Class 21. March 31 (Tuesday) What Is Public Policy?

Categorizing Public Policy
Policy Arenas
Policymakers
Budgeting and Tax Policy
Reading: American Government 2e, Chapter 16: Domestic Policy

Class 22. April 2 (Thursday) Defining Foreign Policy

Foreign Policy Instruments
Institutional Relations in Foreign Policy
Approaches to Foreign Policy
Reading: American Government 2e, Chapter 17: Foreign Policy

*** FINAL EXAMINATION ***

April 7 (Tuesday) EXACT TIME TO BE DETERMINED
In the Exam Center at the TSU Library Building
 Take-Home Essay Assignments

Instructions Regarding the Two Take-Home Essays:

Length: Two Pages Maximum – Single Spaced, with a space between paragraphs
Typed and Stapled, with Normal Fonts and Margins.
Make sure your name appears clearly on the first page
Late Penalty – 5-point deduction for each (unexcused) weekday late.
Editing: The essays must be edited and proof-read.
Essays with an excessive number of elementary grammatical or spelling errors
will receive a 5-point deduction.
Any essay that uses the wrong its/it’s; their/there/they’re; which/witch;
to/too/two; your/you’re; or whether/weather will AUTOMATICALLY
receive a 5-point-deduction.
Content: Each essay must begin with a topic sentence stating explicitly the specific
position you wish to defend (the claim). This should be followed, in a tightly
organized fashion, by the reasons and evidence you believe give adequate
defense for this claim (the support), allowing you to conclude it should be
preferred to various alternate and competing plausible claims.
Citation: You are expected to cite all sources, using a standard format. Failure to cite
when appropriate will result AUTOMATICALLY in a 5-point deduction.
Be aware of the definition of plagiarism and the class penalty for plagiarism.
Turnitin.com: All Take-Home Assignments must be cleared through turnitin.com.

Take-Home Essay # 1 –
Topic - TBA
DUE February 27 (Thursday), AT THE START OF THE CLASS SESSION

Take-Home Essay # 2 --
Topic - TBA
DUE March 26 (Thursday), AT THE START OF THE CLASS SESSION

Grading the Papers

The papers will be graded using the following standard:

1. Grasp of the subject matter, linking ideas and information.
2. Capacity to apply course materials and facts appropriate to the topic.
3. Making an explicit claim and supporting it effectively.
4. Organization of points – logic, consistency, depth, and clarity of the argument.
5. Capacity to answer the questions asked.
6. Degree of insight and intelligent commentary in the answer produced.
7. Comprehensiveness of the answer produced.
8. Balance and fairness (i.e., recognition of opposing viewpoints, treated fairly in their
own terms).
9. Correct use of the language of two disciplines, Political Science and English;
evidence of careful proofreading.
10. Explicit recognition of sources and their quality.

Why Written Work in a 100-Level Class?

College papers reflect your ability to read, think, and learn as well as write. To write
well, you must think clearly. You must have something to say and the means to say it
effectively. In order to produce good written work, a student needs to have researched
the topic thoroughly, have thought about the material before beginning to write, and then
use skill to convert his/her ideas into an interesting, coherent, and analytical paper, one
that makes a convincing argument for or against a particular position.

Helpful Hints for College Students Writing Papers

To construct a good essay, the student should:
-- Know what and why you are writing. Read the assignment and all instructions
carefully.
-- Plan before you write. Make an outline. Decide what the main topics are and what
their logical place is in the overall theme of your work. Decide what subtopics will
be included. Do not put together a patchwork of ideas; make a coherent plan instead.
The outline helps you in avoiding mistakes, leaving information out, etc. It also
helps you to discover important ideas. As the writing proceeds, you can always
make changes, but start with a clear plan.
-- As you write, be specific and definite. Use clear, precise English. Be sure to say
what you mean. Avoid generalizations, flawed arguments, and vague statements.
Do not use meaningless words or clichés. Make every word count. And do not
expect the reader to fill in your gaps of information. Graders will only grade what
they read; they will not add their knowledge to your work.
-- Write rapidly. Rapid writing helps the flow of ideas. A slow writer struggles for
each word and often gets tangled in sentences or ideas. Just write. You can always
revise later.
-- Revise. Always revise. Look for the logic in what you have written as well as the
thoughtfulness of the words you are using and the substance of your work. Many
essays break down due to flawed thinking. Also, as you revise, ask yourself a series
of questions. For example, have I answered the question asked in the assignment?
Have I done a complete job in my analysis? Have I left out necessary information?
Have I been reasonable in my approach? Do my words say what I want them to say?
Does the argument flow coherently? Would the argument appear convincing to a
neutral party? Have I said all I can? Have I said more than I need to? Clean up your
work by revising.
-- Follow instructions. If the instructions say “staple your pages together,” staple
your pages together. If it says “proofread your work,” proofread your work. It is
your paper.
-- Write papers that will improve your grade. Be mindful of both the substance and
the presentation of your work. You are not writing a paper for an instructor; you are
writing it for yourself. You are the one who will benefit.
-- Turn written work in on time. Points will be deducted for late work.
-- When a paper is returned, go over it very carefully. Check the mistakes so as to
avoid repeating them. There are usually remarks noted on your paper to help you
avoid making the same mistakes again. Throwing your paper in the trash is self-
defeating. Take advantage of the help you can get by going over a corrected or
graded paper.
-- Be honest. How would you grade your paper if someone else wrote it and turned it
in to you for evaluation?
-- Do not underestimate the time this will take. Writing requires responsibility, skill,
continued practice, clear thinking, and pride in what you do. Over time good writing
can become a habit.