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Literature Reviews Theory-oriented Papers Case Studies Issue Papers Appendix
Literature Reviews Theory-oriented Papers Case Studies Issue Papers Appendix
Other Writing Assignments Literature Reviews - Theoretical Papers - - PowerPoint PPT Presentation
Other Writing Assignments Literature Reviews - Theoretical Papers - - PowerPoint PPT Presentation
Literature Reviews Theory-oriented Papers Case Studies Issue Papers Appendix Other Writing Assignments Literature Reviews - Theoretical Papers -Case Studies - Issue Papers Lecture 5 Lucia Milone LUISS Guido Carli, Rome March 31st, 2014
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Writing Assignments (examples from Utrecht University)
1 [Multidisciplinary Economics Approach to Economic Growth]
Keep two countries (OECD members). Explain differences in economic growth looking at different indicators (such as cultural aspects, entrepreneurship, wealth distribution, etc.).
→ be able to find and use statistical sources (see handout lect. 2) 2 [Econometrics]
Econometric analysis (by means of STATA) with the aim to explain data
- trends. A brief review of the literature was required.
3 [Macroeconomics]
Choose one OECD member. Analyze it by answering questions on a weekly basis.
4 [Corporate finance]
Case study: analyze the financial performance of a firm.
5 [Competition theory]
Issue paper (on competition).
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Literature Reviews
nearly every economics paper has a short assessment of other works on the topic at hand. Here, we refer to article-lenght treatments of a large body of studies keep trace of what we know, and do not know, about an economic topic. survey the important papers (and books) written on a subject.
- utline the trends in research and the challenges that still remain.
usually proceed chronologically or thematically.
[ref. (D), Part III-12]
Remember (from lect.1-2; see, in particular, handout lect. 2): JEL, and JEP.
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Literature Reviews - cont’d
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Literature Reviews - cont’d
Searching papers to survey the literature on the topic at hand, might be useful to refer/use the JEL Classification System.
Figure : JEL Classification System (link to the website)
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Theory-oriented Papers
Theoretical papers: Unlike empirical papers:
1
are characterized by absence of data.
2
can contain as much mathematics as prose. Develop an “internally logically consistent” model. The model may be
1 an extension/modification of a model borrowed from the literature. 2 something completely new, constructed by the author himself.
Conclusions of models should be proved. Contain “propositions”, “proofs”, “theorems”, “lemmas”, etc.
[ref. (D), Part III-9]
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Theory-oriented - cont’d
- 1. Definitions → 2. Models → 3. Theorems and Proofs
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Theory-oriented - cont’d [ref. Thomson, W. (2011), Ch.2 Section 3 (index)]
- 1. Definitions
Don’t assume readers’ familiarity with your terms and definitions; make it clear when you are defining a new term; indicate the kind of mathematical object each new notation designates; give examples illustrating novel definitions; separate formal definitions from interpretations; present basic concepts in their full generality; write in logical sequences; don’t collapse two or three similar statements into one; when defining a concept, indicate what it depends on; be unambiguous and consistent in quantification; don’t use different terms or phrases for the same concept; name concepts carefully; avoid unnecessary technical jargon; challenge dominant but inadequate terminology and usage; use technical terms correctly; clean up your text.
(Recurrent) Keywords: clarity, coherency, cohesiveness.
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Theory-oriented - Definitions, cont’d
Figure : Source: Sandholm (2006), “Sequences of Take-It-or-Leave-It Offers:
Near-Optimal Auctions Without Full Valuation Revelation”
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Theory-oriented - cont’d [ref. Thomson, W. (2011), Ch.2 Section 4 (index)]
- 2. Models
Understand the role of models; introduce your model by moving from infrastructure to superstructure; avoid long sentences; redundancy is useful, but don’t overdo it; don’t be shy about explaining very simple things; beware the apparent simplicity of numerical examples; if you name your agents, do so in a helpful way; use one enumeration for each object category; state assumptions in order of decreasing plausibility or generality; group assumptions by category; figure out and indicate logical relations among assumptions and groups of assumptions; make sure there are objects satisfying all your assumptions; use a common format for formal statements of results and similar parts of proofs.
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Theory-oriented - Models, cont’d
Figure : Source: Rigotti (2006), “Sharing Risk and Ambiguity”
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Theory-oriented - Models, cont’d
Figure : Source: Rigotti (2006), “Sharing Risk and Ambiguity”
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Theory-oriented - cont’d [ref. Thomson, W. (2011), Ch.2 Section 5 (index)]
- 3. Theorems and Proofs
Choose the right mixture of words and mathematics in proofs; divide proofs into clearly identified steps or cases; gather in front of a conclusion all the conditions needed to reach it; pay special attention to quantifications; specify precisely the assumptions, or particular parts of them, used in each step; don’t leave (too many) steps to reader; use a consistent writing style; be consistent in choosing running indices and quantifications; don’t use quantifiers in an english sentence; show clearly where each proof ends; if you think a step is obvious, look again; verify the independence of your hypotheses; explore all possible variants of your results.
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Theory-oriented - Theorems(/Propositions) and Proofs, cont’d
Figure : Source: Sandholm (2006), “Sequences of Take-It-or-Leave-It Offers:
Near-Optimal Auctions Without Full Valuation Revelation”
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Case Studies
Case: is the “real life” situation. Case Study: is the analysis of this situation.
