Division of Social and Behavioral Sciences

Division of Social and Behavioral Sciences
Political Science
Program
4200 Connecticut Avenue NW | Washington, DC 20008 |
202.274.7403 | www.udc.edu
Senior Seminar
Course Number: POLI 498-01 CRN 20278 (3 credits)
Semester: Spring 2021; Class Time: T 5:30-8:20pm and by
appointment
Class Location: Emergency Remote Virtual
Instructor: Dr. Guy F. Shroyer
E-mail: [email protected]

Office Hours: Weekly by appointment
I. Course Description: This course applies skills learned in
POLI 295 Political Research Skills
and POLI 497 Methods of Political Science, involving
completion of a professional-level
Political Science research paper. Professional-level is defined
as a research paper that could be
submitted to a refereed Political Science professional journal.
The course requires students to
demonstrate understanding and knowledge of the scientific
method as it is applied in the analysis
of a manageable research problem in Political Science.
Pre-Requisites: Poli 295 (Political Research Skills) and Poli 497
(Methods of Political Science)
Course Rationale: Required Course for the Political Science
Program
Course Objective: This course will enable the student to use the
skills acquired in POLI 295 and
497 and allow them to demonstrate their understanding of
scientific methods and social inquiry
by designing and carrying out a manageable research project
and the completion of a formal

research paper (final report).
Student Objective: This course will enable students the
opportunity to engage in an advanced
level of scientific inquiry by focusing upon a research project
that results in the completion and
submission of a professional quality paper, a presentation and
defense.
Instructional Methodology: This course will meet synchronously
online for approximately 10
in-group classroom meetings in addition to weekly consultations
by appointment. Throughout
the semester, students are required to schedule virtual meetings
with the instructor (number and
dates TBD). At these meetings, we will work through questions
and problems regarding your
individual projects and address the scope and progress of your
research and writing. We will use
Blackboard and WebEx as media of communication and
Blackboard as the exclusive modality
for turning in assigned work. We will come together as a group
near the end of the semester to
present your projects on a senior panel.

mailto:[email protected]
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II. Program Objectives and Student Learning Outcomes:
Program Objectives Student Leaning Outcomes Corresponding
Classwork,
Assignments
Assessments
1.0 Understand major
concepts, methods and
theories useful for
analyzing political and
social problems
1.0 Describe research topic
and question with clarity
Student will produce and
elaborate upon a formal social

scientific research question
Timely completion of the stages of
the project, completion of the
research report and formal
presentation
2.0 Development of
proficiency in analytical
and research skills
through completion of a
senior research project
2.0 Illustrate which method is
being employed to answer the
research question
Students will be advised as to
theoretical and methodological
decisions necessary to optimize
their project
presentation

3.0 Prepare students for
advanced studies in
graduate and law school,
as well as for
employment in the public
and private sectors
3.0 Depict and analyze data
carefully and
comprehensively;
Mentoring and consultation will
take place throughout the
semester through the process of
analytical interpretation and
presenting professional
scholarly work
presentation

3.0 Prepare students for
advanced studies in
graduate and law school,
as well as for
employment in the public
and private sectors
4.0 Present research to peers
and defend research design
orally
Mentoring and consultation will
take place throughout the
semester through the process of
analytical interpretation and
presenting professional
scholarly work
presentation

III. Course Requirements
Textbook:
Required: Available in Blackboard Course Content Section
Style Manual for Political Science. Revised 2006 Washington,
DC: American Political Science
Association. ISBN: 1-87814-733-1.
A. Course Content: Learning Outcomes 1.0, 2.0 and 3.0 will be
addressed in the course of
student research, analysis, writing and oral presentation.
B. Class Attendance Policy: Attendance at scheduled virtual
meetings is absolutely required.
There will be no exception to this policy.
C. Written Work Must Be Submitted Via Blackboard:
All written work for this class must conform to the following
guidelines:
• All written work must be typed, double-spaced with one-inch
margins, and in twelve

point font. Use of APSA style for all writing assignments is
required unless otherwise
specified by the instructor.
• All papers should have a cover page. The cover page has the
title of the paper centered at
the top of the page, in twelve-point font. It also includes the
student’s name and the name
of the course.
• All pages except the cover page should be numbered in a
consistent manner. If the
numbering is in the center it should be that way throughout the
paper.
3
D. Deadlines: Students are expected to submit all assignments
via Blackboard in a timely
manner.
IV. Formats and Procedures
Instructional Delivery: The method of instructional delivery for
this course is virtual online

