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Requirement.docx

Requirement: For this assignment, you are required to provide a ( ) pages essay based on the information provided. You may choose any topic given as you find it comfortable to write about. You may find the list of the topics in the syllables. You are to choose one topic under the title of Second Term Paper ( FIANL TERM PAPER)

Note: 1. Rubrics are provided, please take a look and follow the rubrics carefully.

2. As in the assignment requirement, you are to revise the last assignment of this course which has been included in the document. Please take a good look and relate your argument to the essay provide. Try to stick to the original writing style as much as you can.

3. Lecture slides are provided, you may look for information as you need.

4. A PPT document about how to proceed this assignment and 2 sample essays are provided, please take a careful look and follow through the process accordingly.

syllabus-ECO3222014[1].docx

5

Department of Economics

University of Toronto at Mississauga

ECO322Y- History of Economic Thought

Fall 2014/ Winter 2015

Lectures take place on Thursdays, 1 pm to 3pm, IB250 (Fall) IB260 (Winter)

Instructor:

Shalini Sharma

3270, Kaneff Center

Tel: (905) 569 4487

Email: [email protected]

Office hours: Tuesdays 5:00 pm to 6:30 pm or by appointment

Objectives:

The course first explores the central ideas that have dominated controversies in the method and history of science. With this material as background, several episodes in the development of economic theory are studied. The goal is an understanding of the structure of economics and its relation to the contemporary understanding of scientific method.

Texts:

The following are required texts for the course as they will guide you through the basic material:

1. Bo Sandelin et. Al A short history of economic thought, 2nd Ed. Routledge

2. Robert Heilbroner, The Worldly Philosophers: Lives, Times and Ideas of the Great Economic Thinkers, Simon & Schuster

Sandelin is a conventional and schematic presentation of the development of economic theory, while Heilbroner is a must-read classic for every economics student; it is entertaining, rich with anecdotes while providing students with the great sweep of the history of economics.

There will be readings periodically assigned from current writing as well to provide the relevance of past economic thought.

Class notes are provided on BB but please note that these notes contain just the framework of the lecture and will be meaningless without taking class notes and doing the readings.

Course Website:

· Go to www.utoronto.ca

· Click on PORTAL

· Enter your username and password to access Blackboard

· Click on Mycourses and the specific course you want to access, e.g., ECO333Y5

· For additional aid go to http://www.utm.utoronto.ca/academic/eco/

Prerequisites:

Prerequisites are strictly checked and enforced and must be completed before taking a course. By taking this course you acknowledge that you will be removed from the course at anytime if you do not meet all requirements set by the Department of Economics. For further information you can consult the

Undergraduate Academic Handbook which is found in the Economics Department Office, Kaneff Center Room 121. It can also be found in the most recent Courses Calendar which is available from the Registrars Office.

General Progression of the Course

The course is divided into 5 periods of writings in economics and socio-economic philosophy:

1. Pre Capitalist thought- Greeks, Christendom and Medievalism (before 1760)

2. Early Capitalist – Mercantilism, Physiocrats, Classicism (1760 – 1890)

3. Marginalism – (1890 to date)

4. Critiques of Capitalism – (1890 to date)

5. Modern and Neo-classical economic thought – (Post war to date)

Grading and Evaluation

This is a writing course with essentially three pre-requisites:

· Reading

· Thinking

· Writing

In order to fulfill the requirements of this writing course, you need to complete the readings. It is really very hard to bluff your way through! In order to write anything at all, you need to think about what you read.

Remember that writing skills have benefits not only beyond this course and your university GPA, but is a life-skill. As advanced university students you are expected to already know the following: how to introduce a subject and an argument; identify a central thesis and explain it; how to support your thesis with evidence and documenting and citing source materials. In addition, you must be able to differentiate between revising an essay and proof reading and editing an essay.

