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PA 7325 – Fall 2007 - Kiel

PA 7325
Survey of Public Affairs
Fall 2007

L. Douglas Kiel, PhD


Professor of Public Affairs and Administration
Westec 1.210
dkiel@utdallas.edu
972-883-2019
Office Hours: Monday and Thursday 5:00-6:30 or by appointment

Course Pre-requisites: Ph.D. students in Public Affairs

Course Description: PA 7325 serves as the survey course for the Ph.D. program in
Public Affairs. It is a survey of major issues in public affairs arranged by the major
categories of study contained in the Ph.D. curriculum. As you proceed through the
program, you will study in more depth each of the major categories, so this course is
designed to introduce you to each of the topics. This is a seminar, which means that you
will play a major role in researching and presenting information and opinions both as an
individual and as a group member. All of you have solid educational backgrounds and
professional standing in your careers in public affairs and are expected to contribute to
the success of the class.

Student Learning Objectives: This course will provide students with an overview
and understanding of the broad field of public affairs. As part of that objective, we will
discuss the dynamic nature of public and non-profit organizations in today’s quickly
changing environment. In addition, we will read and discuss both classics and recent
publications in the field of public affairs.

Specifically, by the end of the semester, you should:

¾ Possess an understanding of the broad field of public affairs with an emphasis on


the four sub-fields emphasized in the Ph.D. program in Public Affairs.

¾ Possess knowledge of the historical evolution of the field of public affairs.

¾ Possess knowledge of the essential and enduring challenges of organization,


leadership and management in public and non-profit organizations.

¾ Recognize the constraints that public managers and policy-makers face in dealing
with the complex social issues that face American society and the world.

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¾ Know the broad spectrum of academic journals in the field of Public Affairs.

Required Textbooks and Materials: There are two required books and a course
packet:

Jay Shafritz, Albert Hyde, and Sandra Parkes (2004). Classics of Public
Administration, 5th edition, Wadswroth: Belmont, CA.

Charles Goodsell (2004).The Case for Bureaucracy: A Public Administration


Polemic, 4th edition, CQ Press: Washington, DC.

Course Packet available at Off-Campus Books

Expectations of You as a Student in the Class: To maximize the opportunities


for a productive class, each student is expected to do the following:

¾ Attend all classes and be on time. If you cannot attend class or are going to be
late, please let me know by e-mail or phone in advance.
¾ Complete all assignments on time.
¾ Make an active contribution to the class discussions.
¾ Submit work of doctoral-level quality. This means excellent and professional
quality in all submitted materials
¾ Use proper academic style and form in all submitted materials. Please refer to
Turabian, A Manual for Writers of Research papers, Theses and Dissertations, 7th
edition.

Course Requirements:
There are five primary course requirements. These requirements are: (1) written
analytical synopses of class readings by each student; (2) group book reviews and
presentations; (3) an annotated bibliography that surveys the peer-reviewed journals
in public affairs: (4) an integrative paper including as many class readings as
possible; and, (5) individual class participation.

¾ Written analytical synopses – Each week, and on a rotating basis, the professor
will assign students to present analytical synopses of required course readings.
Each synopsis consists of three typed pages. The first two pages include the
proper bibliographic reference for the article/chapter and a synopsis of the key
elements of the reading. The third page of the synopsis includes the student’s
view of the four essential issues or questions raised in the reading. The third page
of the synopsis also includes four questions emanating from the reading that the
student will pose to his/her peers for discussion. Each presenter will bring copies
for each student in the class and for the professor. This assignment has numerous
goals. First, this assignment allows the student to improve his/her presentation

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and critical inquiry skills. Second, the assignment serves to engage other class
members in discussion. Finally, this assignment produces a portfolio of synopses
of course readings for each student that can be used, as a reference for future
classes or for his/her own teaching in the future. Remember, each student is
expected to read all assigned course readings.

¾ Group Book Reviews: The professor will assign students to groups for this
requirement. Each group is assigned two books to review during the semester.
Please note the date on the syllabus when your group’s presentations are due.
Your group’s assignment is to read each book carefully and develop a high
quality Power Point presentation for the class, including handouts of the
presentations. You should meet to discuss a fair division of the work. In your
presentation, please include a summary of the main points in the book and your
group’s determination of its contribution to the field of public affairs. For Power
Point presentations, you will be expected to use the protocol for Power Point
included at the end of the syllabus. The presentations should appear as one work
and not the compilation of four or five different ones. Each group will present a
separate book. Thus each group member is responsible for purchasing a copy of
that book.