“Emergency Remote” held by course schedule or by
appointment through Blackboard and other
university-provided platforms.
V. Student Resources:
❖ Blackboard. “From http://udc.blackboard.com, you can
review and complete
assignments, view your grades, send messages to your professor
or your classmates,
access course content, print another syllabus, or read sample
essays.”
❖ UDC Email. All students must use a UDC e-mail account.
UDC e-mail is the only e-mail
for academic use and will be the address that instructors use to
communicate with
students from inside Blackboard.
❖ Student Manual and Academic Policies and Procedures
Manual (available on
my.udc.edu)
VI. Course Schedule and Alignment:
Topics and dates SLOs Readings/Assignments Assessment

Module I: Thesis
Chapter1
Weeks 1-3
1.0 Describe research topic
and question with clarity
Working Group review and sharing
of comments
Draft of Ch. 1
Module II: Thesis
Chapters 2
Weeks 4-5
2.0 Illustrate which
method is being employed
to answer the research
question
of comments

Draft of Ch. 2
Chapter 3
Weeks 6-7
2.0 Illustrate which
method is being employed
to answer the research
question
of comments
Draft of Ch. 3
Module III: Thesis
Chapter 4
Weeks 8-9
3.0 Depict and analyze
data carefully and
comprehensively
of comments

Draft of Ch. 4
Module IV: Thesis
Chapters 5-6
Weeks 10-11
3.0 Depict and analyze
data carefully and
comprehensively
of comments
Draft of Chs. 5-6
First Draft of Thesis due
March 30
Partial Thesis grade
Final Draft
.of Thesis due April 6
Thesis grade
Presentations April 6-20 4.0 Present research to

peers and defend research
design orally
Presentation grade
http://udc.blackboard.com/
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VII. Assessment Procedures and Alignment:
Alignment of SLOs, Course materials and Assessment
Instruments
Student Learning Outcomes Addressed
in this Course
Course Content that Allows Students to
Learn Material to Achieve Outcome
Assessment(s) to Determine Whether
Students have Achieved Outcome
1.0 Describe research topic and question

with clarity
Student will produce and elaborate upon a
formal social scientific research question
Timely completion of the stages of the
project, completion of the research report
and formal presentation
2.0 illustrate which method is being
employed to answer the research question
Students will be advised as to theoretical
and methodological decisions necessary to
optimize their project
3.0 depict and analyze data carefully and
comprehensively

Mentoring and consultation will take
place throughout the semester through the
process of analytical interpretation and
presenting professional scholarly work
Extra Credit: No extra credit assignments will be given for this
course.
VIII. Grading Criteria:
All students will work throughout the semester in groups. The
group members will read and
comment on their colleagues’ draft material.
90-100 % = A
Assignments 35% 80-89 % = B
Oral Report 15% 70-79 % = C
Final Paper 50% 60-69 % = D
_________ Below 60 = F

100%
IX. Policy Statements:
Recommended COVID-19 Syllabus Statement (continuously
evolving based on new
guidance) "We know from existing data that wearing a mask in
public can help prevent the
spread of COVID-19 in the community" (Lyu & Wehby, 2020;
CDC, 2020; Johns Hopkins
Medicine, 2020). Following the DC Department of Health
regulations and guidance from the
Centers for Disease Control and Prevention (CDC). The
University of the District of Columbia
has determined that everyone will be required to wear a face
mask in University buildings,
including classrooms. You MUST wear a mask appropriately
(i.e., covering both your mouth and
nose) in the building if you are attending class in-person. Masks
will be provided for students,
instructors, and staff, and everyone is expected to wear one
while inside any University building.
This is to protect the health and safety of classmates,
instructors, and the University community.