A case study is a puzzle that has to be solved. It should: relate the theory to a practical situation. have a problem for the readers to solve. (identify the problems and select the major problems in the case) have enough information in order to understand what the problem is. be able to come up with a proposed solution. (recommend the best solution to be implemented and give a detailed explanation about how it has to be done)
“A good case is more than just a description. It is information arranged in such a way that the reader is put in the same position as the case writer was at the beginning when he or she was faced with a new situation and asked to figure out what was going
- n. A description, on the other hand, arranges all the information, comes to
conclusions, tells the reader everything, and the reader really doesn’t have to work very hard”.
[ref. (M1), (GTTP)]
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Case Studies - cont’d
There are two different approaches to case studies:
1
The Analytical Approach understand what has happened and why.
2
The Problem-Oriented Method identify problems and suggest solutions. Check with your lecturer which type they require.
[ref. (M1)]
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Case Studies - cont’d
How shall cases be selected?
Two criteria:
1
Select cases which are typical or representative of other cases. A sample of one or a sample of just a few is unlikely to be a strong representation of others. However, “we do not study a case primarily to understand other cases. Our first
- bligation is to understand this one case”
2
Maximize what we can learn. Select cases that are likely to lead us to understandings, to assertions, perhaps even to modifying of generalizations.
[ref. (R)]
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Case Studies - cont’d
In the research phase you may interview people who know the place or the situation.
[see example in the supplementary readings section in the website of the course - (GTTP)]
In the Introduction do not forget to
- utline the purpose of the case study,
describe the field of research,
- utline the issues and findings of the case study (without the specific details),
identify the theory will be used, note any assumptions made.
[ref. (M1)]
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Case Studies - cont’d
The “body of the paper” in a case study:
- 1. Findings
Identify the problems found in the case. Describe the problem or case question you want to solve. Support your analysis by facts, data, related theory and/or course
- concepts. Important: search for the underlying problem(s).
Warn readers about future effects if no solution is offered. Apply prior experiences from other communities to this section.
- 2. Discussion
(No need to refer to theory or coursework here) Refer to the literature:
“Establish common ground: before anyone will accept your solution, you need to show you’ve taken the concerns of others to hearth. Address opposing arguments and anticipate your audience’s questions and
- concerns. Establish criteria for a good solution that will appease everyone involved.”
“Before you propose your solution, address other alternatives first: Show you’ve put some thought into your solution by acknowledging and critiquing other possible solutions to your topic. Explain your reasons for rejecting them. Your goal: make your solution appear to be the best solution.” [ref. (M1), (GTTP), (PSE)]
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Case Studies - cont’d
- 2. Discussion - cont’d
Summarize the major problem. Identify alternative solutions. Briefly outline each alternative solution Evaluate them in terms of its advantages and disadvantages.
- 3. Recommendations
(in this section, refer to the theory or coursework) Choose which of the alternative solutions should be adopted. Briefly justify your choice. This section must be persuasive.
- 4. Implementations
Explain what should be done, by whom and by when.
[ref. (M1), (GTTP), (PSE)]
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Case Studies - cont’d
Revision Advices:
Propose a plan of action
(“make sure its clear to your readers not only what you do but how you would do it, clearly describe your solution so that your audience can imagine what it will be like, address the potential arguments your
- pposition might have to your solution, and let your audience know why they would be satisfied with your
approach”).
Conclude with a call to action
(“encourage your audience to accept your views and join the cause, use projection: show your audience what your community will be like if they do or do not adopt your solution or ask them to take simple steps to bring about the change you desire, and help them continue the fight”).
Write your thesis last
(“your thesis statement should identify both problem and the solution”).
Use visualization whenever possible Make your audience care about your ideas
(“as you read over your paper, ask yourself: “Am I connecting with those people affected by the problem?” Address their needs and concerns. Show them why your ideas matter”). [ref. (PSE)]
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Issue Papers
“Critical writing is not just about acquiring data, memorizing facts, or reiterating what someone else thinks, but is a learned skill that involves active participation by the individual to understand the topic well enough to write a balanced and well communicated paper.”
Purpose of a position paper: generate support on an issue. How to choose an issue - Advices
1
where there is a clear division of opinion.
2
which is arguable with facts and inductive reasoning.
3
- n which you have already formed an opinion.
(however, examine your opinion of the issue critically)
[ref. (X)]
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Issue Papers - cont’d
In an issue paper, you should:
1
Motivate Describe a position on an issue and state why you think it is important and interesting. Define and limit your issue carefully.
2
Validate
Base you arguments on facts and evidences (such as statistical evidence
- r dates and events) that:
a) provide a (solid) foundation for your argument, and b) help to describe the rational for the supported position. Refer to authoritative references or primary source quotations. Consult experts and obtain primary documents. 3
Examine State explicitly strenghts and weaknesses of your position.
4
Evaluate Propose possible solutions and suggest future developments and scenarios. (consider feasibility, cost-effectiveness and political/social climate).
[ref. (X)]
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Issue Papers - cont’d
The following structure is typical of a position paper: In the Introduction Identify the issue. State the position. In the “body of the paper”: Describe background information. Describe supporting evidence or facts. Each paragraph should present an idea (or main concept) that clarifies a portion of the position statement and is supported by evidence or facts. Evidence:
“can be primary source quotations, statistical data, interviews with experts, and indisputable dates or events”. “should lead, through inductive reasoning, to the main concept or idea presented in the paragraph”.
Discuss both sides of the issue.
[ref. (X)]
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Issue Papers - cont’d
Figure : Source: “Women’s Economic Empowerment” - OECD Issues Paper (2011)
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Useful website
Figure : Link to the website
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