¾ Annotated Bibliography: Each student will produce an annotated bibliography.


The bibliography should be thematic in the sense that it should focus on one topic.
In this case, the preferred topic is the student’s dissertation research area or some
other definitive area of research interest. The bibliography should consist of
fifteen entries. Each entry should come from the list of Public Affairs/Non-Profit
peer-reviewed journals noted on pages 10-12 of this syllabus. Thus, you will have
fifteen distinct journals referenced in the bibliography. The annotated
bibliography should include the proper bibliographic reference for the article and
a 50-100 word annotation. The annotation will include the key elements of the
article with special reference to your defined area of investigation. One goal of
this assignment is to familiarize you with the breadth of the peer-reviewed
journals in the field of Public Affairs. Another goal of this assignment is to
increase your awareness of how this literature can support your future research
efforts.

¾ Integrative Paper: Each student will produce an18-20 page formal paper that
integrates and explores the course readings. The challenge here is to show the
professor that you not only read but also can understand and integrate the entirety
of the course materials. In general, you will seek to arrange the paper around what
you consider as the broad themes/issues of the course readings and discussions. It
is recommended that you define four or five major themes and then organize your
knowledge and readings around these themes. This requirement includes two
primary goals. The first goal is to test your ability to integrate a large body of
literature. The second goal is to examine your command of the course literature.

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¾ Class Participation: Professor Kiel expects all students to participate in class.


While this requirement is invariably open to the criticism of subjective
assessment, Professor Kiel will do his best to overcome his limited cognitive
capacities in the never-ending search for fairness.

Grading: The weighting of each course requirement relative to the total course grade is
below.

¾ Written Analytical Synopses –. 10%


¾ Group Book Reviews: - 10%
¾ Annotated Bibliography: - 30%
¾ Integrative Paper - 40%
¾ Class Participation - . 10%

Laptop Policy in the Classroom: One of the challenges of living in


an information intensive world is the maintenance of focus. The challenge of
focus is obvious to anyone holding a job of managerial level authority in any
organization in the United States. There is an expanding body of evidence
that the multitasking that typifies the modern workplace and modern life is
counterproductive. I will be happy to provide this literature to any student.
Thus, Professor Kiel does not allow students to take notes with laptops in
class. In short, these technologies are distractions that extend far beyond
simple hand written note taking.

Cell phone Policy in the Classroom: Unless you are a law


enforcement officer or some other emergency personnel I do not allow cell
phone use in class – this includes blackberries and other communication
devices. You may have cell phones on stun/vibrate and respond to calls
during class breaks. Cell phones, just as laptops, create issues of multitasking
that inhibit focus and concentration.

Why I have Laptop and Cell Phone Policies: One of my goals as


an educator is to model proper behavior. There is a severe reduction in the
likelihood of effective decision-making in highly interrupted and high multi-
tasking environments. One of my tasks then is to create an environment
conducive to effective decision-making and learning. I am not a
technophobe, nor do I believe myself to be unkind. My studies of workplace
technology inform me that we constantly add technology without theoretical
foundations or proper psychological understanding of effects. On a more
mundane level, these technologies are often quite annoying and simply used
in rude and uncivilized manners.

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Preferred Style for Citations and Bibliography: The University


now requires that all PhD dissertations use the Turabian style for citations
and bibliographies. The public affairs faculty now requires that all public
affairs students use this style in all of their papers. It is simply good practice
to begin using a style that is required for your dissertation. Please obtain a
copy of Kate L. Turabian. A Manual for Writers of Research Papers, Theses
and Dissertations 7th ed. Chicago: University of Chicago Press, 2007.