Anyone attending class in-person without a mask will be asked
to put one on or leave. Instructors
will end class if anyone present refuses to wear a mask for the
duration of class appropriately.
Students should also be sure they are situated at least six feet
away from their fellow students
and seated in a seat that is designated to ensure that distance.
Students who refuse to wear masks
appropriately or adhere to other stated requirements may face
disciplinary action for the Student
5
Code of Conduct violations. On a case-by-case basis, students
may consult with Accessibility
Resources Center for accommodations if they cannot wear a
mask.
A. Americans with Disabilities Act Statement:
Any student with a documented disability (physical or
cognitive) who requires academic
accommodation should contact the Disability Resources Center
at (202) 274-6000 (voice) or

(202) 274-6152 (TTY for users who are deaf or hard of hearing)
as soon as possible to request an
official letter outlining authorized accommodations.
B. Sexual Harassment and Racial Discrimination Policy
Statement:
It is the policy of the University of the District of Columbia that
sexual harassment and racial
harassment in any way of its students, staff and applicants for
admission to the University are
prohibited.
X. Academic Integrity: Plagiarism and Cheating:
Students enrolling at the University of the District of Columbia
assume the obligation to
maintain standards of academic integrity. Violations of
academic obligations include: unethical
practices and acts of academic dishonesty, such as cheating,
plagiarism, falsification, and the
facilitation of such acts. Cheating includes the actual giving or
receiving of any unauthorized aid
or assistance or the actual giving or receiving of any unfair
advantage on any form of academic
work. Plagiarism is the use of another’s ideas or words, or

both, as if they were one’s own.
However, ideas or direct quotations from others are acceptable
with appropriate citation of
source. Students are subject to dismissal from a degree program
for unethical practices and acts
of academic dishonesty. It should also be stated that a plea of
ignorance of the policy will not be
accepted. The following actions are prescribed whenever a
violation of academic integrity is
noted:
• The Instructor will provide to the chairperson a written report
with documentation of the
academic offense.
• The chairperson will present the facts to the departmental
Academic Affairs Committee.
• The departmental Academic Affairs Committee will review the
report, meet with all
parties concerned, and make a formal recommendation to the
department chair for
transmittal to the academic dean.
If it is determined that a student has violated the Academic
Integrity Policy, the academic dean
may suspend the student from the University.

XI. Equal Opportunity and Affirmative Action Statement:
The University of the District of Columbia is an Equal
Opportunity Affirmative Action
institution. The University prohibits discrimination or
harassment against any person on the
basis of the actual or perceived actual race, color, religion,
national origin, sex, age, disability,
sexual orientation, gender identity or expression, family
responsibilities, matriculation, political
affiliation, marital status, personal appearance, genetic
information, familial status, source of
income, status as a victim of an intra-family offense, place of
residence or business, or status as
a covered veteran, as provided for and to the extent required by
District and Federal statutes and
regulations. This policy covers all programs, services policies ,
and procedures of the University,
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including admission to educational programs and employment.

The University emphasizes the
recruitment of minorities, women, disabled individuals, disabled
veterans, Vietnam era veterans,
and other eligible veterans. For further information regarding
this policy statement or to file a
complaint of discrimination or harassment please contact:
Yasmin J. Mitchell, SPHR, Equal Opportunity Officer
University of the District of Columbia, 4200 Connecticut
Avenue, NW, Building 38, Room 301,
Washington, DC 20008, 202.274.5442, [email protected]
XII. Course Evaluations:
Evaluations should include questions about the use of learning
outcomes and the assessment
process.
Course evaluations will be scheduled and administered by the
College.
This syllabus is subject to change

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Appendix
1. Research Paper Guidelines
Title Page
All research proposals have a title page. Put “Your Title” in the
top center. The class identification

(POLS: 498: Senior Seminar), your name, and the date should
also appear on this title page. The title
should include critical key words such as your dependent and
independent variables. Avoid unnecessary
words like “A Study of …” It is often a good idea to have a
subtitle that explains or supplements the main
title.
Abstract Page
Provide an abstract of the analysis, which is a brief summary of
the content of the full study. It may
include the purpose, hypothesis, methodology, and significance
of the study or project. Some phrases or
words are “abstracted” from the main body of the text and so,
some repetition is acceptable. The length
should be about 300 words or less. The abstract is usually
included on a separate page, although it is
often acceptable to have it on top of the first page of the
proposal or final report. The abstract should be
single-spaced and hanging (hanging-indentation). All other
sections of the proposal should be double
spaced. It is a good idea to write your final abstract after all
other sections of the paper and analysis are
completed.