20%

In- class 5 minute quiz – 12 quizzes, drop 2, , each quiz is worth 2%

25%

First Term Paper due Last Day of Class in Fall session

55%

Final Term Paper due Last Day of Class in Winter session

Notes on the above:

Quizzes

In –Class and short. Covers materials and readings assigned and covered in class lectures. These are SURPRISE/POP quizzes and are designed to make sure that you are up to date in your knowledge and understanding of the class materials discussed. There will be 12 pop quizzes over the year of which 10 will be taken into account while determining your final grade.

First Term Paper:

This is a paper of maximum length 8 pages (and minimum of 6 pages) that covers some theoretical and institutional themes of the course. You can choose ONE of the following TWO themes.

In this paper, you will discuss:

I. Theoretical themes in the Literature

Which economic philosopher/school of economic philosophy/ distinctive theories best explain the ONE of the following economic variables over atleast one (more, if you want to draw contrasts and evaluations) of the 5 periods/schools of economic thought? How does the explanation relate to the overall theory, social philosophy and socio-economic conditions of the time? What are the other relevant conditions that may explain the views you are writing about?

1. Wages

2. Profits

3. Rent

4. Interest rates

5. Price levels

6. Employment

7. Growth rates

8. Human welfare

9. Prices of consumer goods and services

10. Foreign exchange rates

11. International trade

12. International investment

13. Migration

14. Economic fluctuations

15. Human nature, human behavior

16. Money

17. Labour

18. Capital

19. Entrepreneurship

20. Poverty

21. National Defense

22. Exploitation

23. Environment

24. Gender and women’s labour

25. Health and Demography

Courtesy: HET, Godwin, Duke University

You may choose any other theoretical theme as well, that is not on this list.

OR

II. Institutional Themes

How were the following economic institutions written about by economists in the four periods? Is it accurate and how effective and relevant is their analysis? Your thoughts?

1. The market

2. Guilds and trade unions

3. Banks

4. Business firms

5. The Church as economic actor

6. Colonies and empires

7. The state as economic actor

8. Slavery

9. Property rights

10. The military

11. The legal system

12. The family

13. Government

14. Democracy and other forms of political systems

15. Feudalism

Courtesy: HET, Godwin, Duke University

You may choose any other economic institution as well, that is not on this list.

Second Term Paper (Final Paper)

This is a harder and longer task in THREE parts.

PART 1:

Choose choosing ONE topic from the following theme and writing about it in General:

III. Methodological Themes

1. Were there paradigms in all of the five periods/schools? What were they?

2. How has economic rhetoric evolved through the five periods/schools?

3. Can the development of economics be understood best as a facet of the history of science, or perhaps as part of intellectual history?

4. What light is cast by the sociology of science (the sociology of scientific knowledge or science studies)?

5. Are there distinctive national styles (and prejudices) in the history of economics?

6. What role has religion played in the development of economics?

7. What role has mathematics played?

8. How about the impact of statistics and other forms of measurement?

9. What has been the impact of history?

10. Political theory?

11. Anthropology?

12. Psychology?

13. Theories and prejudices about race and gender?

Courtesy: HET, Godwin, Duke University

You may choose any other methodological question that appeals to you that is not on this list.

The maximum length of part 1 is 6 pages (minimum 4 pages).

PART 2:

Revise your first term paper based on comments received.

PART 3:

Build a central thesis that relates your ideas and treatment from your revised term paper 1 (part 1) and your introduction in part 2 towards a central thesis, with evidence from the literature to support your thesis. Specifically, you should:

· Integrate Parts 1 and 2 - in order to reach conclusions about them taken together

· You are asking the question about how the methodological theme you chose in Part 1 deals with the specific concept or economic institution you have written about in Part 2.

· Does the methodological topic in Part 1 improve overall the explanatory power of the discipline in its’ treatment of the economic concept or institution you discussed in Part 2?