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Course Schedule:
August 20 Introduction to the Course

Defining Public Affairs


Contemporary Challenges of Public Affairs
A Brief History of the Field

August 27 Classic Readings in Public Affairs

Shafritz, Hyde, and Parkes (SHP)


Wilson, Ch. 2
Goodnow, Ch. 3
Weber, Ch. 7
White, Ch. 8

September 3 LABOR DAY – CLASS - HOLIDAY

September 10 Classic Readings in Public Affairs

Shafritz, Hyde, and Parkes


Brownlow Commission, Ch. 11
Simon, Ch. 17
Waldo, Ch. 18
Lindblom, Ch. 22

September 17 Privatization and Public-Private Partnerships

Shafritz, Hyde, and Parkes


Moe, Ch. 45
Course Packet
Savas, Ch. 7
Savas, Ch. 11
Goldsmith and Eggers, Ch. 1

Book Review 1: Group 1

September 24 Productivity and Performance in the Public Sector

In the Course Packet:


Ammons, “Productivity Barriers…”
Van Wart, “Public Sector Values…”

In Shafritz, Hyde, and Parkes

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Appleby, “Government is Different”


Gore, Ch. 52

Book Review 1: Group 2

October 1 Politics-Administration Dichotomy, Street Level Bureaucracy,


and Representative Bureaucracy

In the Course Packet:


Svara, “Dichotomy and Duality: …”
Montjoy and Watson, “A Case for Reinterpreted Dichotomy…”

In Shafritz, Hyde, and Parkes


Lipsky, Ch. 40
Krislov, Ch. 37

Book Review 1: Group 3

October 8 Issues in Human Resources

In the Course Packet:


Koenig, “Free Speech”

In Shafritz, Hyde, and Parkes


Follett, Ch. 9
Hartman, et al.
McGregor, Ch. 21

Book Review 1: Group 4

October 15 Issues in Non-profit Management

In the Course Packet:


Excerpts from Alexis deTocqueville, Part 22 Group 5
Filer Commission Report, Opening Chapter Group 1
Salamon, The State of Nonprofit America, Ch. 1 Group 2
Ott, “Economic and Political Theories of the …” Group 3

Book Review 1: Group 5

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October 22 The Value of Government

Goodsell, The Case for Bureaucracy


Chapter 1
Chapters 2-3
Chapter 4
Chapter 5
Chapter 6
Chapter 7 Everyone read; no reports

Book Review 2: Group 1

October 29 Leadership in Public and Non-profit Organizations

In the Course Packet:


Van Wart, Ch. 6
Van Wart, Ch. 11
Svara, “Facilitative Leadership…”

Book Review 2: Group 2

<<All Annotated Bibliographies Due>>

November 5 Management and Organizational Analysis

Shafritz, Hyde, and Parkes


Barnard, Ch. 12
Bennis, Ch. 26

Book Review 2: Group 3

November 12 Decision-making

Shafritz, Hyde, and Parkes

Merton, Ch. 13
Selznick, Ch. 19

Book Review 2: Group 4

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November 19 Social Policy

In the Course Packet:


Scotch, Ch. 1
Scotch, Ch. 2
Jargowsky, “Studying Neighborhood Poverty”

Book Review 2: Group 5

November 26 Course Wrap-up

<<Integrative Papers Due>>

Assigned Books to Review:

Ostrom, Intellectual Crisis in American Public Administration Group 1

Rohr, To Run a Constitution Group 2

Waldo, The Enterprise of Public Administration Group 3

Mosher, Democracy and the Public Service Group 4

Donald Kettl, The Transformation of Government Group 5

Cooper, Governing by Contract Group 1

E.E. Schattschneider, The Semi-Sovereign People: A


Realist’s View of Democracy in America Group 2

Singer, Corporate Warriors Group 3

Dobel, Public Integrity Group 4

Adam and Balfour, Unmasking Administrative Evil, Revised Ed. Group 5

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Public Affairs/Administration Journals


Top Journals in Public Administration.

Lists taken from John P. Forrester and Sheilah S.Watson, "An Assessment of Public
Administration Journals: The Perspective of Editors and Editorial Board Members."
Public Administration Review, Sept-Oct 1994: 474-482.

(A) Public Administration


1. Public Administration Review (PAR)
2. Administration & Society
3. American Review of Public Administration
4. Journal of Public Administration Research and Theory (JPART)
5. Public Administration Quarterly
6. Public Productivity and Management Review (PPMR)
7. International Journal of Public Administration
8. Journal of Policy Analysis and Management (JPAM),
9. Canadian Public Administration
10. State and Local Government Review (SLGR)

(B) Public Policy


1. Journal of Policy Analysis and Management
2. Policy Sciences (PS)
3. Policy Studies Journal
4. Policy Studies Review (PSR)
5. Journal of Public Policy (JPP)
6. Public Administration Review
7. Urban Affairs Quarterly (UAQ)
8. Social Science Quarterly
9. Evaluation Review (ER)
10. Publius

