Posted: December 9th, 2022

Introduction to Global Political Economy

Introduction to Global Political Economy
PIR-10058
Component: Essay Weighting: 70%
Academic year: 2022– 2023 Semester: 1
Module Code: PIR-10058 Level: 4
Date: December 5 Time: 17:00

Learning outcomes assessed

1. Recognise and distinguish between the main theories and concepts employed in the study of global political economy.
2. Identify and explain patterns of development in the global political economy since the end of the WWII.
3. Critically assess the analyses of a range of issues in the global economy offered by the different approaches in the field of global political economy.

Assessment task
You are to write a fully referenced 1500-word argumentative academic essay on one of the essay prompts listed below.
Review your AEP classes and textbook and follow these rules and guidelines when structuring and writing your essay.

If you have any questions regarding the meaning of your essay prompt, strongly consider asking or emailing your tutor for clarification before writing your outline, let alone the essay itself. Note though that defining the exact meaning of your essay question is often part of constructing an academic essay.

Essay Prompts:

1. To what extent does the global distribution of power affect the global economy?

2. “World-systems theory does not offer a useful explanation for recent developments in the global political economy.” Discuss.

3. Evaluate the importance of gender analysis for understanding the global political economy.

4. Evaluate the effect that the spread of neoliberal ideology has had on the global economy.

5. “Trade is a zero-sum game.” Discuss.

6. How effective is the WTO in regulating international trade?

7. Will the Covid-19 pandemic bring major changes to global supply chains?

8. Which theory best explains economic development? Why?

9. “Internal factors are most important in explaining underdevelopment.” Discuss.

10. Will the United States keep its central position in the global financial system in the coming ten years?

11. To what extent can renewable energy sources provide energy security for states?

12. What are the prospects for establishing a successful climate change regime?

Assessment Guidelines

Maximum word length: 1500 words
The 1500-word limit excludes the reference list. Diagrams, figures, appendices etc. do not count towards the maximum word count. Citations do.
Essays which are more than 10% under or over the word limit (i.e. under 1350 words or over 1650 words) will be penalised.

Your assignment must be presented in the following format:
• It must be a .docx or .pdf file.
• It must be word-processed in 12-point Garamond font with 1.5 line spacing.
• Text must be justified; paragraph breaks should be indicated with indents or line breaks.
• All pages must be numbered.
• Margins must be 2.54cm all around.
• It should not contain your name.
• Follow the AEP rules for essay writing and referencing (except when explicitly contradicted by anything in the assessment sheet or marking rubric).
• Give the file(s) which you intend to upload a name which begins with your student number. For example, ‘20160011_gpeessay’.
• The title of your essay should be an exact copy of your chosen essay prompt, including the number prefacing it.

Rules and regulations
You must submit the assignment yourself before December 5, 17:00. Upload your essay to the deadline on the student website. It is your responsibility to ensure the assignment is submitted in full and on time.
If you submit your work within 7 days after the deadline without good cause, the maximum mark you can achieve is the minimum pass mark for that component and the mark will be capped at 40%.
If you submit your work more than 7 days after the deadline or do not submit your work, without good cause, it will not be accepted and signifies failure of that component, which may lead to failure of the module as a whole.
If there are extenuating circumstances which might affect your ability to hand in the work on time or affect your performance then you can make an EC claim by logging onto eVision using your Keele email, username and password. You can take an automatic five day extension if you apply through eVision before the deadline. If you need a longer extension you will need to provide evidence and your assessment opportunity will be deferred until later in the academic year, usually the next exam period. You are encouraged to make a claim as soon as you become aware of the problem and prior to the examination and/or coursework deadline. You can also seek support from the Programme Office.

Academic Honesty
1. Keele students must produce assessed work honestly and without attempting to gain any unfair advantage. This applies to coursework, examination and all other types of assessed work.
2. All work you submit for assessment is accepted as your own effort and understanding of the subject matter, written without undue assistance or falsification of any kind. Additional documents which contribute to assessment outcomes, such as evidence supporting exceptional circumstances claims or academic appeals must be genuine and not be falsified.
3. The University’s definition of academic misconduct can be found in the Code of Practice on Student Academic Misconduct. The Code of Practice explains the process for dealing with suspicion or evidence of academic misconduct. The penalties for committing academic misconduct are also detailed in the Code of Practice.
4. The University has a range of penalties which match the severity of the academic misconduct. These include, but are not limited to: a formal warning; the retrospective removal of previously obtained credit/awards; or, the termination of studies.
5. If you would like further clarification on Keele’s policy and expectations regarding academic honesty, please ask your teachers or read the online student academic conduct guidance.
Additional guidance
The following suggestions may be helpful to you in terms of organising and preparing this assignment:
• Read this assessment sheet carefully. Pay special attention to the assessment criteria and marking rubric. Ask your tutor if you do not understand what is required of you.
• Make use of a range of academic-quality sources, including from the BFSU and Keele libraries.
• You may use the Internet for research provided the material you use is of an academic standard.
• Only use Chinese-language sources when they are most reliable and appropriate for the topic under consideration. Any quote from a Chinese-language source must be translated into English yourself. Do not use machine translation software.
• Reference all sources, including any textbooks for the module or sources from the Internet, using the Harvard Referencing System.

