Introduction and Bibliography
hello
i want you to write an essay approximately 500 words, and you an see the highlight in the pdf, and see the powerpoint “it’s important”
the topic is “What is the purpose of the state and why do we accept its authority?”
see this reading link can you open it?
https://rl.talis.com/3/westminster/lists/9BA56AB3-658B-8FC7-384A-FC2DA9BE2CD4.html?embed=1
10/19/2020 POLITICAL IDEAS IN ACTION
file:///Users/nayef_alkhalifa/Downloads/4PIRS006W Module Handbook – 2020-2021.html 1/15
POLITICAL IDEAS IN ACTION
MODULE HANDBOOK
4PIRS010W – 20 (UK) CREDITS
2020-2021 – SEMESTER 1
Teaching Timetable
Lectures (asynchronous): Weekly Panopto Recordings released each Monday (not in first week) to watch by
the following week
Workshop (live): Mondays 14:00-15:00, Bb Collaborate. Weekly PIR Skills and Information session for Level 4
students (live)
Seminar: Mondays, Bb Collaborate. A weekly two-hour smaller group session for discussion and group
activities.
Seminar Times: please check your personal timetable and attend your allocated group
12. 00-14:00 Grp 2 Bridget Cotter 15:30-17:30 Grp 5 Rob Macmaster
13. 00-14:00 Grp 3 Rob Macmaster 15:30-17:30 Grp 6 Luis Nunes Martins
14. 00-14:00 Grp 4 Luis Nunes Martins 15:30-17:30 Grp 7 Bridget Cotter
Staff Contacts
Dr Bridget Cotter
(Module Leader)
Rob Macmaster Luis Nunes Martins
cotterb@westminster.ac.uk macmasr@westminster.ac.uk L.Nunesmartins@westminster.ac.uk
mailto:cotterb@westminster.ac.uk
mailto:macmasr@westminster.ac.uk
mailto:L.Nunesmartins@westminster.ac.uk
10/19/2020 POLITICAL IDEAS IN ACTION
file:///Users/nayef_alkhalifa/Downloads/4PIRS006W Module Handbook – 2020-2021.html 2/15
Office Hours: Tuesday 11-
12:30
Office Hours: Wednesday 10-
12:00
Office Hours: Monday 11-12:00
Bridget’s Virtual Office Rob’s Virtual Office Luis’s Virtual Office
Politics and International Relations, School of Social Sciences, University of Westminster
Welcome and Contents
Welcome to the study of all things political! We very much hope you enjoy the module and get lots out of it.
During the coming year, together we explore the ideas embedded in our political institutions and social
structures and in current political debates and issues. If we pay attention, we will become better at uncovering
the values and assumptions that underpin the words and deeds of political actors. We will see the thinking
behind the way societal and political institutions are structured, the beliefs and assumptions behind political
actions and behaviours, and the values that inform political and social practices. Most likely we will come to
question some aspects of these structures and practices whilst coming to understand why we cherish and
value others. We all hope that, through practising this critical approach to the political world, we will reach a
better understanding of the way things are, how to preserve the things we love, and change the things we
don’t. It is hoped that through this journey will become better at saying exactly what we mean in the spoken
and the written word. But, at the very least, we will get better at formulating and asking questions!
The aim of the module, therefore, is to encourage and help you to read and reflect on, analyse and interpret,
question and criticise, defend and justify, the political phenomena (the institutions, the political actors, the
social structures, and the ideas and values) that you see all around you. At its best, political studies offers a
set of spectacles that will enable you to see new things or see familiar matters in a new way, if you are willing
to look. But we do not tell you what to think. We aim to help you figure out what you think about what you see
and experience and why. As a Politics student, one of your aims will be to learn to recognise your own
positions, and to justify these well in writing and group discussion, but also to listen to other views, and to give
thoughtful and considered responses.
To do well and to fully engage with your studies, your full participation in this module is required, including:
Reading the whole Module Handbook and looking through the Politics and IR Course Handbook in the
first couple of weeks of the term.
Learning your way around the Module Bb site, the Reading List, the Library, the PIR Bb site, and the PIR
Red Book.
Attending your Seminar and the Workshop every week and watching the Panopto Lecture ahead of your
seminar.
Being prepared to discuss the previous week’s reading and lecture topic. This includes sharing your
opinions and understandings of what you have read, and asking any questions you have. Above all, be
curious and exploratory, and remember: there are no stupid questions!
Logging into lectures and seminars in good time, ready to focus and get the most out of your studies.
This includes switching off your phone for the duration and making sure you are organised and have
everything you might need to hand.
Taking good notes in lectures and seminars – including noting down any thoughts or questions you have
whilst you are listening and discussing. And then voicing these questions in seminars.
https://teams.microsoft.com/l/meetup-join/19%3ameeting_YmMwOWI0YjQtYTQxOC00YWMzLTg3ZmUtMWY1N2VkZmIwMjhh%40thread.v2/0?context=%7b%22Tid%22%3a%22bb3c97ff-11b5-4b37-92cf-1897b2d8766b%22%2c%22Oid%22%3a%22b05edb43-1e81-4021-a635-97fe9dbb9807%22%2c%22MessageId%22%3a%220%22%7d
https://teams.microsoft.com/l/meetup-join/19%3ameeting_OTYwN2UyMTUtZjlmYi00ZTc1LWE3NWUtYzI1NTc0OGNjMDRm%40thread.v2/0?context=%7b%22Tid%22%3a%22bb3c97ff-11b5-4b37-92cf-1897b2d8766b%22%2c%22Oid%22%3a%22453a40eb-41f6-43ff-86d5-aad64bbe616b%22%7d
https://teams.microsoft.com/l/meetup-join/19%3ameeting_YjkxZTE2YTgtMTA5OC00MWM4LWIwOTUtNGY4NjcwNWE5MmQ5%40thread.v2/0?context=%7b%22Tid%22%3a%22bb3c97ff-11b5-4b37-92cf-1897b2d8766b%22%2c%22Oid%22%3a%22af720db0-b587-497a-8205-de3aa1fdf42c%22%7d
10/19/2020 POLITICAL IDEAS IN ACTION
file:///Users/nayef_alkhalifa/Downloads/4PIRS006W Module Handbook – 2020-2021.html 3/15
Completing the weekly Exercise Sheets (including set reading, notetaking and writing tasks and other
academic skills-based tasks), submitting Exercise Sheet work in good time and to the required
submission portal, and watching the recorded Panopto lecture ahead of your seminar.
Spending sufficient time on the set reading and also on background reading to get to grips with the
subject matter (use the module reading list). Bear in mind that in addition to the module teaching time,
you should expect to spend at least another 4 hours per week (on average) per module across the 12
weeks.