(C) Public Budgeting and Finance


1. Public Budgeting & Finance (PBF)
2. Public Budgeting and Financial Management (PBFM)
3. Public Administration Review
4. Public Finance Quarterly (PFQ)
5. National Tax journal
6. Municipal Finance journal (MFJ) (mean = 1.41), and
7. PPMR
8. Financial Accountability and Management
9. [not ranked]
10. [not ranked]

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(D) Public Personnel Administration


1. Review of Public Personnel Administration (RPPA)
2. Public Administration Review
3. PPMR
4. A&S
5. Human Relations (HR)
6. American Review of Public Administration
7. PAQ
8. IJPA
9. [not ranked]
10. [not ranked]

(E) Public Organization Studies


1. Public Administration Review
2. A&S
3. Organization Studies (OS)
4. PPMR
5. PAQ
6. American Review of Public Administration
7. Journal of Public Administration Research and Theory
8. IJPA
9. JMS
10. SLGR
11. HR

Top 11 Journals in Public Administration (Douglas, 1996 PAR). No


particular order.
Journal of Policy Analysis and Management
Policy Studies Journal
Policy Studies Review
Administration and Society
Public Administration Review
American Review of Public Administration
Public Administration Quarterly
International Journal of Public Administration
The Public Manager
National Civic Review
Journal of Public Administration Research and Theory

Other Journals in Public Policy and Administration


Journal of Public Administration and Management: An Interactive Journal
The First Peer-Reviewed Journal on the Internet Devoted to the Fields of
Public Administration and Management.

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Journal of Public Policy


Administrative Science Quarterly
Developmental Policy Studies
Policy Evaluation
Social Philosophy & Policy
Policy History
Journal of Health, Politics, Policy and Law
Journal of Social Policy
Governing
Administrative Theory and Praxis
Journal of European Public Policy
Journal of International Affairs
Journal of International Studies (UK)
Cornell Journal of Law and Public Policy
Journal of Public And International Affairs
Journal of Public And International Affairs (JPIA)
Journal of Public Health Policy
Journal of Urban Affairs
LBJ Journal of Public Affairs
The Georgetown Public Policy Review
Urban Affairs Quarterly
Canadian Public Policy/Analyse de Politiques

Some Non Profit Journals

Non Profit and Voluntary Sector Quarterly


Voluntas
International Journal of Non Profit Marketing and Voluntary Sector Marketing
Non Profit Management and Leadership
Philanthropy

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UTD Required Content for Syllabus:

Student Conduct & Discipline

The University of Texas System and The University of Texas at Dallas have rules and regulations
for the orderly and efficient conduct of their business. It is the responsibility of each student and
each student organization to be knowledgeable about the rules and regulations which govern
student conduct and activities. General information on student conduct and discipline is contained
in the UTD publication, A to Z Guide, which is provided to all registered students each academic
year.

The University of Texas at Dallas administers student discipline within the procedures of
recognized and established due process. Procedures are defined and described in the Rules and
Regulations, Board of Regents, The University of Texas System, Part 1, Chapter VI, Section 3, and
in Title V, Rules on Student Services and Activities of the university’s Handbook of Operating
Procedures. Copies of these rules and regulations are available to students in the Office of the
Dean of Students, where staff members are available to assist students in interpreting the rules and
regulations (SU 1.602, 972/883-6391).

A student at the university neither loses the rights nor escapes the responsibilities of citizenship.
He or she is expected to obey federal, state, and local laws as well as the Regents’ Rules,
university regulations, and administrative rules. Students are subject to discipline for violating the
standards of conduct whether such conduct takes place on or off campus, or whether civil or
criminal penalties are also imposed for such conduct.

Academic Integrity

The faculty expects from its students a high level of responsibility and academic honesty. Because
the value of an academic degree depends upon the absolute integrity of the work done by the
student for that degree, it is imperative that a student demonstrate a high standard of individual
honor in his or her scholastic work.

Scholastic dishonesty includes, but is not limited to, statements, acts or omissions related to
applications for enrollment or the award of a degree, and/or the submission as one’s own work or
material that is not one’s own. As a general rule, scholastic dishonesty involves one of the
following acts: cheating, plagiarism, collusion and/or falsifying academic records. Students
suspected of academic dishonesty are subject to disciplinary proceedings.