· What conclusions can you draw about the topic you discussed in Part 1 in its treatment of the concept or institution discussed in Part 2? Is it limited or unconstrained by historical times?

For example:

Consider that you decide for your first term paper to write on wages. You discuss how labour wages was treated by the preclassical theorists, Plato, Thomas Acquinas and other Christian philosophers, as a study in contrasts or similarities.

For the second term paper you choose methodological topic 6, in discussing how religion has contributed to the development of economic thought in general by analyzing the various readings over the course of the year.

After having edited your original essay from the first term you should comment on issues in the religious perspective developed in economics as applies to the discussion on wages, as they have been treated by each preclassical thinker (from Part 1), each in relation to the other. Does the religious view of economic thought explain the actual historical operation of labour wages at the time it was written about? Does it improve the discipline of economics in its treatment of the subject: wages? What were economic conditions and institutions really like at the time it was written about by Plato et al that justifies the way wages were written about or analyzed? Does modern treatment of ethics and religion in economics (John Kenneth Galbraith among other writers) build on these pre-classical ideas concerning wages? You could end up by concluding that economic thought built using religious perspectives on economic variables like wages is incomplete.

The sky is the limit to your playing with the ideas and readings!

For example:

Consider that you decide in your first term to write on an institution; trade unions - how such an institution came about – where most effective- who wrote about it most and most in detail and so on. Pick something specific related to trade unions – here; one of the above or from the great big universe around us.

For the second term paper you pick a methodological topic in discussing say again topic/question 6- in religion and development of economic thought especially related to labour, labour income and ethics and exploitation – you could write about thinkers like Robert Owens and the Utopian Socialists including Jevons and J.S. Mills OR you could write about Marx himself and thinkers who have written about trade unions from a ‘religious’ perspective and how it may have contributed to general economic thought.

Then specifically, do ethics and religion best explain the institution of a union or is there another logic to it. Does the specific treatment by the Utopian socialists using their framework in ethics and religion provide the most robust treatment? Why did they write using such a methodology? Was it because of the time that they wrote? What were the outstanding economic conditions of the times of such writings?

Again,

The sky is the limit to your playing with ideas and readings!

The key is to select topics from I, II, III with care because you need to come up with conclusions that relate I and III and alternatively, II and III.

Academic misconduct:

Copying, plagiarizing, or other forms of academic misconduct will not be tolerated. Any student caught engaging in such activities will be subject to academic discipline ranging from a mark of zero on the assignment, test or examination to dismissal from the university as outlined in the academic handbook.

Any student abetting or otherwise assisting in such misconduct will also be subject to academic penalties. As a student it is your responsibility to ensure the integrity of your work and to understand what constitutes an academic offence. If you have any concerns that you may be crossing the line, always ask your instructor. Your instructor can explain, for example, the nuances of plagiarism and how to use secondary sources appropriately; he or she will also tell you what kinds of aids -- calculators, dictionaries,

etc. -- are permitted in a test or exam. Ignorance of the rules does not excuse cheating or plagiarism.

For more information regarding the Code of Behaviour please see the Academic Calendar.

Turnitin

Students agree that by taking this course all required papers may be subject to submission for textual similarity review to Turnitin.com for the detection of plagiarism. All submitted papers will be included as source documents in the Turnitin.com reference database solely for the purpose of detecting plagiarism of such papers. The terms that apply to the University's use of the Turnitin.com service are described on the Turnitin.com web site.

Late Work:

I do not accept late assignments or give make-up exams except in the case of a serious illness backed up with a doctor's certificate/official documentation or some other serious conflict, supported by the relevant authority. Acceptance of these cases is up to my discretion only and if the reason for late work or absence from tests is not convincing, I am not compelled to accept your work.   I reserve the right to refuse acceptance of late assignments due to 'sickness' and/or denying you the opportunity to write the makeup exam.

