PLCP 420 -- Spring 2004

Class Meets: W 03:30--05:50pm

Professor: Carol Mershon
Office: 207 New Cabell Hall
Phone: 4-7875
Email: mershon@virginia.edu

Office Hours: Monday 01:15--02:30pm,  Wednesday 06:00--07:00pm (and by appt.)

Comparative Legislatures

Course Description

This course examines how and why individual legislators and legislative parties make the decisions they do. Our field of study is of vital importance for democratic political life: Legislators, legislative parties, and legislatures translate citizen preferences into public policy. We compare legislative decision-making processes and outcomes in a variety of institutional settings, such as the U.S. Congress, the British House of Commons, the Russian Dumas, and the Brazilian Congress. The themes we address include the following: legislators? motivations and the possible predominance of electoral concerns; party discipline; the internal organization of legislatures; relationships between the executive and the legislature, and how those vary from presidential to parliamentary systems; and structural and strategic influences on institutional change in legislatures.

The course compares political institutions and political processes across Western Europe, at both the national and the European Union level. At the national level, we focus principally on Britain, France, Germany, and Italy, but our comparisons include other countries as well. We explore such themes as the roles played by political parties, the politics of coalition government, the channels for citizens' participation in politics, the formulation and implementation of public policy, and the rise of new issues in politics.

Course format

I expect to give "mini-lectures" each week in an effort to provide you with a context for evaluating the readings and the arguments advanced in them. Class meetings, however, will be devoted primarily to discussion. This is a small, advanced class that offers its members the opportunity for active, vigorous, rigorous engagement with course materials: Take advantage of the opportunity and jump into class discussion!

In my 500-level courses, I routinely send a weekly e-mail to students with guiding questions on the assigned readings. Such e-mails typically go out about five days before the reading is to be completed. I will experiment with such e-mails in this class. If you can think of any way to improve this sort of procedure--or if you think the idea of e-mailed questions on reading is "overkill"--please let me know and I will modify or even drop the e-mails.

The general point about course format and class procedures is that the class belongs to all of us. Participate actively; let me know what works and what does not; and we will all benefit and learn.

Course Requirements

The following requirements tap your knowledge and command of course materials in different ways. In other words, they allow you to present a "diversified portfolio" of talents. The requirements are deliberately spaced over the months of the semester so that, if you keep up with assignments, you are unlikely to meet undue pressure at any one point in time.

20 percent -- take-home mid-term exam. The mid-term will cover material since the start of the semester. Topics and themes raised in readings and class meetings are "fair game" for the exam.

20 percent -- in-class final exam. The final will only cover material since the mid-term. That is, it will not be cumulative. Again, topics and themes raised in readings and class meetings are fair game.

15 percent -- one-page (maximum) reactions to readings, due at 10 a.m. at the latest on Wednesdays. The reading reaction should be single-spaced, and could take several forms. You might provide an arrow diagram of the main cause-and-effect relationships depicted in the reading. You might summarize the main argument in prose. You might list your two or three criticisms of the work, clarifying briefly why you think the points are so important. You should submit your one-page reading reactions electronically, either via e-mail or the Toolkit.

15 percent -- participation. Discussion and other forms of participation constitute a vital part of the course. To participate, you must attend; I will keep a record of attendance and of participation. To participate, moreover, you must have done the readings; you should complete the assigned readings before class. Students who are absent from class more than 30 percent of the time (that is, get a score of zero on participation more than 70 percent of the time) and who do not give me written, admissible excuses (e.g., medical excuses) will receive an F for participation.

5 percent -- proposal for the research paper. You must submit a brief (two-page) statement of the central research question to be examined in your research paper. The proposal should be accompanied by a preliminary bibliography of at least six sources. You will receive guidance on papers from me before proposals are due. Proposals will be evaluated on the letter-grade system, and late proposals will be penalized by a third of a letter grade (e.g., demoted from a B+ to a B) for every day they are late. Proposals must be submitted both electronically (via e-mail or the Toolkit Homework Assignment submission page) and in hard copy.