Spending time each week after lectures and seminars consolidating what you have learnt.
Seeking out help with academic skills when you need it and continuing to work on your writing and other
academic skills independently (see Sources of Support on Bb).
Using the Module’s Bb Discussion Board (instead of email) to ask questions about the module (unless
your query is genuinely confidential).
Keeping up to date with political events by reading a range of high quality news sources. These should
include: serious broad sheets such as The Independent, The Guardian, The Observer, The Financial
Times, The Times, The Telegraph; political weeklies, such asThe Economist the New Statesman,
Prospect, The Spectator; quality online news sources, such as Politics.co.uk, BBC News Online, The
Conversation, Associated Press News, Reuters (this is the UK Edition, but click the upper left link for
other language/country editions, DailyPolitics.com (for UK Politics only) NewsAndNews.com and C-Span
(for US Politics). Be aware that almost all news sources are politically biased. See
MediaBiasFactCheck.com and Snopes.com to check your source’s bias and read a range of (quality)
perspectives!
Indicative Content
In politics, the most used concepts (such as freedom, equality, power, democracy) are the most contested.
Hence, the very meaning of political concepts and the way we use language is the subject of political dispute.
What, for example does it mean to be “equal”? What does it mean to be free? When we talk about equality, for
example, do we refer to an economic equality, a political or legal equality, or a moral equality? And what role, if
any, does the state have in judging these ideals or in helping us to achieve them? In Political Ideas in Action
we explore a range of possible answers to these questions as given by political thinkers and actors today and
in the past. In doing so, the module facilitates the development of your critical thinking skills and judgement. It
hopefully helps you to become more able to spot the values underpinning political opinions, statements, and
practices, including your own! The module demonstrates and teaches methods of constructing political and
academic arguments through an examination of the historical foundations of liberal democracy, the competing
ideologies that operate within and sometimes against it, and the ways in which political power is allocated, won
and lost.
PIA Teaching Programme and Assessment Deadlines
Topics are indicative and may be subject to change.
Date
Lecture
Topic
(Panopto)
Workshop 2-3pm (Live) Seminar (Live)
https://www.economist.com/
https://www.newstatesman.com/uk
https://www.prospectmagazine.co.uk/
https://www.prospectmagazine.co.uk/
https://politics.co.uk/
https://www.bbc.co.uk/news
https://theconversation.com/uk
https://apnews.com/
https://uk.reuters.com/
https://www.dailypolitics.com/
https://newsandnews.com/#/
https://www.c-span.org/
https://mediabiasfactcheck.com/
https://www.snopes.com/
10/19/2020 POLITICAL IDEAS IN ACTION
file:///Users/nayef_alkhalifa/Downloads/4PIRS006W Module Handbook – 2020-2021.html 4/15
Week
1
21
Sep
Welcome to Political Ideas in Action
Opening Lecture
Information Session: Intro to DEN
Introductions, Technology,
Political Compass
Exercise Sheet 1: about you
Week
2
28
Sep
Political
Concepts,
Political
Knowledge –
and how we
study politics
Skills Workshop
Identifying Your Sources
Finding, evaluating and using
Sources.
Information Session: Student Reps:
expressions of interest
Exercise Sheet 2 Due
The purpose(s) of Politics
Political Concepts
Skill: Active Reading and
Notetaking
Week
3
5 Oct
The Idea of
the State:
Legitimacy
and
Sovereignty
Skills Workshop
Essays Writing: getting started Essay
Planning/Research, interpreting
essay questions, thesis statements,
writing introductions, compiling the
bibliography
Information Session: Student Reps
announcement or elections if needed
Exercise Sheet 3 Due
Political Knowledge,
Language, Political Studies,
Beliefs, Ideologies, Methods,
Theory, Analysis, Arguments
and Evidence
Skill: Evaluating Sources
Week
4
12
Oct
Power,
Freedom,
Equality
Skills Workshop
Bibliographies and in-line
Exercise Sheet 4 Due
Sovereignty, Legitimacy,
Social
Referencing (How-
to)
Information
Session:
Employability
Contract
theory
Skills:
Interpreting
Questions
and Good
Introductions
Week 5
19 Oct
Power and Ideology
Information
Session: topic tbc
(15-20 min)
Exercise
Sheet 5 Due
10/19/2020 POLITICAL IDEAS IN ACTION
file:///Users/nayef_alkhalifa/Downloads/4PIRS006W Module Handbook – 2020-2021.html 5/15
Followed by
Emergency
Assessment Help
Drop-in
Dimensions
of Power –
and the
effects on
freedom and
Equality
Introduction and
Bibliography Due –
Submit to Turnitin by
Wednesday, 21 October
2020, 1pm.
WEEK 6 – Independent
Study Week – no
classes, undertake
research for your essay
and READ!
Week 7
2 Nov
Liberal Freedoms: Rights,
Markets,
Democracy
Information
Session: topic tbc
Exercise
Sheet 6 Due
Power and
Ideology
The third
Dimension
of Power
Week 8
9 Nov
Competing Ideologies?
Liberalism, Conservatism
and Socialism
Essay Structure
and Writing
Arguments,
Structure,
Narrative and
Conclusions
Exercise
Sheet 7 Due
The main
ideologies of
Liberalism
and Liberal
Democracy
Week 9
16 Nov
Liberal Exclusions: anti-
racist and feminist critiques
Plagiarism and
misuse of sources
Exercise
Sheet 8 Due
Left and
Right in the
21st Century
10/19/2020 POLITICAL IDEAS IN ACTION
file:///Users/nayef_alkhalifa/Downloads/4PIRS006W Module Handbook – 2020-2021.html 6/15
Week 10
23 Nov
Politics, Religion, and
Morality
Emergency Essay
Help Drop-In
Exercise
Sheet 9 Due
BLM and
Feminism
Week 11
30 Nov
Neoliberalism, Populism,
and the Revival of Politics?
About the Quiz
Exercise
Sheet 10
Due
Religion and
Politics
Preparing
for the Quiz
Essay (1500 words) Due
– Submit to Turnitin by
Wednesday, 2 December
2020, 1pm.
Week 12
7 Dec
PIA End of Term Quiz –
12:00 – 15:00. In practice
this session will be around
2.5 hours and it should be
FUN!
Where to go for help
Most of your questions are addressed in this module handbook. Please read it carefully first. Get familiar with
the layout so you can refer back to it often. Further written information about the module content and structure
is available on the Module’s Blackboard Site. Please familiarise yourself with the layout of the Political Ideas in
Action Blackboard site so you can easily find what you need there when you need it. Some of the Reading
Materials for the module are available on the Module’s on-line Reading List. This is accessible through
Blackboard but you can bookmark it separately to go straight there at any time. You can also use the Library
Search and the Library Help pages for further sources and help with research. We have a dedicated Library
Liaison, Lorna Rosbottom, for Politics and IR (amongst other subjects), and you can also use the chat function
“Ask a Librarian” on the Library Help page.