Table of Contents
Self explanatory
Chapter I: Introduction
Two most important things in the introduction section are the
purpose and significance of the study. You
start off your introduction section with a brief narrative
introduction to the issue or topic of
research. You then continue with the following sections.
A. Statement of the problem (need). What is the (social,
administrative, or political) problem that
will be studied? If no specific problem will be addressed,
some basic information about the topic can
be provided in this section. This section describes the issue
and the context of the study you propose.
B. Purpose of the study. This section begins with “The purpose
of this study is ….” The purpose should
be clearly articulated in a grammatically correct sentence or
two. This sentence should say exactly
what the ultimate goal of your research is, and nothing more.
C. Research questions. Research questions are expressed in the

question format and hypotheses are
expressed in the statement format. Questions are broader than
hypotheses; otherwise, research
questions and hypotheses are very similar. Questions and
hypotheses are directly correlated to each
other: For each question there will be corresponding
hypotheses. Limit your questions and hypotheses
to no more than four each. If you are conducting a qualitative
study, you may only have one very
general question.
D. Hypotheses. Express the hypothesis in the research
hypothesis format (not in the null hypothesis
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format). Directional or causal hypotheses are preferred. Each
hypothesis should indicate the dependent
and independent variables. Also, identify one or two control
variables that may affect the relationship
between the independent and dependent variables. Limit the
number of hypotheses to four. For

qualitative work, you may find you do not have detailed
hypotheses.
E. Importance (significance) of the study. Why should we care
about the topic? Why is the study
important? Does the study add new pieces of information to
the existing literature?
F. Uniqueness of the study. How is the study different from
other studies? What’s new? There are many
studies on the topic, but how does your study address
different aspects of the topic? Does it study
different populations? For example, most studies were done
with old people, but your study will be
done with young people. Most studies were done at the national
level, but your study will be done in a
smaller geographical area or with only one organization. Your
study may propose to use different
research methods. For example, most studies were done with
secondary data, but yours will be done
with in-depth interviews. What makes your study special?
G. Definitions of terms. Defines unusual terms and phrases that
are not commonly used or widely
known to a general audience. (This section may go to an

appendix).
H. Delimitations of the Study. This section defines or narrows
the scope of the study by explaining what
will be studied and what will NOT be studied. In most cases,
we cannot study all aspects of a topic
because we do not have enough time, energy, or technical
skills. So, we delimit the scope of the study
by focusing on only one or more aspects of a topic. For
example, assume that we plan to study the
issue of quality of life. We may state that we will study the
issue of quality of life only in terms of
social relationships (excluding the financial, health, and
other aspects of quality of life). Then, we are
delimiting the scope of the study. We may also delimit the
scope of the study by defining or narrowing
the study population. For example, we may state that the
study will deal with the issue of quality of life
only among the senior citizens in one city. This way, we are
delimiting the scope of the study to the
population of senior citizens in that particular city.
I. Limitations of the study. This section discusses various
weaknesses of the study. For example, if the

sample is not representative of the population (because it is a
nonrandom sample), its findings may not
be generalized to the study population (the study has a
weakness or a limitation). If the study deals with
perceptions, but not facts, its findings may have limited
applications. If the study deals with only young
people’s behavior, its findings may not be generalized to the
general public.
Chapter II: Review of the Literature
This section presents an organized review of the relevant
literature. What have other scholars or
researchers written about the variables, research questions, and
hypotheses? In other words, what is
known and what is not known? The review should be organized,
relevant (particularly to the research
questions and hypotheses), and critical, to some extent. The
literature you review should also be current,
meaning, it should have been published within the last five
years, unless you use a classic publication.
The last part of this section should clearly explain why/how
your study is different from the existing
studies. It is best to organize the literature review around the
research questions/hypotheses (or around