25 percent -- research paper of no more than 15 pages. The key feature of the paper is that you must go beyond merely describing politics in whatever country (countries) you choose; you must analyze and explain political outcomes by addressing a general research question. In other words, the goal is not to narrate "what happened when"--you need to grapple with the issues of why and how. You will find several documents on the Materials page of course website that offer you detailed guidelines for the paper. In October, we have one class meeting devoted to providing you with additional guidance on the paper. Papers will be evaluated on the letter-grade system, and late papers will be penalized by a third of a letter grade (e.g., demoted from a B+ to a B) for every day they are late. All papers must meet the following minimum requirements: proper citation of references (for more on this topic, see the section on plagiarism at the end of the syllabus), proper grammar, correct spelling, and an apt, informative title. Do not assume that electronic proofing aids will catch all grammatical and spelling errors; read and re-read your drafts, preferably not on screen, as you work towards the final version of the paper. The 15-page limit assumes double-spacing, a legible font (12 point), and reasonable margins. That limit includes footnotes, tables, and figures, but excludes references. Papers must be submitted both electronically (via e-mail or on the Toolkit Homework Assignment submission page) and in hard copy.

Classroom environment

My expectations for everyone in this class reflect the goals and ideals of the University as a whole and the Office of Equal Opportunity Programs (EOP) at U.Va. The EOP admirably states those goals and ideals at http://www.virginia.edu/eop/:

The University of Virginia is committed to the total development and well-being of all members of the University community--students, faculty, staff, and the public. ...EOP is guided by ideals embedded in the University's mission to support a community of excellence in teaching, service, and scholarship. These ideals are respect, integrity, openness, consideration, justice, responsibility, individuality and collective strength.

In keeping with that statement, I expect everyone in this class to treat each other with courtesy, respect, consideration, and fairness. I view as unacceptable any activities in class (such as reading newspapers or private chatting) that are not related to the collective goals of the class.

Readings

The following seven books contain much of the reading for the course and should be purchased at the U.Va. Bookstore:

Additional required readings can be downloaded from our class website at:
http://toolkit.itc.virginia.edu/cgi-local/tk/UVa_CLAS_2003_Fall_PLCP420-1

Assigned readings in this syllabus are set off by a

you should finish readings before the date of the class meeting under which the reading is listed.

If possible, do the readings in the order listed on the syllabus; I have identified what I imagine to be the most logical and easily comprehensible order.

Disclaimer: The assignments may undergo changes as we move through the semester. Exam dates will not change. I will announce--in class, on our Toolkit page, and via e-mail--any modifications in reading assignments at least one week before the reading is to be completed. All students are responsible for knowing any changes made to the syllabus.

Class Meeting Topics and Reading Assignments

Aug. 27.  An introduction to comparing legislatures and legislative politics.

 

Sept. 3.  Individual legislators and legislative parties in a prominent presidential system.

Note:  I will be away at a national conference from late Sept. 3 to late Sept. 7.  I will do my best to send out an e-mail with questions on Cox and McCubbins (see "Course format" above) on Sept. 3, but there is a chance that the e-mail will go out only on Mon. morning, Sept. 8.  If no e-mail appears in your inbox by late Sept. 3, keep uppermost in your mind as you read:  What is the main argument in Part I, II, and so forth, and how well is that argument supported by the evidence?

 

Sept. 10.   The evolution of the British legislature.

Note:  This classic book is, very unfortunately, out of print.  We will talk in class on Sept. 3 about accessing the book via Toolkit and Clemons Reserve.

 

Sept. 17.  The evolution of the Parliament of the European Union (EP).

No class meeting today—I will be traveling back from an international conference.  Do the assigned reading, which we will discuss on Sept. 24.  Submit your one-page reading reaction, as usual, by Wed., 10 a.m.

 

Sept. 24.  Party discipline in European parliamentary systems:  Recasting and taking stock of our studies to date.