Course Outline and Topics :

1. Introduction: Application of the history and philosophy of science to the history of economics

Lecture Notes

Reading:

· C. Goodwin, "Toward a Theory of the History of Economics," HOPE 12.4 (1980), pp. 610-619.

· D. N. McCloskey, "The Rhetoric of Economics," JEL 21.2 (June 1983)

2. Pre classical thought- Greeks, Christendom and Medievalism

Lecture notes, Sandelin, Bo

3. Mercantilists

Lecture notes, Sandelin

4. Physiocrats

Lecture notes, Sandelin

5. Classical Economics and the ‘Dismal Science’ – Adam Smith, David Ricardo, Malthus, J.S. Mill and Marx

Lecture notes, Sandelin, Heilbroner

6. The Utopians – Robert Owens et al

Lecture notes, Sandelin, Heilbroner

7. Critiques of Classical Economics and Marginalism - Jevons, Marshall, Cournot and Scientific Methods

Lecture notes, Sandelin

Reading:

· M. Blaug, "Was there a Marginal Revolution?" HOPE 4.2 (1972), pp. 269-280

8. The American Institutionalists – Thorstein Veblen

Lecture notes, Sandelin, Heilbroner

Reading:

· Galbraith, The New Industrial State, chapters 6-8.

9. Turn of the 19th century, Wars, the Great Depression , Critiques of Capitalism, Workers Movement and the rise of Macroeconomics

Lecture notes, Sandelin, Heilbroner

Reading:

· Galbraith, Age of Affluence chps 6-9

· Schumpeter, Capitalism, Socialism, and Democracy, Chs 6 and 8

10. Neo Keynesians v/s Ne w Keynesians

Sraffa, Robinson, Weintraub,

Lecture notes, Sandelin,

Readings to be announced

11. Monetarists and Neo Classicists: Friedman

Lecture notes, Sandelin

Readings to be announced

12. Current Debates and the Tussle between Left and Right

Lecture notes, Heilbroner

Readings to be announced

Completed Paper Proverty (last assignment).docx

The Problem of Poverty and Joseph A. Schumpeter’s Predictions

Student Name

Professor Name

Class Name

Date

Joseph Alois Schumpeter (1893-1950) was an economic philosopher of Austrian origin whose work integrated theoretical economics, history, and sociology, a background and approach that Donald McCloskey (1983) valued in the belief that economists, “argue on wider ground, and should” (p.482). As Schumpeter would agree, the study of economics can involve much rhetoric and debate but needs a broad approach in the hope of securing helpful predictions.

Like many German and Austrian intellectuals of his generation, Schumpeter resettled in the United States as Adolf Hitler came to power, and eventually taught at Harvard where his ideas on macroeconomic theory and society were not always popular. The 1940s were a time of much interest in John Maynard Keynes and the prospect of a Welfare State that did ensue in most developed countries from the 1950s. In the early 21st century, there has been new interest in what Schumpeter explained of the failings of Marxism and also, capitalism’s built-in defects. In fact, Schumpeter may have predicted the kind of poverty now seen in North America or Europe. Were he able to see the countries in question as they are now, he might have firm ideas on what must happen to address the nature of the poverty at hand. The mistakes would seem obvious, and a way of retaining passé ideas that perhaps do not suit what is at hand.

Growth & Poverty

An article by Erik Reinert (1994) explained how German economists over time viewed economic growth as an uneven process (Reinert, 1994, p.79). The English-speaking world has tended to see growth as steady, smooth and forwards under the right conditions. It is the latter understanding of growth that has prevailed towards what may be high-risk faith in high growth rates. Reversals such as periods of recession are seen as calamities and not as quite possible intervals of strain for which planners should be prepared, aware of the effect upon weaker sections of society.

Joseph Schumpeter was alert to the destructive forces of capitalism including those within that could create capitalism’s demise (Reinart, 1994, p. 139). The matter of capitalism’s decline had long interested German-speaking intellectuals in and beyond the followers of Marx & Engels. A particular difference on the part of Schumpeter involves his emphasis on entrepreneurship that he believed as essential to capitalism and growth. David A. Reisman (2004) summarized Schumpeter’s concept of poverty as a symptom of failed economic growth (Reisman, 2004, p.202).

In 1942, Schumpeter (2006) wrote that “economic growth, given time, will eliminate anything that could possibly be described as suffering or want” (Shumpeter, 2006, p. 38). What he meant, of course, was the presence of an entrepreneurial spirit as a necessary ‘good’ of capitalism. Important questions where there is great poverty, in Schumpeter’s view, pertain to how to promote creativity and entrepreneurship, aware that promoting constructive new growth is an anti-poverty policy. Of course, in some countries, entrepreneurs are not a driving economic force and inaction may be common. For example, where landholding or investment incomes form the basis of wealth and security, it is not likely that new business ventures or other creativity will be seen. Small or perhaps very large capital is idle, the mental orientation of people rather idle, too. Few will embark upon setting up small businesses to employ persons, or seek to do something about the worst results of poverty. Similarly, if Joseph Schumpeter were to visit a Canadian middle or upper middle class area in early 21st century Canada, he would notice a quite high standard of living with low evidence of new entrepreneurial activity. Persons one would hope to generate new economic activities and new employment for the poor, Schumpeter would see as a shrinking class beset by high taxation, yes – and a culture of high consumption of what had no future value, much disposable income spent on quite frivolous non-necessities.

Another interesting feature of Schumpeter’s thinking was his opposition in top-down economic planning or policy that was too narrow. For instance, he opposed utilitarian ideas of the greatest good for the greatest number, in his awareness of weaker groups to which one must look, and again, trying to inspire sectors able to engage in new economic activities that would come to benefit the poor (Moss, 2013, p. 44f). In a sense, Schumpeter saw innovation, perhaps more than growth, as the antidote to poverty.

Creative entrepreneurs can create the spirit of industrial or other progress. A problem lay in how growth could be stimulated and continued, an idea of obvious appeal to persons favouring neo-liberal economic models, implying notions of growth bringing a ‘trickle down’ effect of benefit to the poorer classes. Again, what is interesting in Schumpeter’s approach to capitalism and growth is his awareness of something other than ‘onwards and upwards’ expansion because the business cycle shall always have periods of recession, as well as a natural falling away of what has become obsolete en route to further capitalist development. The history of capitalism for Schumpeter seems to have had much to do with patterns of eventual slowdowns, removal, and recovery by promoting what is new and needed.

An idea of ‘creative destruction’ attributed to Schumpeter seems to have been usual among German intellectuals in a concept of schopferische Zerstorung that is sometimes discussed as ‘Schumpeter’s Gale’. One set of economic enterprises would naturally give way to another, according to Schumpeter, and on this process capitalism rather depended. A clear example is found in different shifts in the developed world that have owed to technological change. In western countries, for example, the cycle of steam power, gave way to electrification and in the later 20th century, much became obsolete with the economic effects of computerization. Of course, this change pertained to social and political changes, too, in the speed with which business or administration could be achieved, rapid information access and exchange, and different ideas of the possible. Businesses and social groups unable to make use of the new era have been rather left behind. Worse, little has been done by governments in developed countries to stimulate left-out classes other than a social welfare ‘solution’ that can keep millions of persons with no opportunity to improve their fortunes or use time creatively.

In contrast with current American neo-liberal thinking, Schumpeter’s view of society involved something other than a collection of individuals, in a group phenomenon. All members of a society can be understood as sharing the results of capitalist activity, for good or ill, as economic life is part of the public sphere and not the private; diverse citizens and institutions share specific economic experiences. Schumpeter presents the same organic view of a capitalist society whose classes do not necessarily struggle or resent one another as found in the theory of Karl Marx. His work reminds the reader that revolutions are rather rare and that citizens in a society undergo shared periods of downturn or abject recession differently, but in the same awareness of non-growth and slump. Schumpeter may have predicted social and economic phenomena that were seen in Europe later in the 20th century.

