Identify at least three key arguments made by scholars of international relations regarding your topic. What have they gotten right?

Identify at least three key arguments made by scholars of international relations regarding your topic. What have they gotten right? What have they gotten wrong? Why?
For the literature review [due week 6], see the instructions listed in week 1 of this course, and the clarification on the literature review assignment in the announcements section. Remember, the purpose of this work is to demonstrate your familiarity with the IR theory literature on your topic. Focus your review on scholarly sources–books and journal articles–written on your topic. Guidelines for Literature Review Topic: Review the current academic literature on a topic you are considering for your policy analysis. Your literature review should do each of the following: Situate your topic in the broader international relations literature. What do the different perspectives say about the topic? Identify at least three key arguments made by scholars of international relations regarding your topic. What have they gotten right? What have they gotten wrong? Why? Provide a general direction for your policy paper. Give some indication of the direction you believe the literature indicates for your policy memo. Length: 8 double-spaced pages, 12-point font, Times New Roman. Use headings and subheadings. You are responsible for making sure that each article you choose is a scholarly/peer-reviewed journal article. You should research each article’s publication information to be sure and ask a librarian for help with each one as required. Do not rely on the search engines to be accurate about what is and is not a scholarly/peer-reviewed publication. An important reason for this exercise is for you to explore the available literature on your own so that you know what academic scholars are saying (as opposed to what journalists or think tanks are saying). You should start your search on and make sure you reference articles that have a large number of citations, which means they are influential in the discipline. A useful trick is to read the most widely quoted articles and then go through them to see whom those authors are quoting. That should give you a sense of the contours of the debate. You are to use only academic and policy journal articles, not websites, blogs, etc. You are asked to write a piece of professional, academic writing–recall the syllabus instructions about good writing. Make use of our excellent library and librarian staff who can help you with this project if you need it. You may also use academic books instead of an article (i.e. books exclusively from university presses) but given the time commitment to read a book I would not recommend it. Three Components of a Literature Review: 1. A brief analytical summary of the articles you have chosen on this topic. The key to a successful summary is to organize it by one or more common themes as opposed to independent summaries of the articles. For example, you should write sentences such as: The question of what causes X is addressed by authors A, B and C A claims that X is caused by Y, while B claims X is in fact caused by Z. This first part should be about half of your paper. 2. A discussion on the strengths and weaknesses of the articles you analyze. This is fairly simple: think about both the logic and the empirical evidence presented by the authors, determine what you find persuasive and what you dont, and write up your ideas in the form of a fair assessment of pros and cons. Above all, be humble: you are a graduate student and these authors are experienced scholars. You may question them, but be careful about sounding like you know more than they do; very likely, you do not. This should be about 25 percent of your paper. 3. A last segment (25% or so) about suggestions for improving this literature: what questions are not answered adequately? What questions are ignored? How should scholars go about this topic to advance their understanding of it? What will you do differently when you address these questions in your own research project? Again, be humble. For an example of a good political science literature review, please see our librarians. They should be able to help you with some examples. Grading Rubric: 90-100 (A, A_): An A grade indicates a mastery of the literature and an exceptional review comprehensive, authoritative, creative, and compellingly argued. A- is an A paper that misses the mark in some minor (though not trivial) way. For instance, a VERY few typos would not be enough to reduce an A paper to an A-; however, an A paper might slip to an A- if it had two or three minor errors of fact or incoherent statements, or if it does not reference a wide enough spectrum of the literature in sufficient detail. 80-90 (B-, B, B+): A B range paper indicates that the student understands the literature, has provided a reasonable review of a few representative articles, and has competently discussed the bigger picture. A B paper will have no serious errors of fact or logic, but will argue less compellingly than an A paper, or will rely on a weaker evidentiary base, or not raise any questions regarding the weak/strong points and avenues for future research, or otherwise miss the exceptional mark. A paper that is substantively exceptional but not strongly written in terms of style and mechanics might end up in the lower B range (many of these errors will earn a C or less). A paper that answers two of the three major parts of a literature review at a high level but misses the mark on a third one is also a likely B paper. 80 -Below (C range, and D): Papers in this range indicate serious problems. Perhaps the paper addresses too few articles, or has no argument (just a contradictory series of statements or summaries), or it is confusing/wrong on some important aspects of the literature, or misunderstands/misapplies the theory in non-trivial ways. C papers usually have serious stylistic problems as well. D papers do not represent a good-faith effort to perform a literature review.