For advice about essay writing, exercise sheets, learning portfolios, and other assessment requirements,
please speak to your seminar tutor and see “Study Skills and Learning Support” on the PIA Blackboard site. It
is generally best to talk to seminar tutors during seminar times when they are focussed on the module rather
than outside class or by email. There is usually time before, after (or even during) seminar group sessions for
a one-to-one chat. However, for more detailed issues, we also hold office hours which are open to all of our
10/19/2020 POLITICAL IDEAS IN ACTION
file:///Users/nayef_alkhalifa/Downloads/4PIRS006W Module Handbook – 2020-2021.html 7/15
students from first year to post-graduate. It is a good idea to speak to your seminar tutor in the first instance
during the
seminar when you can set a mutually convenient appointment if one is needed. If you want to email someone
about missing a seminar, write to your seminar tutor and copy in (CC) the Module Leaders.
To inform us of missing or late assessments, and for issues (such as illness or other serious obstacles)
affecting your assessments, you should contact your personal tutor and the Module Leader. You do not have
to share details of problems with all of us, but it is important to speak to at least one of us about why you are
missing assessment, and do at least let the Module Leader know your assessment will be late or missing (with
or without detailed information about why). If you miss an essay deadline, you will need to apply for Mitigating
Circumstances to enable your work to be marked and counted. Your personal tutor or the Registry can advise
you about applying for permission to submit work late, or what to do if you cannot submit it at all within a week
of the deadline. You can also find information about the Mitigating Circumstances process on the Student Hub.
There are strict rules about late work and non-submission and your lecturers and seminar tutors do not have
the power to give you permission to submit essays late. Learning Portfolio is a little different from other
assessments, so please speak to the Module Leader about this if you find you are missing a lot of weeks and
getting very far behind.
For problems with the running of the module itself, questions about lecture content, about the design and
planning of the module, about any of the written information available (here or online), or with seminar
allocation, speak to or write to the Module Leader through the Discussion Board. If you have a problem and
are not sure who to ask: start with the Discussion Board or email the Module Leader if it is highly confidential.
If you have an issue, but feel you cannot speak to the appropriate person, then please do speak to any of the
staff on the module, your personal tutor, or a Course Leader. Bear in mind that, although we are all busy and
may seem hard to approach at times, we are very interested in your queries, problems and ideas – and we
hope you will always give us the chance to address any concerns you might have by letting us know at the
earliest possible time, and approaching us directly.
When sending emails, please think about whether you could put the question on the Discussion Board instead.
If needing to email, then please address your tutors politely, and by their name, and sign your full name and
include your student ID. Also provide a subject in the subject line. Always explain why you are writing as we all
administer and teach on multiple modules and have other roles within the School. Make it clear in the
message who you are (in relation to the member of staff to whom you are writing), and which topic, module or
seminar group you are writing about. Bear in mind that, due to other commitments, your seminar tutor may not
be able to respond for a few days. Further: weekends and evenings are not usually times when you can
expect a reply.
Module Aims and Learning Outcomes
Our module aims are to:
Introduce you to politics and political theory as academic disciplines
Introduce you to a range of key political concepts, ideologies, and theories
Identify tools for political analysis, explanation, and evaluation
Show how theories inform and explain political practice
10/19/2020 POLITICAL IDEAS IN ACTION
file:///Users/nayef_alkhalifa/Downloads/4PIRS006W Module Handbook – 2020-2021.html 8/15
Demonstrate how political concepts can be applied to understand political phenomena
Develop your understanding of how political arguments are constructed and used
Help you develop your academic and transferable skills
On successful completion of the module, students will be able to:
Demonstrate a good understanding of the characteristics of politics as a discipline;
Critically evaluate some of the most influential approaches to studying politics;
Understand and use a range of basic concepts and theories relevant to the study of politics;
Appreciate the connection between historical events and ideas, on the one hand, and current political
beliefs and assumptions, on the other.
Attend to the interplay between political theory and political practice;
Engage in current political debates around institutions and ideological conflicts;
Appreciate the contested, dynamic, nature of politics;
Benefit from increased intellectual confidence, improved study skills and employability.
Teaching and learning methods
The module will be taught through regular seminars and lectures, and embedded academic skills workshops.
Students are expected to prepare comprehensively for seminars and to participate as best they can.
Activity type Category
Student learning and
teaching hours*
Lecture Recorded 12 (approx.)
Seminar Scheduled 24
L4 Skills Workshops and Info Sessions and other
events (e.g. The Quiz) Scheduled 12 (approx.)
Total Scheduled 48
Independent Study 52
Total student learning and teaching hours 100
*the hours per activity type are indicative and subject to change.
At least half of the learning you will be doing on this and all modules at Level 4 is independent. The proportion
of independent learning will likely increase as you progress through the levels of your course. You will learn
through reading, thinking, writing and also talking with your fellow students.
Formal teaching on this module takes place through weekly lectures (60-75 minutes), seminars (2 hours), and
weekly skills and information sessions (20-60 minutes).
10/19/2020 POLITICAL IDEAS IN ACTION
file:///Users/nayef_alkhalifa/Downloads/4PIRS006W Module Handbook – 2020-2021.html 9/15
Weekly lectures are normally delivered in a lecture theatre to everyone on the module at once, and are
designed to provide an overview of the weekly topic. Currently, we deliver these as Panopto recordings and
you are expected to watch these and take notes (just as if you were present in a lecture) in time for the
following week’s seminar. However, we do not give lectures to give you all the answers; we give them to help
you start asking questions, and to act as a guide to your further reading on and exploration of the module
topics. You can prepare for lectures by reading around the topic in one of the many introductory politics text
books listed on the reading list, and also by completing some of the following week’s exercise sheet before
watching the lecture. Lecture slides and recordings will be posted on Bb by Monday night in the week before
the seminar session on the same topic. There is no recorded lecture in Weeks 1, 6 or 12.
Weekly Seminars take place in smaller groups with no more than 25 students. In our seminars, we focus on
the lecture topic from the week before and the Exercise Sheet that you completed in advance. You will be
expected to take an active part in the discussion, and to undertake work in small break-out groups during the
seminar. Currently, these sessions take place on Bb Collaborate. Normally they would be in a smaller seminar
room rather than in a lecture theatre. Ahead of each seminar, you will have read set material in preparation
and you should be prepared to discuss this reading, including what you learnt from it and what you thought of
it. Speaking in public like this can be daunting, but it is a great way to learn and stretch yourself and to try out
your political
ideas and understandings before you put them into work that will be given a mark. Also, as speaking in public
is central to political life, it is important to practice!
