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GINT 816

Jerel Rosati

Fall 1999                                                                                                                                                                                              

 

 

 

RESEARCH SEMINAR IN FOREIGN POLICY ANALYSIS:

THE FOREIGN POLICY OF EMPIRE

 

 

            I have given great thought and time to the development of this course.  Please read the syllabus carefully for it provides the basic information about the course.

 

 

PURPOSE AND GOALS

 

            The purpose of the course is to strengthen your ability to engage in scholarly research and writing; have you produce a major research paper that reflects your interest (and which may have the potential to be presented at a professional conference and submitted for publication); and to increase your understanding and analytical use of foreign policy.  There are a limited set of readings that will focus what I think is a fascinating topic:  “The Foreign Policy of Empire.”  However, this course is basically oriented around conducting research and engaging in a major research project that broadly is relevant to the study of foreign policy. 

 

 

CLASS ORGANIZATION

 

            Some classes will be devoted entirely to different stages of the research projects; other classes will be devoted to the readings and the theme of “The Foreign Policy of Empire” and the study of foreign policy in general; and some classes will attempt to address both the research project and the readings.  Each class will be open to questions about conducting research and making progress on the research projects.

 

 

REQUIREMENTS

 

            1. Direct Participation (20%).  Every individual will regularly participate and receive a grade based on the quality of their participation.  I expect every student to come to class prepared to discuss the required topics and readings.

 

            2. Research and Reading Assignments (20%).  On weeks when research preparation is the focus, I expect every student to engage in a research assignment as described under the course topics.  Each research assignment must be completed by 1:00 pm on Monday before class and copies are to be provided to the instructor and every member of the class (through email as an attachment in word is preferable).  I expect EVERY MEMBER OF THE CLASS to provide serious and thoughtful written feedback as to on the “content” and “style” of each person’s work, keeping in mind THEIR (NOT YOUR) basic research question and project--raising questions, comments, and suggestions DIRECTLY on the written assignment (or on a separate sheet of paper as long as you make it clear what part (e.g., page 1, paragraph 2) of the research you are addressing in each case).  The purpose of these assignments is to have the research process proceed in a timely fashion, to better understand the research process and the nature of scholarship, and to get constructive feedback in order to strengthen the quality of the research project and final paper.  Each student, in other words, is both producing a major research project and acting as a constructive reviewer of everybody else’s research project.

            On weeks when readings are the focus, I expect every student to write a reading-oriented question--typed, single-spaced, about one-half of one page in length--discussing one major question raised by the readings for the week:  presenting the question and explaining why it is being raised (and possibly relating it to other works and suggesting possible solutions).  I expect each question-oriented essay to be "thoughtful" and well-written.  These assignments are due by 1:00 pm the day before class and copies are to be provided to the instructor and every member of the class (through email).  The purpose of this is to generate significant questions and thought for the student and for class discussion.

 

            3. Professional Research Paper and Presentation (60%).  Each student will complete and orally present their final research paper.  Details about the research project and the different stages for producing a final, high-quality professional research paper are provided below throughout the syllabus.

 

            Late assignments.  If you cannot fulfill a requirement by the due date, as a matter of courtesy I expect that you will contact me (by phone or preferably email) BEFORE THE DUE DATE and provide a legitimate explanation (e.g., medical illness).  Assignments which are allowed to be completed after the due date will be expected to meet higher standards given the additional time granted.

 

 

GRADES

 

            Your grades are based–not on how well you do compared to others in the clas–but on the quality of participation, assignments, and scholarship demonstrated.  An A represents "excellence"; a B+ represents "very good"; a B represents "good".  Grades below B indicate that the level of work in the course is below the level expected of graduate students.  Therefore, you should work together and help each other out.

 

            For the research project, every student must satisfactory pass each stage of the process (that is, it must be good or better), before going on to the next stage. 

 

 

TEACHING PHILOSOPHY AND STRATEGY

 

            The class will be structured around what I call a class dialogue in which information, knowledge, and thought will be generated through lecture/background, the Socratic method, and, in particular, discussion.  The class dialogue emphasizes the importance of student participation and "active learning" as a means to improve everyone's interest, information, knowledge, and understanding, relative to both to the study of foreign policy and and the research project.

 

            I expect every student to come to class prepared to discuss the required topics and readings.  I expect every student to neither skim or peruse, but read in its entirely the required readings as well as the reading-oriented questions and the research assignments provided by the other students.  If a research assignment is unsatisfactory, then the student must consider all the feedback, revise it and turn it in within one week.

 

 

REQUIRED BOOKS

 

            There are only three required books (all in paper) and a small reading packet.  All of the readings are very accessible and average less then 100 pages a week.  This should give ample time for students to truly read all of the material in the course and work on their research projects.

 

            Michael W. Doyle, Empires (Ithaca, NY: Cornell University Press, 1986)

 

            Charles A. Kupchan, The Vulnerability of Empire (Ithaca, NY: Cornell University Press, 1996)

 

            Torbjorn L, Knutson, The Rise and Fall of World Orders (Manchester: Manchester University Press, 1999)

 

            A small Universal Copies packet of required readings available at 1120 College Street (254-8931).

 

            I also highly recommend the use of major (lengthier) book reviews to compliment the required readings for they can often provide valuable background and observations to increase your understanding.  Book reviews tend to provide simplistic and often selective summaries and should not be relied upon like Cliff Notes–you are expected to read each reading it its entirety.  Book reviews should be integrated after you have completed or almost completed the book.  A handout will be provided on finding print and electronic book reviews.

 

 

CONTACTING ME AND INTERACTING

 

            Please feel free to come see me during my office hours or any other time I am free.  Afternoons are a particularly good time.  If you have any questions or complications that I should be aware, feel free to contact me.

 

            The best way to contact me is probably through email.  My email address is:  rosati@sc.edu.  I am good about checking my email and responding throughout the workweek.  I am much less likely to check my email during the weekend.

 

            Please check your emails, for I may send you articles and updates on the class.

 

           

                                                                       *    *    *

 

            THIS SYLLUBUS REFLECTS THE EXPECTATIONS AND REQUIREMENTS YOU MUST FULFILL.  I EXPECT YOU TO TAKE THE COURSE SERIOUSLY AND WORK AS HARD AS I DO--WHICH IS, AFTERALL, THE KEY TO LEARNING AND INTELLECTUAL GROWTH.

 

 

 

                                               COURSE TOPICS AND READINGS

 

                                        (Each numbered topic refers to one week of class)

 

 

1. COURSE OVERVIEW AND RESEARCH TOPICS (Jan 16)

 

Overview

Read syllabus

            Research Topic.  Each student will list and discuss the major topics/issues that they are interested and the purpose for their research project (e.g., part of thesis, dissertation, conference paper proposal, paper for publication)

 

 

2. Overview of the Rise and Decline and Empire Scholarship (Jan 23)

 

Questions about course?

Readings.

Paul Kennedy, "The (Relative) Decline of America," Atlantic Monthly (August 1987), pp. 29-38

Joseph S. Nye, Jr. "The Changing Nature of World Power," Political Science Quarterly 105 (Summer 1990), pp. 177-92

Joseph S. Nye, Jr. "Soft Power," Foreign Policy 80 (Fall 1990), pp. 153-71

Paul Kennedy, "Fin-de-Siecle America," New York Review of Books (June 28, 1990), pp. 31-40

Paul Kennedy, “The Next American Century?” World Policy Journal (Spring 1999), pp. 52-58

Doyle, Empires, preface and chapter 1

            Research Topic.  Each student should narrow, clarify, and focus their topic of research.  All students should be assisting this process during class discussion.

 

 

3. THE RESEARCH QUESTION  (Jan 30)

 

Provide 2-3 pages of text, double-spaced that ADDRESSES:  1) what you plan to do--state your question (I would like to see an actual question or two); 2) why you plan to do it--the purpose (why is it significant and should the reader find it of interest); and 3) how do you plan to proceed--your research strategy.  Include a tentative TITLE.   Specify your intended audience and the JOURNAL you will use as a model for the format.   The 2-3 pages of text should be accompanied by a 1 page, single-spaced, tentative OUTLINE of how the paper will be organized and a 1-2 page single-spaced BIBLIOGRAPHY of the works that appear to be most significant for developing your paper (that you may also discuss or refer to in the text of the proposal).  The quality of your proposal is most important, for most finished papers usually are only as good as the original proposal. 

 

            Resarch Topic.  Each student is to turn in (in no more then 1 double-spaced paragraph), discuss and defend his or her research question that will be the basis for their research project and paper--in other words, explicitly communicate what is the research question and why this should be of interest to others.

           

 

4. The Historical Sociology of Empires (Feb 6)

 

Reading. 

Doyle, Empires, chaps 2-8

Johan Galtung, “A Structural Theory of Imperialism,” Journal of Peace Research 8 (1971), read pp. 402-431; peruse to 455

            Questions about research and the research projects?

 

 

5. RESEARCH PROPOSAL  (Feb 13)

 

            Research Topic.  Each student is to turn in 2-3 pages of text, double-spaced that ADDRESSES:  1) what you plan to do--state your question (I would like to see an actual question or two); 2) why you plan to do it--the purpose and contribution (why is it significant and should the reader find it of interest); and 3) how do you plan to proceed--your research strategy.  Include a tentative TITLE.  The proposal should be accompanied by a 1 page, single-spaced, tentative outline of how the paper will be organized (in terms of sections, subsections, and basic content).

            The what and why aspects should be the focus of your proposal.  The proposal should begin to identify and integrate the most significant literature relevant to your question and be properly footnoted.  Specify your intended audience and the outlet (e.g., the particular journal) that you plan to emulate in terms of organization and style.

            The quality of your proposal is most important, for most finished papers usually are only as good as the original proposal. 

 

 

6. 19th Century Imperialism and Imperial Development (Feb 20)

 

Reading. 

Doyle, Empires, chaps 9-14

Edward W. Said, Orientalism (Vintage, 1978), pp. 1-73

            Research Topic.  Questions about research and the research projects?

 

 

7.  Great Powers and International Change (Feb 27)

 

Reading.  Kupchan, The Vulnerability of Empire, chaps 1-3

            Research Topic.  Questions about research and the research projects?

 

 

8.  The Evolution of Modern Great Powers (March 6)

 

Reading.  Kupchan, The Vulnerability of Empire, chaps 4-5

            Research Topic.  Questions about research and the research projects?

 

 

Spring Break (March 13)

 

 

9. ANNOTATED LITERATURE REVIEW  (March 20)

 

            Research Topic.  Each student is to turn in an annotated bibliography.  It should be single-spaced (double-spaced between entries).  It should include only the most relevant and significant literature which you are going to use and rely on relative to your research question and project.  For each fully cited bibliographic entry, there should be a sentence or two which briefly describes the thrust of the work and indicates how it is relevant for your paper. 

 

 

10. Research/Reading Day (March 27)

            I will be returning from ISA.

 

11.  Germany, the United States, and Avoiding the Vulnerability of Empire (April 3)

 

Reading.  Kupchan, The Vulnerability of Empire, chaps 6-8

            Research Topic.  Questions about research and the research projects?

 

 

12. Patterns of the Past (April 10)

 

Reading. 

Knutsen, The Rise and Fall of World Orders, introduction and chaps 1-5

Donald J. Puchala, "The History of the Future of International Relations," Ethics & International Affairs 8 (1994), pp. 177-202

 

            Research Topic.  Questions about research and the research projects?

 

 

13. FINAL OUTLINE AND OVERVIEW   (April 17)

 

            Each student is to turn in and discuss: i) a 1 page double-spaced abstract a summary of the paper and the principal conclusions relative to the original research question and proposal; and ii) a  single-spaced (2-3 pages) outline detailing and summarizing the organization and contents of the paper. 

 

 

14. The Current International System and World Order as Empire (April 24)

 

Reading.  Michael Hardt and Antonio Negri, Empire (Cambridge, MA: Harvard University Press, 2000), preface, chaps 1.1, 2.5, 3.1, 3.4, 3.5, 3.6

            Research Topic.  Questions about research and the research projects?

 

 

15. Pax Americana &The Current and Future World Order: Deja Vu? (May 1)

 

Reading. 

Knutsen, The Rise and Fall of World Orders, chaps 6-9 and epilogue

Donald J. Puchala, "International Encounters of Another Kind," Global Society 11 (1997), pp. 5-29.

            Research Topic.  Questions about research and the research projects?

 

 

FINAL PAPER AND RESEARCH COLLOQUIUM   (May 8)

 

            Each student is to turn in and present the final, double-spaced, 20-30 page paper (of typewritten narrative; along with foot/endnotes and a bibliography, using normal fonts and 1" margins).  It should be preceeded by a cover and title page and an ABSTRACT of roughly 150 words (that also specifies the model you are using for the format).  The final paper should be as polished and professional in appearance and contents as possible. The oral presentation should be between 5-10 minutes. 

 

 

            Final Note.  Each stage of your paper should be well-written and well-organized--in other words, clear and concise.  It should have an introductory section and a concluding section.  The purpose behind the introduction and the conclusion is to communicate/recapitulate the purpose and importance of the research question as well as promote a coherent overview of the entire paper.  The transition between one paragraph and another must be smooth, and the discussion within a paragraph must be clear and concise.  Each paragraph after the introductory section should discuss a key point or idea.  I highly recommend the use of “subtitles” to promote clarity and organization coherence.

 

            It should look professional.  REMEMBER:  this type of paper is not easy to construct or develop.  THINK about what you are going to say and how you are going to say it.  THE BURDEN IS ON YOU to be as clear and understandable as possible.

 

            The paper will be graded based on the quality of the content and scholarship as well as its written style and overall presentation.  Do not be careless.  A sloppy paper reflects a sloppy thinker, and the grade for the paper will reflect this. 

 

            You are encouraged to get feedback from others and consult The Writing Center in the Humanities Building (7-7078).   Have your peers critique your work before you turn it in.