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the dependent and independent variables). Usually it is NOT a
good idea to organize it in chronological
order or from the most import to the least important or as strung
together annotations. When writing your
literature review, you are required to review five scholarly
articles from leading journals, preferably peer-
reviewed. You must cite all material and information that did
not originate in your own head or thinking.
Furthermore, you cannot use anonymous referrals, such as
“senior administration officials cite that the
current deficit does not matter.” If you make such a statement
you must identify and cite who these
individuals are who made such statements. When referring to
secondary sources found within a primary
source, it is best to get the secondary source such that you can
cite it as a primary source.
Chapter III: Theoretical Framework
This section explains the theories of the research. Theories
explain why the independent variable leads to

the dependent variable in each of the hypotheses. Theories are
also the framework that supports the
ideology behind your questions or hypotheses. You may use
other peoples’ theories from your literature
review or develop your own. You should name your theory and
explain the background, structure, and
components of the theory or theories. Diagrams or figures may
be useful in explaining them. For
example, a study on learning would include a theoretical
discussion on cognitive development. Keep in
mind that hypotheses that are supported by a growing body of
data evolve into theories.
Chapter IV: Methodology
The methodology section specifically lays out exactly how you
will go about your study. What are your
plan, your blueprint, your instrument, proposed measurement,
and your sample? It will include most of
the following sections depending upon whether or not your
study is qualitative or quantitative.
A. Research design. A design is the complete strategy for your
research agenda. This should include the
components of the entire research process. It should talk about

the data you collected and analyzed and
how you completed this. You should specify whether or not
your research was qualitative or quantitative.
B. Measurement of variables. How were the concepts (variables)
in the hypotheses measured? More
specifically, what were the indicators of the variables? If the
variables were measured with survey
questions, your instrument and the specific survey questions
should be attached in your appendix.
However, which instruments measure what variables should be
explained here.
C. Sampling. Define the study population and sample. What was
the specific sample that was used?
How were the sample elements selected? Did you use a
random sample, simple random, stratified
sampling, snowball and so on.
D. Research Methods. What was the method by which the
information was collected? Was it a
survey, field study, a meta analysis of existing data
(secondary data), focus group, content analysis, in-
depth interview, etc?

E. Plan of Analysis. Please explain the following:
1. Data acquisition and management procedures (coding,
inputting, cleaning, etc.)
2. Analysis Methods. What statistical methods. Why they are
appropriate?
3. Analysis expectations. What is expected from the analysis?
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Chapter V: Findings
In this section, which will be one of the final sections to be
written, you will need to organize your
analysis and results or findings in a way that the reader can
follow. You may choose to organize your
findings around your research questions and hypotheses. If you
used statistics, you need not show
formulas for standard procedures, but do so for complicated
statistics. Present your descriptive statistics
first and organize large numbers of statistics in tables and give
each table a number. When you describe
your statistics in the tables, point out only the highlights for the
reader, do not go over each number.
Spell-out numbers that are less then ten (example: Seven

respondents ….. and spell out numbers that
start a sentence. Qualitative results should be verbalized in an
organized and clear manner.
Chapter VI : Discussion
It is sometimes best to start this section with a summary: at
least point out the questions you answered
that were raised by your research questions. Make sure you
refer to your research questions,
hypotheses, and purpose, all of which you stated in your
introduction. Talk about how the results are
consistent with the results in the literature or how your findings
differ. Consider interpreting your
results and offering explanations for your findings. What do
your findings mean? Talk about the
strengths and limitations of your study and if possible, tell the
reader the implications of the results.
You should close this section by making specific
recommendations for future research.
Endnotes
(If there are any and if footnotes are not used in the text)
Appendixes
Survey questions, model diagrams, preliminary data, statistical
formulas, and/or other relevant

information may be included. Anything that is important to your
study, but does not belong in the body
of the text.
References
At least five scholarly articles need to be referenced in addition
to any other sources cited in your work.
Other references such as books, policy manuals, company
annual reports, budgets, newspaper and
magazine articles may be included as well. Keep in mind, you
need to cite any material that provided new
information to you during this research process, this means,
anything new or that you learned while
preparing to write your introduction, literature review,
theoretical section, and discussion needs to be
cited. When writing, you must cite the sources of each idea or
item of information you use, whether you
quote, paraphrase, summarize, or merely refer to it. Follow the
format for the APSA Author-date style.
2. Guidelines for Final Paper Delivery