Weekly Workshops are given on Collaborate and you are also expected to attend these. Normally, these would
be part of a longer lecture, following the Topic lecture, and would have taken place in a lecture theatre. We
decided to keep this session live so that you could ask questions during the session. Many of these sessions
have an academic skills content that feeds directly into the Exercise Sheets and the seminar work. But these
skills will also be useful for all of your modules and in your working life beyond university. Other sessions
include information or activities for Level 4 students. These sessions help to integrate you into the life of our
Politics and International Relations community within the School of Social Sciences. They help you develop as
a student and keep you informed of important requirements, opportunities and services within the University.
These sessions will vary in length between 30 and 60 minutes depending on what needs to be done that
week.
One further session that you will be expected to attend is the Quiz. Previously, this was a pub-style Quiz with
student Quiz Teams. This will now take place through Collaborate. The Quiz is designed to assess your
general knowledge of the module, but also to provide a fun way to round off the module teaching. This takes
place in the final week of term in place of both lectures and seminars.
Overall, it is best to think of your learning on this module as a partnership: between you the student, us, the
academics teaching on the module, your classmates – and also the many authors you will read. All sides must
contribute for this to work: passive students don’t learn! When people begin to study politics they inevitably
bring their previous views and assumptions with them: of course, your interest will have been sparked by
particular political events, perhaps by a desire to understand or to change the world! But if you are going to do
that properly, you must be prepared to face challenges, to think and reflect critically on what you read and see,
and even on your own beliefs and assumptions about the world. This isn’t always easy, but it is worth the
10/19/2020 POLITICAL IDEAS IN ACTION
file:///Users/nayef_alkhalifa/Downloads/4PIRS006W Module Handbook – 2020-2021.html 10/15
effort. We hope that it will help you to develop and grow as a student, as a citizen, and as a fully developed
individual.
You may well keep some of the assumptions and beliefs you came in with. But here at university, we will
expect you to justify them using sound argument that is backed up by relevant concepts, workable theories,
coherent reasoning, and well-researched evidence. Either way, you will be challenged by the reading, thinking
and learning you will do on this module and by the views and ideas of your classmates. However, that
challenge is surely why you decided to join us on this exploration of one of the most exciting and topical areas
of study: Politics!
Assessment Components, Rationale and Marking
Criteria
The assessment regime is designed to encourage engagement with political concepts, political theories, and
political ideologies. It provides students with a range of analytical and theoretical tools with which they can
learn to critically examine the political world. It also introduces students to the key academic skills required for
further study in Politics, International Relations and Development Studies. There are three pieces of
assessment and together they support and evaluate the development and final level of student achievement of
the module learning outcomes. Each piece contributes a percentage to your total mark for the module.
ASSESSMENT
TYPE
WEIGHTING DUE DATE FEEDBACK AND MARK
CW
1
Learning
Portfolio
30%
Various tasks
submitted by
various datesand
different methods
(General feedback given to
class over the semester)
Total Mark: end of module
via Bb.
CW
2
Introduction
and
Bibliography
(500
Words,
approximately)
20%
1. pm,
Wednesday,
2. October
2020
Submitted to
Turnitin
Available on Bb -Turnitin
Wednesday, 11 November
2020
CW
3
Essay (1500
words)
(+/-10% leeway
in word count)
50%
1 pm, Wednesday,
2 December 2020,
submitted to
Turnitin
Available on Bb – Turnitin
Wednesday, 6 January 2021
Coursework Assessment 1 Learning Portfolio
The portfolio addresses is designed to build student confidence and skills in the core research, reading and
writing tasks required to study Politics and International Relations, as well as to encourage reflection on the
10/19/2020 POLITICAL IDEAS IN ACTION
file:///Users/nayef_alkhalifa/Downloads/4PIRS006W Module Handbook – 2020-2021.html 11/15
transition to higher education and the building of vital peer networks. Further, specific elements of the Portfolio
constitute and/or encourage student participation in classroom-based learning. Students will complete the
portfolio throughout the term, via tasks which will be set weekly on the module. These will include:
10 Exercise Sheets that include the following (in summary):
Nine reading note tasks to be submitted ahead of the seminar and assessed by the seminar tutor
on a pass/fail basis. These will help students build knowledge of disciplinary literature; and will train
them in how to locate pre-selected texts, read critically, take useful notes, keep track of sources,
provide full bibliographic and inline references. Notes must be presented during a specified time,
according to the specified method, and conforming to a published template.
Seven skills tasks to be submitted ahead of the seminar and assessed by the seminar tutor on a
pass/fail basis. These will help students develop essential academic and professional skills. Notes
must be presented during a specified time, according to the specified method, and conforming to a
published template.
Where an Exercise Sheet contains both types of tasks, students must submit both tasks in the
same document.
Credit for the above is given for a combination of completing the Task and also attending and
participating in the seminar that takes place on the day the Exercise Sheet work is due.
In marking the portfolio, academic staff will consider whether the Tasks in question have been completed
appropriately, and whether or not the student has attended and participated in the relevant session.
Learning Portfolio Breakdown of Components
Weighting (as percentage of Learning Portfolio
mark)
Date Due (For how to
submit your work,
follow the instructions
on each Sheet)
10 Exercise
Sheets
containing
altogether:
9
Reading
Notes
Tasks
7 Skills
Tasks
80%
(Each completed task gains 5 points on a pass/fail
basis. To gain credit, you must present them by the
date, time, and method specified on the Exercise
Sheet AND be prepared to speak to your notes
during the seminar.)
Exercise Sheet 1: during
Week 1 (by Friday, 25th
September
Sheet 2: by 12 noon, 28
September
Sheet 3: by 12 noon, 5
October
Sheet 4: by 12 noon, 12
October
Sheet 5: by 12 noon, 19
October
Sheet 6: by 12 noon, 2
November
10/19/2020 POLITICAL IDEAS IN ACTION
file:///Users/nayef_alkhalifa/Downloads/4PIRS006W Module Handbook – 2020-2021.html 12/15
Sheet 7: by 12 noon, 9
November
Sheet 8: by 12 noon, 16
November Sheet 9: by
12 noon, 23rd November
Sheet 10: by 12 noon,
30th November
End of term
On-line Quiz
10 points for
participation
10 points for
being in the
top five in the
class.
20%
During Class on
Monday, 7th December
Portfolio Element: Exercise Sheets (in detail)
Your Learning Portfolio includes the completion of weekly tasks outlined in ten Exercise Sheets submitted in
Weeks 1-5 and 6-11. You will be required to submit this work by 12 noon on the day of your seminar seminars
throughout the year. Most of the exercise sheets involve a specified reading to take notes on, and a few
questions to answer. Some also include a skills-based task to help you develop essential academic skills that
you will use and continue to develop throughout your time at university.
Locating and reading academic texts, and taking meaningful notes, which both summarise and engage with
the arguments presented in those texts, are key skills at university. Moreover, you need to be able to cite the
sources you read using an accepted referencing system (PIR uses the Harvard or the Westminster Harvard
system). The exercise sheets assessments are designed to help you develop these core skills, by encouraging
regular reading, note-taking, referencing, and reflection as well as some skills practice. At the same time, they
widen your knowledge of the subject matter, prepare you for seminars, and help provide a bit of “boot camp” in
the skill of academic reading. You do need to get those “Reading Muscles” up to scratch for the tasks ahead!
The exercise sheets are marked on a pass/fail basis. That is, if you submit them and they clearly demonstrate
that you have read and engaged with the required reading for that week, and you attend the corresponding
seminar and are prepared to use your notes in your participation in case discussions, then you will get a pass
mark of 100% of the task. Some Exercise Sheets have two tasks, in which case you get credit for each of the
two tasks that you complete that week. This includes keeping track of references for reading notes.
If you don’t submit your notes at the correct time and place, or you don’t attend, you will get a zero for that
exercise sheet. If your notes are badly incomplete or do not address the task, you may be asked to do them
again for the following week or you may not be given credit. IMPORTANT: To get credit for your notes you
must also attend the corresponding seminar.
10/19/2020 POLITICAL IDEAS IN ACTION
file:///Users/nayef_alkhalifa/Downloads/4PIRS006W Module Handbook – 2020-2021.html 13/15
If you are unable to attend a seminar, or unable to complete your tasks in time, you may submit the work for
your exercise sheet by the following Monday at noon, and they will then be marked as usual. However, you are
only eligible to gain credit for late notes (or to gain credit for notes where you did not attend the corresponding
seminar) three times. Beyond these three, you must apply for Mitigating Circumstances via the usual process.
Please do not attempt to submit any notes early or by email. If you do find you are slipping badly behind or you
are ill for a protracted period and cannot attend, then please do contact the Module Leader by email.
Portfolio Element: Quiz in Week 12
Your Learning Portfolio includes participation in a group quiz on the final day of class. The Quiz is designed to
assess your general knowledge of the module, and will be based on material covered in Lectures, Seminars
and Exercise Sheets. You will receive 10 points just for participating. There is a chance to gain an extra 10
points for your Learning Portfolio if you have enough correct answers to put level with other students who
scored in the top 5%. Please note that this session takes place on the Monday from 12-3pm and replaces all
PIA lectures and seminars for that week. Other than reading through your notes from lectures, seminars, and
your own reading, including the Exercise Sheets, you will not need to do any special research for the quiz.
Coursework Assessment 2: Introduction and
Bibliography
The Introduction and Bibliography assessment of approximately 500 words is designed as a practical writing
exercise to help students learn to write an effective introductory paragraph, and to formulate a thesis
statement tailored to a specific essay question, thereby assessing the ability to interpret the essay question
appropriately. CW2 will also require a full-length bibliography of at least six academic sources for the essay
title. It is expected that students will spend around 150 words on the introduction and the remaining words on
the bibliography. As well as being a summative assessment worth 20% of the mark, the essay introduction and
bibliography is also a formative assessment in helping students to prepare for CW3. CW2 will be due in Week
5 so students receive feedback before they write the essay.
Students must base their assessment on one of the module essay questions. However, they are not required
to complete their CW3 essay on the same question they answered in CW2 (although they may if they wish to).
In marking the introduction and bibliography, academic staff will consider:
Correct interpretation of the essay question;
The likelihood that the arguments and evidence referred to will address the question;
The ability to write a thesis statement or argument;
Evidence of a structured and logical approach to the essay;
Succinct and grammatical writing;
Bibliography presented in the correct format;
An appropriate selection of texts for the essay title and for the level of study
Coursework Assessment 3: Essay (1500 words)
The essay is designed to establish firm study skills, especially as they relate to the importance of selecting and
applying evidence in the research process. Students are required to respond to an essay question and to
Nayef T Alkhalifa
Nayef T Alkhalifa
10/19/2020 POLITICAL IDEAS IN ACTION
file:///Users/nayef_alkhalifa/Downloads/4PIRS006W Module Handbook – 2020-2021.html 14/15
demonstrate their ability to structure political arguments and substantiate these through appropriate research
materials and evidence.
In marking the essay, academic staff will consider:
The ability to construct a well-supported argument, using evidence, including academic literature and
historical and contemporary political examples and the persuasiveness of the argument;
The ability to apply theory and concepts to political reality
The capacity to engage meaningfully with concepts, themes and theories required for the study of
Politics and Political Theory, and which are covered on the module;
Evidence of critical engagement with key debates in disciplinary literature;
The breadth and depth of analysis;
The ability to logically identity and unpack key claims about the study of politics;
The capacity to put forward scholarly arguments, informed by engagement with the module and
independent research as indicated in the relevant course learning outcomes;
Written presentation and organisation, and the ability to write clear, succinct and grammatical English;
Evidence of creative and lateral thinking where appropriate.
Essay Questions
Instructions
Please get as close to the required word length as possible. There is 10% leeway above or below the word
count, but it is usually unwise to use less than 1500 words for the essay. The bibliography is not counted as
part of the word length. Essays must be submitted to Turnitin via Blackboard. You do not have to choose the
same question for both assignments.
If writing your essay on the same question as you used for CW2, we would expect to see some development
in your work, based on feedback, and also based on the extended reading and reflection you will do when
completing the finished essay.
1. “Politics is about who gets what, when and how.” (Lasswell 1936). Discuss.
2. Why does Lukes argue that power affect us in insidious ways? Use examples to illustrate how this works.
3. What is the purpose of the state and why do we accept its authority?
4. Should the state curtail civil liberties in the name of protecting citizens? Discuss with reference to
contemporary political events.
5. Why hasn’t liberal democracy delivered political and legal equality for all citizens within the state?
6. To what extent are free-market liberals right to argue that the state should not get involved in making
citizens socially or economically equal?
7. Should there be a strict firewall between religion and politics?
8. Is the recent rise of populism a sign of a democratic revival?
FURTHER INFORMATION REGARDING COURSEWORK
In addition to the information contained in this Module Handbook, which is specific to the assessment for the
module, you need to be aware of general guidance and policies for coursework submission in Politics & IR.
