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Article Analysis Guidelines
Students are expected to find and analyze a news article. These analysis are meant to bolster the knowledge learned in class and ground our class using the contents of news articles and current events. The following guidelines should be followed:
- News articles should be the primary source for the article analysis. I recommend that students get their articles from the Economist, the New York Times, or the Wall Street Journal. Make sure that your source is reputable.
- E-mail me if you are not sure if you have a viable source.
- The length of the assignment is not particularly long à~2 pages double spaced.
Summary: A short summary of the article should be included. This summary should capture the key points presented in the article and any important facts or elements. Do notspend the whole assignment summarizing the entire article. Summaries should be succinct and to the point and be approximately one paragraph.
Key Economic Terms: List 3-4 key economic terms that are mentioned or related to the article. You do not need to include the definitions of these terms. (Examples: Supply, Demand, Markets, Elasticity, Prices, Incentives, Opportunity Costs, Consumer Surplus, etc.)
Analysis: This is the most important aspect of the assignment. The analysis should utilize relevant theories and concepts from class to demonstrate a deeper understanding of the events presented in the article. In other words, analysis should focus on how topics covered in class are applicable/relevant to the real world.
For example, students can explain the relevance of our recent supply and demand theories in terms of different markets. This type of market analysis can cover a wide variety of different goods and services. Be specific!
Additionally, students can focus on whether they agree with what is stated in the article or what their recommendations may be.These statement should be supported with relevant economics theories/concepts. Students can also analyze how the material in the article will impact the economy in a micro setting. The analysis portion has the potential to be varied in nature. However, I recommend sticking to my guidelines (especially in the beginning). Students can also expand on their opinions (supported by economic thinking), explain the relevance of the news article in terms of their personal experiences, make predictions about future economic outcomes, and tie together multiple topics.
Example: An article about the bay area housing market is closely related to our recent topics of the market forces of supply and demand. Through directly referencing these important economic theories, students can gain a much deeper understanding of this volatile market. Students can also use this knowledge to generate valuable recommendations for policy makers, economists, or their peers!
The objective of these assignments is to use critical thinking to think about course subjects and the articles in a meaningful way.
I will not give lower grades for grammar mistakes. However, if the writing is too incomprehensible/unclear, there will be a reflection in the overall grade.
Presentations: Three – four students will present their analysis on the due date. This will contribute to the participation portion of the grade.
Presentations should be succinct and to the point and will be approximately 3 – 5 minutes long.
- Presentation method is up to the student. Visual aids can amplify the presentation but are not required.