Presentations should last no more than 10 minutes in panels.
The discussant (Dr. Shroyer)
will summarize and discuss what you reveal from your study
and call for questions and answers
from the audience after all papers have been presented.
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Advice to Presenters
The following format is preferred and followed in American
Academic Conference
Organization. Begin with a one-minute overview summary of
the paper that includes the
central question(s) addressed and the major conclusions.
Explanation. Follow with the reasons listeners ought to accept
the paper’s conclusions:
the underlying theory, description of the evidence,
methodological defense of the evidence,
and connection to (and improvement upon) the existing
literature. This manner of exposition

differs from that of a journal article, but it is more appropriate
to a conference format.
Slides. A Slide presentation or presentation of web-based
documents are recommended, but
are not obligatory. Try to economize on the use of these.
(Avoid ritualistic presentations of
tables intended to prove merely that data exist and have been
analyzed.) Slides should be
readable from at least 30 feet and should be no more in number
than five. They should be
displayed long enough for viewers actually to comprehend the
message they are supposed to
convey. Twenty-two-point font or above should be used when
constructing slides.
Technology. Many people use PowerPoint or similar computer -
based software, but be
prepared for disaster. Be able to present your paper without the
aid of PowerPoint should the
software not work.
Use of the rostrum. Presenters should preferably speak from the
rostrum rather than from the
table where they sit, so that they are easier to see and hear.
During the question period;
however, sitting at the table is preferable, to avoid delays going

to and from the rostrum.
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POLITICAL SCIENCE Research Paper Grading Rubric
CATEGORY/Points A B C D F
Title Page
required
Page includes:
title, student’s
name,
professor’s
name, course
name, and date.
Is neat, no errors.

Introduction
15 points
Information
clearly relates to
the main topic or
issue. Includes
problem,
purpose,
question(s),
hypotheses,
significance,
uniqueness,
delimitations,
and limitations
Information
clearly relates to
the main
topic/issue.
Evidence of six
to seven
sections, well
written.
Information
clearly relates to
the main
topic/issue.
Evidence of four
to five sections
fairly well written.
Information has

little or nothing to
do with the main
topic/issue, or is
missing.
Evidence of
three or fewer
sections poorly
written.
Missing
Introductory
narrative,
evidence of
some sections.
Literature Review
15 points
Selected
literature meets
the specified
guidelines related
to currency,
primary scholarly
sources (5), no
anonymous
referrals, and
"academic
voice".
Paper meets
most of the
guidelines but
misses on one.

Paper meets
most of the
guidelines but
misses on two.
Paper meets
most of the
guidelines but
misses on two or
more.
Fails to meet
guidelines.
Theoretical Frame
15 points
Narrative fully
incorporates at
least one theory
accurately to the
issue and topic.
Narrative
incorporates at
least one theory,
but is not fully
developed or
accurately
described.
Narrative
incorporates one

theory but
misses on
development,
integration, and
accuracy.
Narrative
incorporates
unrelated theory,
and or fails to
incorporate and
integrate.
Missing
Methods
10 points
Narrative
accurately and
clearly describes
design,
measurement,
sample, method,
and plan of
analysis.
Misses on one
standard..
Misses on two
standards.
Misses on three
standards.

Misses on more
than three
standards.
Presentation of
findings,
Conclusion/
Discussion
15 points
Findings are
clearly described,
questions
answered, and
tables clear and
accurate.
Discussion is
critical and
engaging, and
poses new
direction.
Misses on one Misses on two Misses on three Misses on four
or more.
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Citation - APSA
Author-date in

text style
10 points
All sources
(information and
graphics) are
accurately
documented in
the desired
(APSA –in text
author-date)
format.
All sources
(information and
graphics) are
accurately
documented, but
a few are not in
the desired
APSA format.
All sources
(information and
graphics) are
accurately
documented, but
many are not in
the desired
APSA format,
some errors.
Some sources
are not
accurately

documented.
Citations are
missing and/or
are in error,
using wrong
style.
APSA format not
used, citations
missing or
critically flawed.
Paragraph
Construction
And general
writing
10 points
All paragraphs
include
introductory
sentence,
explanations or
details, and
concluding
sentence.
Most paragraphs
include
introductory
sentence,
explanations or
details, and
concluding
sentence.