Nayef T Alkhalifa
Nayef T Alkhalifa
10/19/2020 POLITICAL IDEAS IN ACTION
file:///Users/nayef_alkhalifa/Downloads/4PIRS006W Module Handbook – 2020-2021.html 15/15
Instructions and guidance relating to these these and other procedures can be found in the PIR Red Book.
You should consider this your ‘How To’ guide. The PIR Red Book can be found on the Politics and
International Relations Blackboard site.
The current version of the Politics and IR Course Handbook provides detailed information about regulations
relating to:
Submitting your work
Late submission
Plagiarism and referencing
Mitigating circumstances
Word limits
Essay grading
The Politics and IR Course Handbook can be found on the Politics and International Relations Blackboard site
under My Organisations.
For information about Academic progression, condoned credits, and referral opportunities, see the Handbook
of Academic Regulations (section 17).
https://learning.westminster.ac.uk/ultra/organizations/_61508_1/outline
https://learning.westminster.ac.uk/ultra/organizations/_61508_1/outline
https://www.westminster.ac.uk/study/current-students/resources/academic-regulations
Essay Writing
Workshop delivered by Bridget Cotter
Chat moderated by Isabelle Coy-Dibley,
Academic Liaison and Learning Development
Welcome! The session will begin shortly. If you would like to use the chat function you will find it at the bottom right hand corner of your screen
1
Questions about the Module?
2
Remember to avoid using emails by:
Asking in the seminar
Asking in this lecture
Using the discussion board (answered by the Module Leader
Only use email when it is confidential.
Most questions are asked multiple times!
2
Testing audio now: please mention in the chat if you can’t hear me talking
The chat function can be found in the bottom right hand corner via the purple button
Essay Writing: Getting Started
PIR Level 4 Skills: Political Ideas in Action
Dr. Bridget Cotter
5
Essay Planning/interpreting questions, and Introductions (intro to essay structure)
Seven Steps to a
Good Essay Answer
6
Answer the question!
Follow the Module instructions
Construct an argument
Provide evidence to support your argument
Create a structure with a guiding narrative
Edit for sequence and relevance (Re-draft)
Proofread and correct (Re-draft again)
6
Seven Steps to a
Good Essay Answer
7
Answer the question!
Follow the Module instructions
Construct an argument
Provide evidence to support your argument
Create a structure with a guiding narrative
Edit for sequence and relevance (Re-draft)
Proofread and correct (Re-draft again)
7
1. Answer the Question
8
ANALYSE the Question
Formulate a thesis or an opening argument or statement that helps you answer this question
Use political examples that are relevant to this question
Use theories and literature (academic readings) that are relevant to this question
Consider the context for this particular question
The discipline and sub-discipline of the module
The module learning outcomes
Where this question fits into the narrative of the module
Which weeks (lectures, seminars, reading lists) are relevant to this question
8
Understand it so you answer the RIGHT question
Length, or things that must be included
How do I Analyse the QUESTION?
9
Identify the “WHAT” of the question
Key Content Words? (define these)
Which are/is most important? What is the subject?
Identify the “HOW” of the question
What do the Process Words mean?
What am I being asked to do?
If “how” is unspecified then take decisions on how
Find the claim(s) in the question
Look for the debate(s) suggested by the question
9
Understand it so you answer the RIGHT question
Length, or things that must be included
Analysing the Question Sample Question: “Democracy is best when the people remain relatively uninvolved.” Discuss.
Content words?
Process Words (or how to approach it)
The “claim”?
The debate(s)?
My thesis (my view)
Readings
Evidence: List theories/theorists, research studies, and real examples.
10
10
Key words? ALL NEED A DEFINITION
CoMPARE: key features of democracy (in your definition of democracy) with features of SOCIAL CONTRACT
What is Social Contract Theory and can it justify democracy?
How does representation make democracy ‘practical’, and what concerns does it raise?
If political concepts are ‘Essentially Contested’ (Gallie), what does this mean for political conflict.
How might deliberative and local democracy improve electoral democracy?
What is Lukes’s ‘third dimension’ of power and can it ever be ‘overcome’?
In what ways have markets ‘hollowed out’ democracy?
What is political apathy and does it pose a threat to democracy today?
Is politics a science?
How well does democracy in the UK embody the ideals of democracy?
Analysing the Question Sample Question: “Democracy is best when the people remain relatively uninvolved.” Discuss.
Content words? Democracy; the people; “uninvolved” (implies political participation or lack of participation)
Process Words (or how to approach)
The “claim”?
The debate(s)?
My thesis (my view)
Readings
Evidence: List theories/theorists, research studies, and real examples.
11
11
Key words? ALL NEED A DEFINITION
CoMPARE: key features of democracy (in your definition of democracy) with features of SOCIAL CONTRACT
What is Social Contract Theory and can it justify democracy?
How does representation make democracy ‘practical’, and what concerns does it raise?
If political concepts are ‘Essentially Contested’ (Gallie), what does this mean for political conflict.
How might deliberative and local democracy improve electoral democracy?
What is Lukes’s ‘third dimension’ of power and can it ever be ‘overcome’?
In what ways have markets ‘hollowed out’ democracy?
What is political apathy and does it pose a threat to democracy today?
Is politics a science?
How well does democracy in the UK embody the ideals of democracy?
Analysing the Question Sample Question: “Democracy is best when the people remain relatively uninvolved.” Discuss.
Content words? Democracy; the people; “uninvolved” (implies political participation or lack of participation)
Process Words (and type of question) Discuss.
The format: a claim (not a fact) and then “discuss” suggests a debate because a claim can be contested.
The “claim”?
The debate(s)?
My thesis (my view)
Reading
Evidence: List theories/theorists, research studies, and real examples.
12
12
Key words? ALL NEED A DEFINITION
CoMPARE: key features of democracy (in your definition of democracy) with features of SOCIAL CONTRACT
What is Social Contract Theory and can it justify democracy?
How does representation make democracy ‘practical’, and what concerns does it raise?
If political concepts are ‘Essentially Contested’ (Gallie), what does this mean for political conflict.
How might deliberative and local democracy improve electoral democracy?
What is Lukes’s ‘third dimension’ of power and can it ever be ‘overcome’?
In what ways have markets ‘hollowed out’ democracy?
What is political apathy and does it pose a threat to democracy today?
Is politics a science?
How well does democracy in the UK embody the ideals of democracy?
Analysing the Question Sample Question: “Democracy is best when the people remain relatively uninvolved.” Discuss.
Content words? Democracy; the people; “uninvolved” (implies political participation or lack of participation)
Process Words (or how to approach) Discuss.
The format: a claim (not a fact) and then “discuss” suggests a debate because a claim can be contested.
The “claim”? The quotation is a claim. It’s already stated in this question – a claim can be evidenced and contested.
The debate(s)?