For instance, capitalism came to be challenged by the ‘intellectual class’ during periods of unemployment with criticism of free markets, private property and other basic features of capitalism. Critics of the kind were not the revolutionaries predicted by Karl Marx and their campaign against the institutions of capitalism, of course, subsides when unemployment is low or poverty subsides. Schumpeter seems to have expected the adjustments made by Sweden and other social democracies. Perhaps these experiments, in their features of both capitalism and socialism, have shown Schumpeter’s concept of ‘creative destruction’ in new approaches with the decline of the old. In Capitalism, Socialism & Democracy, Schumpeter (2006) referred to cooperative ventures within capitalist systems by which goods and services would attend to basic needs (Shumpeter, 2006, p. 200), as would make a contribution to removing the worst poverty. A cohesive capitalism, whatever its social gaps, would see to the basics of life in contrast with under- developed countries whose economies cannot produce basic goods and services, or the inefficiency of state socialist economies taking form after Schumpeter’s death that often did not provide these either. Again, Joseph Schumpeter would have definite opinions on the kind of poverty in ‘post industrial’ economies in North America or Europe.

As the ‘Fordist’ economy subsided – and as Schumpeter would argue, as all capitalist phenomena do – new enterprises and policies needed to include a sense of the greater society. For example, the shift to what is known as consumerism needed to bear in mind the imperative of a large class able to consume. There does not seem to have been preparation for the inevitable end of the Fordist model. In fact, little thought seems to have been given to questions of mass unemployment, few available jobs of comparable kinds, and what this would mean. Neo-liberalism in the U.S. and ideas of consumerism of the last twenty years promised another ‘disaster’. A large class of working poor, and downright impoverished persons, is unable to consume given very low disposable income and thus, low purchasing power (Schumpeter, 1994, p. 82-83). The middle classes seem strapped by taxation and high economic uncertainty, and are not dependable consumers either, as much as the system depends on high consumption of goods and services. Current ‘postmodern’ poverty is a definite problem in millions of persons in developed countries that are unable to earn due to lost basic employment. Poverty is a kind of anchor pulled by developed countries so that whole groups are subsidized by the last of the welfare state, and whose situation as an ‘under class’ is more or less permanent.

Were Schumpeter to examine poverty in the Canadian city of Toronto, he might argue that clearly the economy was not organized properly, its capitalist institutions ‘building in’ a large sector or culture of poverty. This should be lowered in its effects by stimulated growth in a number of sectors. He would see how capitalist growth realized in Toronto had no benefit to a large poor sector whose costs were borne by the taxpayer. Schumpeter would spot many things owing to capitalism that even promised the collapse of capitalism from within.

In 2014, more than sixty years after Schumpeter’s death, one find a noisy intellectual class of critics that often refer to poverty but whose members provide few potential solutions. The usual clarion call involves more public sector expenditure, i.e. taxation-derived funds, for the support of a tier that is a non-participant in the greater capitalist society. Without opportunities to earn or to spend beyond basic necessities, the growth of this sector would seem a clear liability to Schumpeter and a sector for which something must be done. He would demand to be taken to a local bank to see lending opportunities, state or charitable incentives to encourage thinking on small entrepreneurial activities, and would remind Canada Revenue Agency policy makers that taxation disturbs the better features of laissez faire economics. He might further ask why a civil servant is entitled to a salary with benefits three or more times the remuneration of similar private sector employees. Theoretically, high incomes are spent locally and improve area economies except there is no small fee for what can be high amounts spent beyond Canada on such unproductive activities as regular holidays in warm climates.