Plagiarism, especially from the web, from portions of papers for other classes, and from any other
source is unacceptable and will be dealt with under the university’s policy on plagiarism (see
general catalog for details). This course will use the resources of turnitin.com, which searches the
web for possible plagiarism and is over 90% effective.

Email Use

The University of Texas at Dallas recognizes the value and efficiency of communication between
faculty/staff and students through electronic mail. At the same time, email raises some issues
concerning security and the identity of each individual in an email exchange. The university
encourages all official student email correspondence be sent only to a student’s U.T. Dallas email
address and that faculty and staff consider email from students official only if it originates from a
UTD student account. This allows the university to maintain a high degree of confidence in the
identity of all individual corresponding and the security of the transmitted information. UTD

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furnishes each student with a free email account that is to be used in all communication with
university personnel. The Department of Information Resources at U.T. Dallas provides a method
for students to have their U.T. Dallas mail forwarded to other accounts.

Withdrawal from Class

The administration of this institution has set deadlines for withdrawal of any college-level courses.
These dates and times are published in that semester's course catalog. Administration procedures
must be followed. It is the student's responsibility to handle withdrawal requirements from any
class. In other words, I cannot drop or withdraw any student. You must do the proper paperwork
to ensure that you will not receive a final grade of "F" in a course if you choose not to attend the
class once you are enrolled.

Student Grievance Procedures

Procedures for student grievances are found in Title V, Rules on Student Services and Activities,
of the university’s Handbook of Operating Procedures.

In attempting to resolve any student grievance regarding grades, evaluations, or other fulfillments
of academic responsibility, it is the obligation of the student first to make a serious effort to
resolve the matter with the instructor, supervisor, administrator, or committee with whom the
grievance originates (hereafter called “the respondent”). Individual faculty members retain
primary responsibility for assigning grades and evaluations. If the matter cannot be resolved at
that level, the grievance must be submitted in writing to the respondent with a copy of the
respondent’s School Dean. If the matter is not resolved by the written response provided by the
respondent, the student may submit a written appeal to the School Dean. If the grievance is not
resolved by the School Dean’s decision, the student may make a written appeal to the Dean of
Graduate or Undergraduate Education, and the deal will appoint and convene an Academic
Appeals Panel. The decision of the Academic Appeals Panel is final. The results of the academic
appeals process will be distributed to all involved parties.

Copies of these rules and regulations are available to students in the Office of the Dean of
Students, where staff members are available to assist students in interpreting the rules and
regulations.

Incomplete Grade Policy


As per university policy, incomplete grades will be granted only for work unavoidably missed at
the semester’s end and only if 70% of the course work has been completed. An incomplete grade
must be resolved within eight (8) weeks from the first day of the subsequent long semester. If the
required work to complete the course and to remove the incomplete grade is not submitted by the
specified deadline, the incomplete grade is changed automatically to a grade of F.

Disability Services
The goal of Disability Services is to provide students with disabilities educational opportunities
equal to those of their non-disabled peers. Disability Services is located in room 1.610 in the
Student Union. Office hours are Monday and Thursday, 8:30 a.m. to 6:30 p.m.; Tuesday and
Wednesday, 8:30 a.m. to 7:30 p.m.; and Friday, 8:30 a.m. to 5:30 p.m.

The contact information for the Office of Disability Services is:


The University of Texas at Dallas, SU 22
PO Box 830688
Richardson, Texas 75083-0688

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(972) 883-2098 (voice or TTY)

Essentially, the law requires that colleges and universities make those reasonable adjustments
necessary to eliminate discrimination on the basis of disability. For example, it may be necessary
to remove classroom prohibitions against tape recorders or animals (in the case of dog guides) for
students who are blind. Occasionally an assignment requirement may be substituted (for example,
a research paper versus an oral presentation for a student who is hearing impaired). Classes
enrolled students with mobility impairments may have to be rescheduled in accessible facilities.
The college or university may need to provide special services such as registration, note-taking, or
mobility assistance.

It is the student’s responsibility to notify his or her professors of the need for such an
accommodation. Disability Services provides students with letters to present to faculty members
to verify that the student has a disability and needs accommodations. Individuals requiring special
accommodation should contact the professor after class or during office hours.