My thesis (my view)
Readings
Evidence: List theories/theorists, research studies, and real examples.
13
13
Key words? ALL NEED A DEFINITION
CoMPARE: key features of democracy (in your definition of democracy) with features of SOCIAL CONTRACT
What is Social Contract Theory and can it justify democracy?
How does representation make democracy ‘practical’, and what concerns does it raise?
If political concepts are ‘Essentially Contested’ (Gallie), what does this mean for political conflict.
How might deliberative and local democracy improve electoral democracy?
What is Lukes’s ‘third dimension’ of power and can it ever be ‘overcome’?
In what ways have markets ‘hollowed out’ democracy?
What is political apathy and does it pose a threat to democracy today?
Is politics a science?
How well does democracy in the UK embody the ideals of democracy?
Analysing the Question Sample Question: “Democracy is best when the people remain relatively uninvolved.” Discuss.
Content words? Democracy; the people; “uninvolved” (implies political participation or lack of participation)
Process Words (or how to approach) Discuss.
The format: a claim (not a fact) and then “discuss” suggests a debate because a claim can be contested.
The “claim”? The quotation is a claim. It’s already stated in this question – a claim can be evidenced and contested.
The debate(s)? Active participation vs elitism; participatory democracy vs representative democracy – idea of political elite vs political equality. Popular sovereignty vs parliamentary democracy.
My thesis (my view)
Readings
Evidence: List theories/theorists, research studies, and real examples.
14
14
Key words? ALL NEED A DEFINITION
CoMPARE: key features of democracy (in your definition of democracy) with features of SOCIAL CONTRACT
What is Social Contract Theory and can it justify democracy?
How does representation make democracy ‘practical’, and what concerns does it raise?
If political concepts are ‘Essentially Contested’ (Gallie), what does this mean for political conflict.
How might deliberative and local democracy improve electoral democracy?
What is Lukes’s ‘third dimension’ of power and can it ever be ‘overcome’?
In what ways have markets ‘hollowed out’ democracy?
What is political apathy and does it pose a threat to democracy today?
Is politics a science?
How well does democracy in the UK embody the ideals of democracy?
Analysing the Question Sample Question: “Democracy is best when the people remain relatively uninvolved.” Discuss.
Content words? Democracy; the people; “uninvolved” (implies political participation or lack of participation)
Process Words (or how to approach) Discuss.
The format: a claim (not a fact) and then “discuss” suggests a debate because a claim can be contested.
The “claim”? The quotation is a claim. It’s already stated in this question – a claim can be evidenced and contested.
The debate(s)? Active participation vs elitism; participatory democracy vs representative democracy – idea of political elite vs political equality. Popular sovereignty vs parliamentary democracy.
My thesis (my view) I disagree because…. I agree because…. They have a point because… but….. How do I view democracy?
Readings
Evidence: List theories/theorists, research studies, and real examples.
15
15
Key words? ALL NEED A DEFINITION
CoMPARE: key features of democracy (in your definition of democracy) with features of SOCIAL CONTRACT
What is Social Contract Theory and can it justify democracy?
How does representation make democracy ‘practical’, and what concerns does it raise?
If political concepts are ‘Essentially Contested’ (Gallie), what does this mean for political conflict.
How might deliberative and local democracy improve electoral democracy?
What is Lukes’s ‘third dimension’ of power and can it ever be ‘overcome’?
In what ways have markets ‘hollowed out’ democracy?
What is political apathy and does it pose a threat to democracy today?
Is politics a science?
How well does democracy in the UK embody the ideals of democracy?
Analysing the Question Sample Question: “Democracy is best when the people remain relatively uninvolved.” Discuss.
Content words? Democracy; the people; “uninvolved” (implies political participation or lack of participation)
Process Words (or how to approach) Discuss.
The format: a claim (not a fact) and then “discuss” suggests a debate because a claim can be contested.
The “claim”? The quotation is a claim. It’s already stated in this question – a claim can be evidenced and contested.
The debate(s)? Active participation vs elitism; participatory democracy vs representative democracy – idea of political elite vs political equality. Popular sovereignty vs parliamentary democracy.
My thesis (my view) I disagree because…. I agree because…. They have a point because… but….. How do I view democracy?
Readings Week X Readings (list specific sources here)
Evidence: List theories/theorists, research studies, and real examples.
16
16
Key words? ALL NEED A DEFINITION
CoMPARE: key features of democracy (in your definition of democracy) with features of SOCIAL CONTRACT
What is Social Contract Theory and can it justify democracy?
How does representation make democracy ‘practical’, and what concerns does it raise?
If political concepts are ‘Essentially Contested’ (Gallie), what does this mean for political conflict.
How might deliberative and local democracy improve electoral democracy?
What is Lukes’s ‘third dimension’ of power and can it ever be ‘overcome’?
In what ways have markets ‘hollowed out’ democracy?
What is political apathy and does it pose a threat to democracy today?
Is politics a science?
How well does democracy in the UK embody the ideals of democracy?
Analysing the Question Sample Question: “Democracy is best when the people remain relatively uninvolved.” Discuss.
Content words? Democracy; the people; “uninvolved” (implies political participation or lack of participation)
Process Words (or how to approach) Discuss.
The format: a claim (not a fact) and then “discuss” suggests a debate because a claim can be contested.
The “claim”? The quotation is a claim. It’s already stated in this question – a claim can be evidenced and contested.
The debate(s)? Active participation vs elitism; participatory democracy vs representative democracy – idea of political elite vs political equality. Popular sovereignty vs parliamentary democracy.
My thesis I disagree because…. I agree because…. They have a point because… but….. How do I view democracy?
Readings Week X readings….
Evidence: List theories/theorists, studies, and real examples. Democratic theorists; elitist theorist, Edmund Burke, Thomas Paine, Benjamin Constant
17
17
Key words? ALL NEED A DEFINITION
CoMPARE: key features of democracy (in your definition of democracy) with features of SOCIAL CONTRACT
What is Social Contract Theory and can it justify democracy?
How does representation make democracy ‘practical’, and what concerns does it raise?
If political concepts are ‘Essentially Contested’ (Gallie), what does this mean for political conflict.
How might deliberative and local democracy improve electoral democracy?
What is Lukes’s ‘third dimension’ of power and can it ever be ‘overcome’?
In what ways have markets ‘hollowed out’ democracy?
What is political apathy and does it pose a threat to democracy today?
Is politics a science?
How well does democracy in the UK embody the ideals of democracy?
Relevant theorists
Seven Steps to a
Good Essay Answer
18
Answer the question!