Concluding Reflection

The problem of poverty is a timeless one, and is not solved by mere capitalist success. For Joseph Schumpeter, poverty was a sign of things being amiss in his belief that growth took up labour, ensured basic buying power and could generate new business activity. He might wonder about postmodern ideas of economics and science permitting neo-liberal business models to continue even when a sector of joblessness is built into the economy. There can seem high acceptance of this ‘unavoidable’ sector – involving entire life courses or whole parts of generations. As a scholar not confined to one discipline, Joseph Schumpeter might ask what the psychological and social effects of the situation were, and what should be done, immediately, to correct an obvious imbalance of serious results.

In sum, a modern reader of Joseph Schumpeter will find some ideas quite inspiring, in his attention to poverty as a symptom or marker, and in his realistic ideas of capitalism and its history. Uneven growth, reversals, ‘hard patches’ and change were usual to Schumpeter, as parts of capitalism of which governments and planners must be aware. One finds a capitalist approach that does not forget the problem of poverty, a person not likely to accept mere ‘trickle down’ rationales that have proven faulty. There must be dynamic activity to ensure recoveries and new chapters of capitalism that shall always feature some reversals, slumps, or other low periods.

_

References

McCloskey, D. N. (1983). The Rhetoric of Economics. Journal of Economic Literature,

21, 481-517.

Moss, L.S. (2013). Joseph A. Schumpeter – Historian of Economic Perspectives on the

History of Economic Thought. New York: Routledge.

Reinert, E. (1994). Symptoms and causes of poverty – underdevelopment in a

Schumpeterian system. Journal for Development Studies, 1-2, 73-109.

Reisman, D. A. (2004). Schumpeter’s Market – Enterprise & Education. New York: Edward

Edgar Press.

Schumpeter, J. A. (1994). Capitalism, Socialism & Democracy. New York &

London: Routledge.

1

Essay Grading Rubric.docx

1

Essay Grading Rubric:

These are qualitative rankings.

Content:

Critical Reading

2. The writer represents the text(s) under discussion poorly.

3. The writer demonstrates a fair and basic understanding of the text(s) under discussion

4. The writer demonstrates original insight about the text(s) under discussion.

5. The writer demonstrates superior and original insight about the text(s) under discussion.

Argument

2. The paper’ is unclear

3. The paper has a basic thesis

4. The paper’s thesis asserts an original and partially developed argument

5. The paper’s thesis is original, well established and originally presented

Logic and Coherence

2. The paper’s organization (ordering of assertions) is faulty; inferences are drawn illogically throughout the paper and material is extraneous and does not lend strength to any point made.

3. The paper’s organization (ordering of assertions) is basic; inferences are drawn partially only and little material is extraneous.

4. The papers organization (ordering of assumptions) is thoughtfully composed; inferences are drawn logically and interestingly and a marginal amount of material is extraneous.

5. The paper’s organization (ordering of assumptions) is outstandingly composed; inferences are drawn logically and with superior insight and no part of the paper is extraneous.

Evidence

1. The writer fails to support assertions with evidence throughout the paper

2. The writer fails to support assertions with evidence many times in the paper

3. The writer supports assertions with evidence but incorrectly or without real relevance a few places in the paper. The evidence is weak.

4. The writer supports assertions with carefully selected evidence.

5. The writer demonstrates a breadth of understanding the topic through careful selection nd presentation of evidence to support assertions.

Directness, Succinctness, Form of writing and contribution to understanding of the subject at hand.

1. Most of the sentences in the paper are wordy, pretentious, overwritten in more than one ‘voice’, obscuring the argument, thereby creating confusion for the reader. Impression of intense confusion for reader.

1. At least 25% to 50% of the sentences in the paper are wordy, pretentious, overwritten in more than one ‘voice’ detracting from the general argument of the paper but still able to convey a general theme to reader. Central theme is not absolutely clear, arguments weak.

1. Most of the sentences in the paper are direct and clear and but sometimes more than one ‘voice’ is used, but the overall direction of the paper is clear and direct. Central theme and arguments are mostly clear but not always relevant.

