Contemporary International Relations

Instructions:

• First: watch the following video: https://www.youtube.com/watch?v=bwWW3sbk4EU
• Second:Read the following case: The Cuban Missile Crisis
• Third: Watch the following documentary: https://www.youtube.com/watch?v=WTUC08Nph9Q
• Fourth:Watch the movie Thirteen Days(after reading the article and documentary)

 

The Cuban Missile Crisis is a well-documented, international event.  We have studied three theories – realism, liberalism and constructivism.  Which theory played the central role in the Kennedy administration’s decision-making process related to this crisis?  Present evidence from the readings, books, lectures, videos and the movie to support your position.

 

NOTE: You need to read the articles before the movie. You cannot address the above questions by only watching the movie.

 

Instructions

• Write a 1000 word (or more) response to the above question.
• You are strongly encouraged to draw upon examples from the book.
• When writing your paper, please follow the manuscripts conventions in the syllabus.
• Submit a hard copy to your instructor on the due date.

 

Submit a copy of your paper to turnitin.com

• You need an e-mail address to complete this function. You can get access to these websites through AVC’s computer lab, which is open to all students.
• Go to turnitin.com
  • Create a profile and upload your paper.
  • The class id number is:15860741
  • The class password is: UCLA (Uppercase)
• For more information, go to turnitin.com.
• POINTS WILL BE DEDUCTED FOR PAPERS THAT ARE SUBMITTED LATE TO TURNITIN.COM

 

Due Date: Thursday, October 5th at the beginning of class.

• This assignment is worth 50 points. Late papers will NOT be accepted.

 

 

 

 

Assistance

• Please contact meyou have questions about this assignment. You can also work with the tutors in the Writing Center. If you have any concerns or questions about grammar or structure, or desire some assistance, by all means make use of this valuable resource. Qualified, trained tutors are there to help you improve your writ­ing skills, and I highly recommend that all my students take advantage of this excellent free service. After all, even the best writers can learn something from a second pair of eyes. For further infor­mation, call the Writing Center:661.722.6300 ext 6018.

 

Grading

• On the following pages is a rubric created by English department faculty members and used in evaluating all papers. I will use it as a guide in grading your essay.

 

The C Essay

 

C-level work is substantial and complete, accomplishing what the assignment requires, and convincingly reaching its audience a majority of the time. The C paper clearly represents satisfactory college-level writing as measured by thesis, development, and grammatical control.

 

Specifically, the C paper:

• presents a relevant thesis that is both provable and worth proving
• develops its thesis through sustained and unified paragraphs
• organizes those paragraphs effectively, including transitions and conclusions
• cites sources correctly and provides a balanced selection of argument and evidence
• uses diction appropriate to the assignment and to the audience
• shows familiarity with the conventions of academic writing
• controls spelling, punctuation, and sentence boundaries

The B Essay

 

B-level work is well above average, doing not only what the assignment asks and connecting with its audience, but doing so with some extra measure of expression or control. It is better than typical in many if not most respects—language, ambition, research, or effect. It reveals not mere competence, but sustained achievement, and because of this, it embodies an ambition for excellence throughout.

 

Specifically, the B paper:

• presents an interesting, relevant thesis which takes its readers well beyond the mundane
• develops that thesis through sustained, unified, rhetorically superior paragraphs
• organizes information with dexterity, with excellent transitions between sections
• cites sources skillfully, and provides a strong range of discussion and evidence
• selects diction with care and art, persuasively matching argument to audience
• demonstrates mastery of the conventions of academic writing
• exhibits few spelling problems, punctuates effectively, and varies sentence structures

The A Essay

 

The best of college thinking and writing, an A paper meets and even exceeds a reader’s expectations.  Although not perfect, it has courage, articulation, and accomplishment, from its adept and original title, to its ambitious thesis, to its rich and diverse citations list. Compelling prose and (often) an innovative structure result in an engaging essay. An A paper clearly stands out from other work around it.

 

Specifically, the A paper:

• presents and imaginatively defends an engaging, insightful thesis
• develops its thesis in dynamic and successful ways, deriving form from purpose
• explores/attempts? sophisticated possibilities for structure and juxtaposition
• cites sources aptly, refutes objections logically, and closely examines a deep body of evidence
• uses mature diction, revealing a distinctive style, an awareness of voice and audience
• displays advanced fluency, sometimes creativity, in the conventions of academic writing
• exhibits very few spelling problems, punctuates effectively, and varies sentence structures

The D Essay

 

D-level work is substandard for any of several reasons, including being off-topic, poorly reasoned, or inadequately developed. Often it doesn’t connect with an appropriate audience, sometimes because sentence and format errors create so much static that the writing is markedly difficult to read. Despite some strengths or partial development, overall, a D paper is barely passing, not college-level writing.

 

Specifically, the D paper:

• presents an inadequate, trivial, disconnected, or off-topic thesis
• often fails to maintain developed, unified, contiguous paragraphs
• often presents information out of order or lacks clear structure
• cites sources incorrectly or fails to present well organized, convincing, college-level evidence
• aims for the wrong audience—or no audience at all
• ignores or misapplies the conventions of academic writing
• fails to control spelling, punctuation, or sentence boundaries

The F Essay

 

Significantly below college-level writing, an F paper fails completely, for any of several reasons. These may include flawed logic, substandard or no development, limited or missing audience awareness, lack of facility with language, or inability to apply the conventions of standard written English. In addition, plagiarized work always receives an F.

 

Specifically, the F paper:

• presents too many theses, no single thesis, or an irrelevant thesis
• contains chaotic, ill-organized, paragraphs (or no paragraphs at all) poorly related to the thesis
• uses extremely weak structure, with little or no evidence or discussion
• cites sources haphazardly or not at all
• exhibits multiple sentence boundary and syntax errors
• reveals frequent and severe problems with spelling, punctuation, or grammar