Follow the Module instructions
Construct an argument
Provide evidence to support your argument
Create a structure with a guiding narrative
Edit for sequence and relevance (Re-draft)
Proofread and correct (Re-draft again)
18
2. Follow the Module Instructions
19
Always see module-specific instructions for coursework
Module priorities, emphasis, learning outcomes, general topic (context again)
Required word length and formatting
Module Handbook regulations, marking criteria, essay tips provided, clarifications from Module Leader
Referencing style?
Specific texts?
19
Understand it so you answer the RIGHT question
Length, or things that must be included
Seven Steps to a
Good Essay Answer
20
Answer the question!
Follow the Module instructions
Construct an argument
Provide evidence to support your argument
Create a structure with a guiding narrative
Edit for sequence and relevance (Re-draft)
Proofread and correct (Re-draft again)
20
3. Construct an Argument
21
Claim + Evidence + Explanation = Argument
Do I give MY opinion?
Being objective vs being neutral
Be discursive
Avoid Polemics: give a fair hearing
Attend to subtleties and nuances
Use narrative to make your argument… (more later)
Include an introduction and conclusion
Write a thesis statement or a good opening sentence
21
Considered Arguments
Explanation spells out why
Write a great Introduction!
22
What is included?
Around 10% of the essay word limit
A thesis statement or a good opening sentence (or two)
An indication of the sequence of material and arguments
An indication of any major theorists or examples you’ll be using
22
Considered Arguments
Consider a Thesis Statement!
23
Starting with a thesis statement
Focuses you – and your reader
It sets you up to explain and defend your argument
Makes a bold statement!
A Thesis Statement is one sentence at the beginning of your essay that answers the question directly. It is a claim and it acts as a road map to your argument.
23
Considered Arguments
Sample Thesis Statement!
24
A Thesis Statement is one sentence at the beginning of your essay that answers the question directly. It is a claim and it acts as a road map to your argument.
Sample Question: “Democracy is best when the people remain relatively uninvolved.” Discuss.
Examples of thesis statement:
Democracy is not democracy unless all of the people are actively involved in directly formulating laws.
Democracy comes in different forms, not all of which require active public involved.
Democracy is more efficient when public participation in politics is low.
24
Considered Arguments
Or use one or two clear Opening Sentences
Less bold, but clearly signposts what the essay is about…
25
Another good way to start an essay is by restating the question or by defining the problem you are tackling in one or two sentences.
Sample Question: “Democracy is best when the people remain relatively uninvolved.” Discuss.
Example opening sentences:
Political theorists from Plato to Burke have suggested that democracy is better when the mass of uneducated people remain relatively uninvolved in politics. Others, such as Thomas Paine have countered that democracy is characterised by the active involvement of the common man.
25
Considered Arguments
Write a great Introduction!
26
Introduction without the bold thesis statement: Sample Question: “Democracy is best when the people remain relatively uninvolved.” Discuss.
Example introduction
Political theorists from Plato to Burke have suggested that democracy is better when the mass of uneducated people remain relatively uninvolved in politics. Others, such as Thomas Paine have countered that democracy is characterised by the active involvement of the common man. By examining opposing definitions of democracy as well as the examples of modern Britain and China, this essay will weigh up the strengths and weaknesses of each argument, and conclude that, although democracy does not require active involvement of everyone in every aspect of government, a minimal involvement in the form of periodic elections is needed to ensure legitimacy.
26
Considered Arguments
Write a great Introduction!
27
Introduction with the thesis statement: Sample Question: “Democracy is best when the people remain relatively uninvolved.” Discuss.
Example introduction:
Democracy is not democracy unless all of the people are actively involved in directly formulating laws. This argument is supported by comparing the referenda approach – as used in the 2016 UK Brexit referendum – with the idea of a “citizen’s assembly” approach as used ahead of the Irish vote on abortion in 2018. While, both referenda and citizens assemblies are forms of direct democracy, the latter provides deeper involvement in the political process. It is, of course, not without it’s practical problems, including the cost in time and resources. After examining the pros and cons of the two processes and the arguments and evidence for and against them, the conclusion is reached that the citizen’s assembly approach demonstrates how a more informed citizenry are able not only to make a firmer decision, but to emerge from the decision-making process more unified than before.
27
Considered Arguments
Seven Steps to a
Good Essay Answer
28
Answer the question!
Follow the Module instructions
Construct an argument
Provide evidence to support your argument
Create a structure with a guiding narrative
Edit for sequence and relevance (Re-draft)
Proofread and correct (Re-draft again)
28
4. Provide Evidence
29
What is it for?
Illustration, explanation, proof
Where do I put the evidence?
AFTER the argument/point/claim
How much detail should I provide?
ONLY as much as is needed to support the point
Case Studies: more detail but only to help explain the larger point
What kind of evidence?
Bear in mind types and ‘weightiness’ of evidence (more on this in future weeks)
What DOES the case of Bosnia tell us about humanitarian intervention in general, Watson??
29
Where: it’s purpose is to support arguments, so it should follow the arguments.
In a paragraph, you make a point and then follow it with an example or a supporting study, or a supporting argument or a reference.
Bigger evidence: case study: more detail. Says more about the case, but you must still use it to say something about the larger point being made in the essay.
What does this particular case of humanitarian intervention show us about the principles of humanitarian interventions in general???
Seven Steps to a
Good Essay Answer
30
Answer the question!
Follow the Module instructions
Construct an argument
Provide evidence to support your argument
Create a structure (with a guiding narrative)
Edit for sequence and relevance (Re-draft)
Proofread and correct (Re-draft again)
30
5. Create a Structure….
31
Generating ideas before you write!
Activity: Generating ideas
Note down in your map:
Answers to your smaller questions or instructions from the assignment title
Any material concerning the subject to rise up from your memory from lectures/seminars/own knowledge and prior reading
Any key themes and ideas you could cover
Any relevant theoretical concepts and key academics!
It is much better to have too much material and to be able to reject what you find you do not need later
Resources: How and Where?
PIA Reading List
Library Search
Google Scholar
Converting mind maps into plans!
Linear Plan
Introduction
Idea 1
– subtheme
Idea 2
Idea 3
Idea 4
Idea 5
– subtheme 1
– subtheme 2
Conclusion
Bibliography
Order/prioritise your points
Put into a logical order
5. Create a Structure…. Using an Essay Plan
36
1500 word essay on (Write out the Question here)
Intro (150 words)
Arguments and evidence for the claim (400 words) List examples, theorists, research studies
Arguments and evidence against the claim (400 words) List examples, theorists, research studies
Weighing up the arguments (400 words)
Conclusion (150 words)
More in later weeks on…
37
Types of Essay Structure
Guiding Narratives
Elaborating your points
Using Evidence
Conclusions
Editing and redrafting
Proofreading
Bibliographies and Referencing
37
Referring back to the question
rguments
Questions?????
38