DU Economics Chinas Economic Growth Question
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Chinas Economic Growth
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Department of Economics, Winter 2022
Economic Growth in Historical Perspective Econ 3310
Assignment 1: due 12 January 2022, 16:05
Scope and motivation
This assignment is the first one in a sequence of connected assignments that you will be writing
in this course. The purpose of these assignments is to encourage active learning. I have designed
the course with a writing to learn approach in mind, so you will have ample opportunity to
read and synthesize the existing literature, and apply the concepts in a single context. This
assignment asks you to define your broader geographic context, and is a crucial building block
for the remaining four assignments. You should be able to motivate and defend your choices,
and as such this assignment requires knowledge and comprehension.
In the remaining four assignments, you will be using this same region. Thus, give considerable
thought to your selection, and be mindful of available research and library sources on your
region before making a final decision.
Assignment
You are asked to select a geographic area (region) such as Middle East, South America,
China, Scandinavia, etc. There may be more than one modern nation within the geographic
region of your choicethis may even be desirable. Prior familiarity with, knowledge of, or
expertise on this region is not a requirement. Your choice of region should be driven by your
curiositythe origin of all engaging research.
Expected elements.There are two expected elements in this assignment. In the first part,
define your region of choice specifically, using both natural geographic markers (like mountain
ranges and rivers) and contemporary national territories. Remember, both geographic markers
and state boundaries might have changed over time. Using one or two sentences for each,
address the following questions:
1. Why did you choose this region?
2. What are the concrete things that you expect to learn about long-term economic change
using this region as a specific context?
3. How do these expected learning outcomes relate to the course objectives?
The second element of your assignment is an annotated bibliography that contains few but
significant studies (books by specialists, a collection of essays on the history of a region, etc.)
on the region of your choice. These studies must shed light on general (economic) history of
the particular region and might be considered as classic reference (use citation indexes for
this purpose). Use available library resources.
The Internet is a wonderful resource for storing and accessing information. However, there is no
magical formula that can convert this web of information into concrete knowledge: Online (and
1
library) resources can quickly lead to an information overload. Keyword searches on searchengines can dump thousands of irrelevant material. Develop and refine filters that will help you
to discriminate across sources based on their scientific content and relevance. Do not include
journal articles in your annotated bibliographythey tend to be narrow in focus, or written
for a specialized readership.
For instance, suppose the region you have chosen is Sub-Saharan Africa. One excellent and
concise history is Iliffe (2007). It covers both social and economic history of the region from
prehistoric to modern times. It is authoritative, well cited, and up-to-date. Alternatively,
edited volumes written by area specialists such as Cambridge Histories Online are excellent
starting points.
You must follow the style guidelines (available on the course web page, and file requirements.
A grade rubric is available on the course web page.
Maximum 2 pages (single spaced). 5 percent.
2
References
Iliffe, J. (2007). Africans: The History of a Continent. Cambridge University Press, New York,
2 edition.
3
Adopted from
CSB Project Rubric
Importance of the
Problem
4
– Students posed a
thoughtful, creative
question that engaged
them in a challenging
or provocative project.
– The problem posed
capitalizes on an
opportunity to
improve business
operations.
3
– Students posed a
focused question
involving them in a
challenging project.
2
– Students
constructed a question
that lends itself to
readily available
answers.
Assignment Rubric – Econ 3310
Importance and
Appropriateness of
Conclusions,
Recommendations and
Implications
– Students effectively conveyed
– In addition to meeting the – In addition to meeting the – In addition to meeting the – Students use appropriate
– Students developed and
their conclusions and
methodology to link
requirements for a 3, the
requirements for a 3, the
requirement for a 3, the
carefully documented
demonstrated clear and
paper excels in organization evidence developed to the
paper is essentially error
information gathered from a paper is consistent with the
appropriate connections between
research question. The
and presentation of ideas
free in terms of mechanics.
CSB Style Manual
variety of quality print and
the stated problem(s), their
methodology may be
related to the topic.
– Writing flows smoothly
electronic sources, including throughout.
evidence, analyses and
qualitative and/or
– Raises important issues
– Models the language and from one idea to another.
appropriate licensed
conclusions.
quantitative.
– Transitions help establish or ideas that may not have
conventions used in related
databases.