Religious Holy Days

The University of Texas at Dallas will excuse a student from class or other required activities for
the travel to and observance of a religious holy day for a religion whose places of worship are
exempt from property tax under Section 11.20, Tax Code, Texas Code Annotated.

The student is encouraged to notify the instructor or activity sponsor as soon as possible regarding
the absence, preferably in advance of the assignment. The student, so excused, will be allowed to
take the exam or complete the assignment within a reasonable time after the absence: a period
equal to the length of the absence, up to a maximum of one week. A student who notifies the
instructor and completes any missed exam or assignment may not be penalized for the absence. A
student who fails to complete the exam or assignment within the prescribed period may receive a
failing grade for that exam or assignment.

If a student or an instructor disagrees about the nature of the absence [i.e., for the purpose of
observing a religious holy day] or if there is similar disagreement about whether the student has
been given a reasonable time to complete any missed assignments or examinations, either the
student or the instructor may request a ruling from the chief executive officer of the institution, or
his or her designee. The chief executive officer or designee must take into account the legislative
intent of TEC 51.911(b), and the student and instructor will abide by the decision of the chief
executive officer or designee.

Off-Campus Instruction and Course Activities

Off-campus, out-of-state, and foreign instruction and activities are subject to state law and
University policies and procedures regarding travel and risk-related activities. Information
regarding these rules and regulations may be found at the website address given below.
Additional information is available from the office of the school dean.
(http://www.utdallas.edu/Business Affairs/Travel_Risk_Activities.htm)

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Some Rules for Writing a Formal Academic Paper


Produced By L. Douglas Kiel
Fall 2007

General principles:

Research demands that the researcher view the world from an analytical
perspective. Research demands that the researcher be hardheaded and
objective. The goal is to remove you from the situation (as much as one can)
and analyze the topic at hand.

Public Affairs research includes elements of both basic (pure) and applied
(solutions) research. Basic
research attempts to answer the questions, “what exists”? Applied research
seeks to solve problems and asks the question, “what is the proper
solution”? This reality creates particular challenges. Students of public
affairs may both produce objective research that describes the world but,
may also, at times, sell/advocate improvements discovered through research
or developed via their own creativity. Thus, students of public affairs must
be able to distinguish between the proper use and application of both pure
and applied research.

Your paper should ask a question. For example such a question might be,
“Why are medical doctors so subject to the self-confirming bias”? Or,
another title/question might be, “Managers and Risk: Are Managers risk-
averse”?

Literature Review:

All research must review the existing literature. This ensures that your
analysis is not re-inventing a well-discovered wheel. The literature review
also helps to show how your research may contribute to the body of
knowledge. The literature review also shows that you have adequate
understanding of existing knowledge to make statements about that
knowledge. The literature review may also reveal gaps in the literature that
you can discuss or use as a platform for your own research agenda.

Proper Citing of Authority:

1. If you write the phrase “A large body of literature…” you are obligated to cite
examples of that “body of literature”. Your goal is to make verification of your
research easy for the reader. Verification is essential to the scientific process.
2. If you write, “According to Smith….” – you are obligated to provide a
parenthetical citation of the date of the article/book by Smith of which you are
referring.

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3. Always use the primary resource as your first choice – avoid using secondary
resources.
4. When using another author’s ideas – always give them credit.
5. When quoting an author always include the page number in the reference.

Grammar:
- avoid colloquialisms – e.g. “that dog won’t hunt”!
- do not end sentences with a preposition – i.e. – at, by, in, from, of, with, to
- avoid the use of self-referential pronouns – i.e. I and We – this is not a “hard”
rule but keeps the writer from falling into an overly informal style and also
helps to avoid story-telling
- avoid short – 3 word or less sentences – that is reserved for journalists
- avoid one sentence paragraphs – at least 3 sentences is best
- do not use contractions e.g. can’t, isn’t
always use language that is more formal – cannot, is not
- the period follows the parenthetical citation at the end of the sentence –
(Smith, 2001).

Formatting:

- indent paragraphs – a research paper is not a business letter!


- no extra space between paragraphs
- always number your pages
- never embolden words – the writer’s challenges is to use language that
expresses such emphasis – such shortcuts are for journalists
- always break your paper into logical sections – see any published refereed
journal article – helps organize your thoughts

Other Issues:

1. Proofread – no one is perfect, but numerous typos and awkward sentences are
nuisances for the reader and show a lack of care for your work. Good
scholarship requires a great concern for details! We do not want to mislead
any one or waste their time. Pay an editor to read your paper if necessary.
2. Definitions – always define your terms.
3. Beware of unsubstantiated claims – do not make a claim that you cannot
support with authority from the relevant research.
4. Read directions – part of being a good scholar is to be careful in your work –
again, no one is perfect but we can save time this way. For example, all
refereed journals provide, in detail, the proper formatting direction for the
journal. If you do not do this, you are in for considerable additional work.
5. Avoid excessive use of web sites – any one can establish a web site and claim
authority. Use established journals and publishers. On-line databases
including academic journals are increasingly available through on-line
services and your library.

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6. Do not include titles of articles/books in your text unless the article/book is a


classic. Just use a parenthetical reference to the author(s).
7. Be sure that all references in your bibliography show up in your in-text
citations.
8. Be sure that in-text citations show up in your bibliography. Kiel goes through
each of his papers before he sends it in for review and types into a spreadsheet
every author name and date in parentheses in the text. He then sorts this list
alphabetically and compares it with his alphabetized bibliography to ensure
that the two lists are consistent.

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Common Mistakes in Punctuation

Quotation Marks

Rule 1. Periods and commas always go inside quotation marks, even inside single
quotes.

Example: Svara argued, “Facilitative mayors are effective communicators.”

Example: In addition to discussing an organization’s “ethical culture,” the


authors also discussed that culture’s impact on employees.

Example: Goodsell wrote, “Weber argued, ‘Bureaucracies work best.’”

Rule 2. If a question is in quotation marks, the question mark should be inside the
quotation marks. However, if the question is outside the quote, then the question mark
follows the quotation marks.

Example: Britt asked, “Should it be on my bookshelf?”

Example: Do you agree with the saying, “All’s fair in love and war”? In this
example, the question is outside the quotation.

Rule 3. Use single quotation marks for quotes within quotes. Note that the period goes
inside all quote marks.

Example: Sue argued, “The ‘moral manager’ is superior to the ‘immoral


manager.’”

Rule 4. Incorporate a short quotation (less than 40 words) into the text, and enclose the
quotation with double quotation marks. Place the citation at the end of the quotation and
follow it with a period.

Example: Kranz wrote, “Spaceflight will never tolerate carelessness, incapacity,


and neglect” (2000, 46).

Example: One author concluded that “the Apollo 1 crew of three men died
needlessly” because of the pressure on the engineers to perform (Kranz 2000, 46).

Rule 5. Display a quotation of 40 or more words in a single spaced, indented block style
and eliminate the quotation marks.

Example:

19
PA 7325 – Fall 2007 - Kiel

Spaceflight will never tolerate carelessness, incapacity, and


neglect. Somewhere, somehow, we screwed up. It could have been in
design, build, or test. Whatever it was, we should have caught it.

We were too gung-ho about the schedule and we locked out all of
the problems we saw each day in our work. Every element of the program
was in trouble and so were we. The simulators were not working, Mission
Control was behind in virtually every area, and the flight and test
procedures changed daily. Nothing we did had any shelf life. Not one of
us stood up and said, “Dammit, stop!”

I don’t know what Thompson’s committee will find as the cause,


but I know what I find. We are the cause! We were not ready! We did not
do our job! We were rolling the dice, hoping that things would come
together by launch day, when in our hearts we knew it would take a
miracle (Kranz 2000, 46).

Who vs. Which vs. That

Rule 1. Who refers to people. That and which refer to groups or things.

Example: Svara is the one who described facilitative leadership.

Example: He belongs to the organization that represents the interests of graduate


students.

Rule 2. That introduces essential clauses while which introduces nonessential clauses.
Essential clauses do not have commas surrounding them while nonessential clauses do
contain commas.

Example: I do not agree with editorials that promote inequality.

Example: The editorial arguing for inequality, which appeared in Sunday’s paper,
was based on faulty reasoning.

In this example, the editorial is already identified. Therefore, which begins a


nonessential clause.

Rule 3. If that has already been used in the sentence, use which to introduce the essential
clause that follows.

Example: That is a decision which the Apollo 1 engineers had to live with the rest
of their lives.

Sources: The Blue Book of Grammar and Punctuation and the Publication Manual of the
American Psychological Association.

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