Paragraphs
include related
information but
were typically not
constructed well.
Paragraphing
structure was not
clear and
sentences were
not typically
related within the
paragraphs.
Sentences and
paragraphs fail
to meet
elementary
English
standards.
Mechanics
10 points
No grammatical,
spelling or
punctuation
errors.
Almost no
grammatical,
spelling or
punctuation
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QUESTION 1
If a specific future event terminates a party's obligations under
a contract, that future event is called a(n):
foreseeable event.
continuing condition.
avoidable condition.

condition subsequent.
QUESTION 2
If a verbal contract should be in writing according to the statute
of frauds, but a party to the contract relies on the contract and
takes some action to their detriment:
they have acted in violation of the statute of frauds.
a court may enforce the contract under the promissory estoppel
doctrine.
a court will require that the other party to the contract restore
whatever has been received from the party who took action
under the contract.
a court will declare that the contract is voidable.
QUESTION 3
If a party to a contract performs almost all of their obligations
under the contract and has not intentionally failed to perform
the obligations under the contract that they have not completed:
a court may find that there has not been a breach of contract
according to the substantial performance doctrine.
they have breached the contract.

a continuing condition has not been satisfied.
the contract is voidable.
QUESTION 4
If a specific event must occur before a party to a contract is
required to perform their obligations under the contract, the
contract:
is voidable.
must be in writing.
contains a condition precedent.
is not enforceable.
QUESTION 5
If a party to a contract unjustifiably fails to perform their
obligations under a contract:
substantial performance will save them from having breached
the contract.
that party can avoid breaching the contract by creating a
novation.
a material breach of the contract has occurred.

the contract is cancelled.
QUESTION 6
If an unforeseen event occurs after a contract has been made
that makes one of the party's performance under the contract
prohibitively more expensive than was contemplated when the
contract was made:
the party whose performance is now more expensive still has to
perform their obligations under the contract.
that party's obligation to perform under the contract can be
cancelled under the doctrine of commercial impracticability.
the parties to the contract will have to renegotia te the terms of
the contract.
the contract is automatically breached.
QUESTION 7
If A and B make a contract and then, with A's consent, C
replaces B in the contract:
the contract has been breached.
A can still hold B liable if the contract is breached.

a novation has occurred.
B can hold C responsible if the contract is breached.
QUESTION 8
The statute of frauds requires that a contract that cannot be
performed within 1 year be in writing to be enforceable. When
does the time begin to run in such a contract?
The date that performance is to begin
The dates specified by the parties to the contract
30 days after the contract is made
The date on which the contract was made
QUESTION 9
Partial performance is an exception to the statute of frauds
requirement that a contract be in writing to be enforceable
because:
the actions of the parties in partially performing the contract
demonstrate the existence of the contract and the terms of the
contract.
once performance of obligations required in a contract begin,
that performance must be completed.

partial performance is considered to be an admission that the
parties to the contract have carefully considered the obligations
they assumed in making the contract.
under English common law, any action under a contract makes a
party to the contract responsible for fully performing the
contract.
QUESTION 10
1. Does an agreement to get married have to be in writing to be
enforceable?
No, a mutual promise to marry does not have to be in writing.
Yes, promises made in consideration of marriage are required to
be in writing.
Yes, if the date of the marriage is to be more than 1 year from
the date of the agreement.
Yes, if the parties to the agreement are citizens of different
states.
QUESTION 11
1. Bill and Spenser entered into a contract on March 1, 2019,
which required Spenser to build a house according to plans and
specifications supplied by Bill. Under that contract, Spenser
was required to begin work on the house by April 1, 2019, and

complete the house by April 15, 2020. Was that contract
required to be in writing? Why, or why not?
Your response must be at least 75 words in length.
QUESTION 12
1. 4-H and Chuck, a farmer, entered into a verbal contract that
required Chuck to deliver 20,000 bushels of corn to 4-H when
Chuck harvested the corn crop on his farm. Chuck planted
enough corn on his farm to produce the 20,000 bushels of corn
that he was required to deliver to 4-H, but as the corn was
growing, a severe storm dumped excessive amounts of rain on
Chuck's farm and damaged his corn crop. When Chuck
harvested his corn crop, he was only able to salvage 7,000
bushels of corn and could not deliver the 20,000 bushels that he
had agreed to deliver to 4-H. Does Chuck have a defense to
breach of the contract with 4-H? What is that defense?

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