– The students perspectives are
– Evidence is logically
a sound scholarly argument been represented in the
scholarly/professional
– Sources are relevant,
evident in their conclusions,
literature cited or the current presented and fully and
and aid the reader in
literature.
balanced, and include
recommendations, and
appropriately analyzed.
following the writers logic. operation of business.
– Would meet the
critical readings relating to
implications.
– Students developed
– Clearly and concisely
guidelines for a professional
the project.
– Recommendations and
appropriate arguments in
explains the problem,
publication.
– Primary sources are
presents evidence, explains support of their conclusions. implications flow from the
included.
conclusions and may involve
analyses and draws
multiple functions of the
conclusions in a logical and
business.
cohesive manner.
– Students effectively
– Students logically
– While there may be many – While there may be many – Follows all requirements
– Students gathered
communicated their results to the
organize the information
for the paper.
minor errors, the paper
minor errors, CSB Style
information from a variety
audience but the work lacks fully
gathered as evidence and
– Topic is timely and
follows normal conventions
Manual conventions for
of appropriate and relevant
articulated connections between
make good connections
carefully focused.
of spelling and grammar
style and format are used
sources, both print and
the stated problem(s), their
– Clearly outlines the major among ideas, although the
consistently throughout the throughout.
electronic.
evidence, analyses, and
pertinence of information
points related to the topic;
– Errors do not interfere
paper.
ideas are logically arranged may not be explicitly linked conclusions.
significantly with
– Demonstrates
– Recommendations and
to present a sound scholarly to the purpose of the project
comprehensibility.
thoroughness and
implications are impartially
or the information may not
argument.
– Transitions and
competence in documenting
developed and/or incompletely
be fully and appropriately
– Paper is interesting and
organizational structures
sources; the reader would
connected to the conclusions of
holds the readers attention. analyzed.
such as subheadings are
have little difficulty
the project.
– Does a credible job
used that help the reader
referring back to cited
summarizing related
move from one point to
sources.
literature.
another.
– Style and format
contribute to the
comprehensibility of the
paper.
– Project methodology may – Students need to work on
– While the paper
– Frequent errors in
– While some of the CSB
– Students gathered
communicating their results more
be inadequately presented,
represents the major
spelling, grammar (such as
Style Manual conventions
information from a limited
effectively.
are followed, others are not. subject/verb agreements and requirement, it is lacking in incompletely executed, or
range of sources and
– The work lacks appropriate
inappropriate to the purpose
substantial ways.
tense), sentence structure
displayed less than adequate Paper lacks consistency of
transitions between the body of
of the project.
– The content may be
and/or other writing
style and/or format.
effort in identifying and
the project and the conclusions.
poorly focused or the
conventions make reading
– It may be unclear which
including quality resources.
scholarly argument weak or
references are direct quotes difficult and interfere with
poorly conceived.
and which are paraphrased. comprehensibility.
– Major ideas related to the
– Writing does not flow
Based on the information
content may be ignored or
smoothly from point to
provided, the reader would
inadequately explored.
point; lacks appropriate
have some difficulty
– Overall, the content and
transitions.
referring back to cited
organization needs
sources.
significant revision to
– Significant revisions
represent a critical analysis
would contribute to the
of the topic.
comprehensibility of the
paper.
Quality of Information
Brought as Evidence
WRITING
Style and Format
WRITING
Mechanics
WRITING
Content and
Organization
1
Quality of Methodology
and Argument
Adopted from
1
– Students developed
a question requiring
little creative thought
or relied on teachergenerated questions
Assignment Rubric – Econ 3310
– Students gathered
information that lacked
relevance, quality, depth,
and balance.
– CSB Style Manual
conventions are not
followed.
– Fails to demonstrate
thoroughness and
competence in
documentation.
– Lack of appropriate style
and format make reading
and comprehensibility
problematic.
– Paper contains numerous
errors in spelling, grammar,
and/or sentence structure
that make following the
logic of the paper extremely
difficult.
2
– Analysis of existing
scholarly/professional
literature on the topic is
inadequate.
– Content is poorly focused
and lacks organization.
– The reader is left with
little information about or
understanding of the papers
topic.
– Information presented is
not logically or effectively
structured.
– Appropriate methods of
analysis were not evident in
the work.
– The project does not present
appropriate or adequate bases for
conclusions of the work.
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Explanation & Answer:
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Tags:
Chinas Economy
Region is China
Chinas economic growth
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