Assessment Criteria

First (100-70) Upper Second (69-60) Lower Second (59-50) Third (49-40) Fail (39-0)
Quality of Argument
(quality of answer) Presents a well-structured, robust and persuasive argument and judgement on the key concepts, core issues, and advanced aspects of the assessment topic. Engages in debate on the assessment topic by developing and analysing the key concepts and core issues while dealing with some advanced aspects of the assessment topic. Constructs a coherent answer that keeps the core issues in view, but only develops and analyses the core issues covered by the assessment to a limited extent. Constructs a relevant answer to the prompt, but fails to effectively develop or analyse the core issues covered by the assessment.
Some attempt at an answer but seriously lacking in content and or ability to organise thoughts.
(knowledge of theory) Demonstrates an in-depth critical understanding of the key concepts and principles. Good understanding of key concepts and principles. Adequate level of understanding of the key concepts and principles.
A lack of understanding of some key concepts or principles. Inability to identify or state accurately even basic concepts and principles relevant to the core issues covered by the assessment.
(knowledge of issues) Demonstrates a critical understanding of the core issues. Good work demonstrating clear understanding of the core issues. Ability to recognize and understand core issues. Partial recognition and understanding of the core issues.
Significant errors or misconceptions in respect of a core issue covered by the assessment that indicate a serious misunderstanding of the assessment topic.
(originality & coherence) Clearly formulated original insight on topic. Some signs of presenting topic in a new light, or drawing existing aspects of the topic together in a new framework. Sufficient understanding of topic, but omits or does not develop sufficiently some relevant strands of the argument. Superficial understanding of topic, with uneven treatment of different strands of the argument. Little evidence of coherent thinking.
Argument Structure & Use of Sources
(argument structure) Arguments are clear and convincing (e.g. SED consistently each perform their function well) Arguments are well-organised (e.g. thought put into sequencing of supporting points). Arguments are properly constructed (e.g. SED used appropriately).
Arguments are poorly constructed (e.g. lack of link S-E, irrelevant D).
Little evidence of organisation of arguments (e.g. little attempt to use SED).

(quality of evidence) Claims are fully substantiated using a range of appropriate evidence. Claims are substantiated by a range of appropriate evidence. Claims are substantiated by sufficient appropriate evidence. Evidence is on occasion insufficient to substantiate claims. Evidence is frequently insufficient to substantiate claims.
(development of arguments) Use of new information, new methodology or new theory at the forefront of the discipline. Good use of examples to illustrate points and justify arguments. Use of evidence and illustrative examples that do not clearly justify arguments. Some development or illustration of points. Little to no development or illustration of points.
(breadth & depth of sources) Evidence of extensive and discriminating reading / research using relevant primary and secondary sources. Good use of relevant sources. Tendency to use notes on set reading and repeat points from lectures and seminars, without much evidence of further appreciation of subject. Limited use of relevant sources shows only a narrow ability to understand and correctly deploy the work of others. Reproduces in an inappropriate or incorrect manner the work of others.
(relevance of sources, evidence, examples) A firm sense of relevance. Ability to distinguish and use relevant material. Shows understanding of relevant material on the core issues. Shows limited understanding of relevant material. Includes a significant amount of irrelevant material.
(referencing) Referencing faultless. Referencing faultless. Referencing correct, except of occasional minor detail. Referencing correct, except of occasional minor detail. Any major errors in referencing.
Presentation and Use of English Excellent communication skills. Demonstrates the ability to interpret and/or present concepts and/or data in a critical and constructive way. Good communication skills with clear presentation of argument/analysis. Clear style with satisfactory presentation. Simplistic presentation. Poor / inappropriate / inaccurate presentation.
English excellent throughout. Use of English facilitated understanding of the argument. (E.g. apt use of coherence devices.) Use of English did not hinder understanding of the argument. Use of English did not hinder understanding, except for occasional instance. Use of English frequently hindered understanding of points being made.
Apt use of IR vocabulary throughout. Use of IR vocabulary throughout, though occasional use of a term in inappropriate context. Main relevant IR vocabulary has been used correctly. Attempts to use IR vocabulary throughout, but appropriate vocabulary frequently missing. Only sporadic attempts to use IR vocabulary; most of the essay lacks appropriate vocabulary.

The essay title is the 5th of the essay prompts.
It’s a course of global political economy, so the essay should also have some content about the political factors. No need for statistics or figures, my major is international relations, so please don’t make it like a business essay.
Write at least 1500 words
Most of the files listed are the reference. The number of the final references should be around 12-15. The file “ 202120116048_gpsessay (2).docx” is the assignment I wrote last time, and can use this kind of format. The file “ AEP Essay outline templates.docx” is the requirements for this time’s assignment.
Requirements:
1.Introduction
2.Two body paragraphs, each with one key point (topic sentence) in support of your thesis statement and two supporting points
3.One body paragraph with a counterargument and rebuttal
4.Conclusion

Engage the literature that we discussed in class (though you do not have to if you think that there is no appropriate reading). Also do your own research, that is, bring in other literature to make your argument. There is no fixed number for the literature, but aim for at least 10 articles/chapters/books etc.

Please mention classic theory in the essay, and the basic content of this theory is in the ppt, please take a look.

If it’s possible, please make an outline of the thesis, topic sentences, and supporting points. Just in case.

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Study Notes, Research Topics & Assignment Examples: For those who didn’t write on Nathan Fielder’s “The Rehearsal »The evolution of human immunity