SC President Clintons Interpretation on Governance and Reelection Campaign Essay
Order ID |
53563633773 |
Type |
Essay |
Writer Level |
Masters |
Style |
APA |
Sources/References |
4 |
Perfect Number of Pages to Order |
5-10 Pages |
Description/Paper Instructions
SC President Clintons Interpretation on Governance and Reelection Campaign Essay
You will be writing a paper about how an incumbent president interpreted what happened in his first successful election to the White House, and how that shaped the way in which he governed and ran for reëlection.
Choose a president other than Barack Obama and Donald Trump who came to office through election, rather than via the death or resignation of his predecessor, and then ran for another term. I would recommend you look for one from the 20th or 21st century, since I expect you’ll find research materials easier to come by that way, but if you have a particular reason for wanting to choose one from earlier you are welcome to do so.
Just so we’re all on the same page, the 20th or 21st century presidents who would qualify are: Taft, Wilson, Hoover, Roosevelt, Eisenhower, Nixon, Carter, Reagan, Bush, Clinton, and Bush.
First off, you’ll want to map (not literally) the broader debate over what happened in the election which put your president in the White House. So you will want to read about the campaign itself, but more importantly, identify the stories that circulated at the time and in its aftermath about why the election turned out the way it did. Get a good grasp on who embraced and promoted which stories, and what their motives might be for doing so.
Then situate the president himself in this debate. You will want to immerse yourself in the president’s understanding of how he was elected the first time, and do this by looking for his own statements, from speeches, interviews, memoirs, correspondence and diaries if those became available. You’ll also want to look at what those around him — advisers, campaign consultants, political allies and family members, among others — said about the election. Ultimately you’ll want to hone in on which stories the president embraced and believed. In some instances he will be direct and overt in this analysis. In other times, it will be implied or suggested. (For those presidents who lost campaigns for the White House before winning one, you may find find meaning in contrasting how they discuss their successful and unsuccessful runs.) Elsewhere I will want you to take note of both absence and emphasis. Which stories for his election does your president not address or invoke? What did he ignore, discount or minimize, either directly or by implication? Did these stories, or points of emphasis within them, vary with the intended audience or did it shift over the course of his or her presidency?
You will characterize that story for me — use quotes as appropriate, but you should be synthesizing and summarizing in your own voice. Where useful, contrast your president’s analysis with the contemporaneous analysis of journalists, scholars, interest groups, political elites and others. (Don’t, however, make this a survey of everything anyone had to say about the election — draw in contrasts only where it illuminates something interesting or important about the president’s view.)
Once you have that grounding, we’re interested first in how the president’s processing of these stories shaped the way he governed. What policy areas did he prioritize? What types of proposals did he advance? Did his take on the election affect the way he interacted with his own party and with the opposition? What about his approach to the relative merits of legislative versus executive action?
Next you’ll look at how the president’s processing of those same stories about his election shaped the way he ran for a second term. Can you see their influence on his campaign strategy, tactics or technology? Did he try to adjust his ideological positioning or how he defined opponents? What about how he tried to assemble a winning coalition, or his areas of geographical or demographic emphasis?
In some of the above areas, you will find continuities rather than changes, and it’s good to note them but only if they are significant in light of the debate over how to interpret the elections. (For example: It’s not particularly interesting to me to learn you never leave the house with an umbrella. But I will be intrigued if you don’t bring an umbrella today after I heard you complaining yesterday about how terrible it was to be stuck outside in a surprise rainstorm.)
Your citations can come in any form you choose (endnotes, footnotes, etc.) as long as you pick a style and stick to it consistently. Regardless of form, they should demonstrate that you consulted a wide and varied range of sources. Both your endnotes and the text of your paper should show that you engaged with the course readings.
This project should test your research capability, your skills of analysis, and your ability to construct both narrative and argument. I’ll consider all of those elements when grading.
SC President Clintons Interpretation on Governance and Reelection Campaign Essay
RUBRIC
QUALITY OF RESPONSE |
NO RESPONSE |
POOR / UNSATISFACTORY |
SATISFACTORY |
GOOD |
EXCELLENT |
Content (worth a maximum of 50% of the total points) |
Zero points: Student failed to submit the final paper. |
20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. |
30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. |
40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. |
50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. |
Use of Sources (worth a maximum of 20% of the total points). |
Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. |
5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. |
10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. |
15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. |
20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. |
Grammar (worth maximum of 20% of total points) |
Zero points: Student failed to submit the final paper. |
5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors |
10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors |
15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. |
20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. |
Structure of the Paper (worth 10% of total points) |
Zero points: Student failed to submit the final paper. |
3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. |
5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper |
7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. |
10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. |
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