1. The writer includes wordy construction very few times throughout the paper and most of the paper is clear and direct. Single ‘voice’ used and the theme and arguments are clear and relevant always.

1. The writer chooses words and construction with care, making statements and arguments directly and clearly. Quality of the theme and arguments are clear but also illuminating and provide a superior understanding for reader.

Form:

Grammatical and Mechanical Clarity

2. The paper contains many errors throughout in sentence structure, spelling, word choice, punctuation and or/ documentation.

3. The paper contains some (a few ) errors in sentence structure, spelling, word choice, punctuation and or documentation.

4. The paper contains very few errors (less than 10% of the paper) in sentence structure, spelling, word choice, punctuation and or documentation

5. The paper contains no errors in sentence structure, spelling, word choice, punctuation and or documentation, the composition is elegant and complex while remaining clear.

Two additional criteria:

The Topic is:

2. Unsatisfactory for this course

3. Adequate for this course

5. Good for this course

The sources are:

2. Low quality

3. Medium quality

5. High quality

Finally if the requirements of page limits not met, lateness, font, etc, then -1 to the mark.

Plagiarism will result in a failing grade for the course, possibly more.

This rubric has been constructed using a template created by American University of Bulgaria.

how to proceed.pptx

Department of Economics

University of Toronto at Mississauga

ECO322- History of Economic Thought

Fall 2014/Spring 2015

Your second term paper

What it entails and how to approach it

Next steps towards your final paper

Abstract and methodological paper topic

In your first paper you wrote about ‘Government’ according to the classical economists  Adam Smith, Ricardo and Malthus.

You explored in your first paper similarities and differences in the ideas of the economists as they treated  Government.

Your thesis: Adam Smith’s treatment of the role of government in civic life is the most nuanced position of the three

Go through the list and shortlist a few methodological topics you find interesting and can be integrated with ‘Government’

Impact of political theory in economic methodology, or

Distinctive national styles or prejudices in the history of economics or……

….or…

Write about the topic in general terms so  say you choose

Distinctive national styles or prejudices?

Contrast Austrian school of economics with the French and Anglo schools of thought

A very general treatment – study of contrast and similarities and explore the role of geography, culture, religion and history in determining those similarities and differences AND don’t forget to come up with a point or thesis for your essay

Next steps towards your final paper

Revise your original paper on ‘Government according to the classical economists’  clean it up , make it tight, let it read well.

Integrate some ideas from part 1 and your original term paper (toughest part)

What do I mean?

Since you chose: Distinctive national styles or prejudices?

Your thesis: Austrian economics better lends itself to the view that the role of government in civic life is redundant

Make an argument showing that your statement above is true (or false)

Finish this section by showing how it contrasted with your main thesis from your term paper on the ‘role of government according to the classicists’

Put Part I (general first)

Put Part III (integrated component second)

Put Part II (your corrected term 1 paper third)

Presto: A mini – book!

Necessary condition for success with this initiative, READ -THINK , READ –THINK, READ- THINK……. And then write

Maximum length of Parts I and III together – 8 pages (min 6.) (slight change from syllabus) – Part III must be present and must be minimum 2 pages for credit

How to get to working on all this

Choose a methodological topic from the list after re-reading your marked term paper

Find out a little more about your new chosen methodological topic from Palgraves or EconLit

Read and make notes

Look at your notes and see if you can come up with a thesis (or point of paper) on your own and /or ask for help and/or opinions from the TA or myself. Bring your notes to the meeting

Based on comments given – start writing and revising PARTs 1 and 2.

Make some notes on your already written essay – parts 1 and your first term paper (now part 2)

Integrate and make a thesis point (part 3) of your essay. Again, if you need help ASK and bring your notes to the meeting

Start writing based on comments given – this will be your part 3.

Start soon – this can’t wait till the last minute. Good luck and enjoy the thought experiment

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