Note the links among all four books we have read so far.  See, e.g., Kreppel's reference to Cox at p. 43, her reference to Cox and McCubbins at p. 220, and the numerous references to Cox and McCubbins that appear in Bowler, Farrell, and Katz.

 

Oct. 1.  Electoral laws and legislative elections in Russia.

 

Oct. 8.  Comparative perspectives on electing legislators.

 

Have a great Reading Holiday!

 

Oct. 15.  Workshop on framing research paper questions.

The above reading is short but crucial. 

You have another key assignment for Oct. 15. Review past class notes and readings in order to pursue two goals at once: (a) define a research question for your paper; and (b) prepare for the take-home midterm.  With regard to (a), be prepared to present your paper ideas to fellow class members.

Take-home exam goes out today, Oct. 15, and is due by Thu., Oct. 23, 5 p.m., at the latest. 

 

Paper proposals are due at the latest Mon., Oct. 20, 5 p.m.  I view earlier submissions (e.g., Oct. 17) as wise, but I do not require them.  Penalties apply to proposals submitted after Oct. 20, 5 p.m.

 

Oct. 22.  No class today, in light of the take-home exam.

 

Take-home exams are due at the latest by Thu., Oct. 23, 5 p.m.  Penalties apply to take-homes submitted after Oct. 23, 5 p.m.

 

Oct. 29.  Party structures in legislatures and legislative rules and procedures.

I am deliberately assigning a lighter reading load for Oct. 29; use the extra time to work on your research paper.

 

Nov. 5.  An instant classic in case studies of legislatures—and a portrait of crisis-prone dysfunctional institutions.

 

Nov. 12. Comparisons of institutional change and assessments of comparative legislative research.

I am deliberately assigning a lighter reading load for Nov. 12; use the extra time to work on your research paper.

 

Nov. 19.  Legislatures in interaction with other institutions:  New perspectives on policy making.

The lighter reading load for Nov. 19 is deliberate; use the time to work on your paper.

 

Happy Thanksgiving! 

 

Dec. 3.  Overall comparisons and conclusions.

There is no reading assignment.  You do have two "thinking assignments," however.

(a) Take stock of your research for your paper to date, and be prepared to report to the class how your paper is related to one or more of the themes we have discussed as a group this semester.

(b) Review past class notes and readings in order to prepare for a general class discussion of conclusions from the semester.  If you have questions on points that are unclear to you or on debates in the literature that you believe are unresolved, be ready to raise those questions in class.

 

In-class blue-book final exam is Dec. 9, Tues., 2-5 p.m.  Remember:  The final will not be cumulative.

 

Research papers are due at the latest on the last day of exams, Dec. 15, Mon., 5 p.m.   I strongly encourage you to submit papers before Dec. 15, but I do not require it.  Penalties will apply to papers submitted after Dec. 15, 5 p.m.

 

Important Guidelines: Plagiarism vs. Proper Citation

Under the Honor System at this University, plagiarism warrants expulsion. Obviously, you should never plagiarize. According to the pamphlet, Academic Fraud and the Honor System, published by the University of Virginia (no date given): "Plagiarism is the use of the distinctive ideas or words belonging to another person without adequate acknowledgment of that person's contribution." Taking responsibility for your own intellectual work and giving credit to others for their work go to the heart of what we do at a university. To repeat: You should never, under any circumstances, plagiarize.

The U.Va. English Department places acts of plagiarism into three categories: "failing to cite quotations and borrowed ideas; failing to enclose direct quotations in quotation marks; failing to put summaries and paraphrases in your own words" (quotation from http://www.engl.virginia.edu/wctr/plagiarism.html). Avoid all three sorts of pitfalls.

If I identify an instance of plagiarism in any assignment submitted by a student, that student will earn the grade of F on the assignment.

How do you make sure you understand proper rules of citation vs. acts of plagiarism? Consult such classic style manuals as The Chicago Manual of Style (University of Chicago Press, 14th ed., 1993) and William Strunk, Jr., and E. B. White, The Elements of Style (Macmillan, 3rd ed., 1979). The following URLs are also likely to be helpful: