Examples of References (Referenced page numbers are from Aaron, .docx

Examples of References
(Referenced page numbers are from Aaron, 2001 and APA,
2001)
TYPEinformationreference examples
(all references are fictional except APA, 1994)
An article in a Journal (Aaron, 2001, p. 402, #13 & 14; APA,
2001, p. 227, 4.11 and pp. 239-241, #1-4).
Author(s), year. Title of the article, capitalize the first word of
the title, first word of the subtitle if there is one and proper
names, do not italicize the article title. Italicize the Title of the
Journal in Uppercase and Lowercase Letters, volume and the
comma following volume (Add issue # in parentheses only if
each journal begins with page 1), list page numbers of the
article-do not use p. or pp. before the page numbers.
Hall, A. (1997). Change within an organization. Journal of
Organizational Design, 12, 237-242.
If every issue begins with page 1, add issue #:
Hall, A. (1997). Change within an organization. Journal of
Organizational Design, 12(2), 237-242.
An article in a Magazine (Aaron, 2001, p. 403, #16; APA, 2001,
p. 227, 4.11 and pp. 241-242, #6).
Same as above except give the full date of the issue. In
parentheses after the year, give the month for monthly
publications or the month and day for weekly publications. List
the volume number after the magazine title, followed by a
comma. Do not use p. or pp. before page numbers. Include all
page numbers even if they do not follow consecutively.
Moore, B. (1997, April). Change in the work setting. Workplace
Issues, 222, 87- 95.

Jones, B. (1998, May 16). Problems at work. Business Weekly,
24, 62-65, 74.
Newspaper article (Aaron, 2001, p. 403 #17; APA, 2001, p. 225
& pp. 242-243, # 9-11)
Author (full Date). If no author, list the title and then the
(Date). Capitalize the title of the article as you would for a
journal or magazine. Italicize the Title of the Newspaper, list
the page numbers using p. or pp. before them. If the article is
more than one page but the page numbers are not continuous,
list each page separated by a comma.
Cleever, B. (1998, June 30). Power structures in an
organization. The Coastal News, pp. A2, A5, A8.
If no author:
Power sources in an organization. (1999, July 22). The
Columbia News, p. C8.
Book (Aaron, 2001, p. 399 #1; APA, 2001, pp. 248-249, #23)
Edited Book (Aaron, 2001, p. 400 #4; APA, 2001 p. 249 # 25)
Book with group author and Publisher (Aaron, 2001, p. 400 #6;
APA, 2001, pp. 248-249, # 24)
Book with no author or editor listed (Aaron, 2001, p. 401 #7;
APA, 2001, p. 249, # 26)
Author(s), Editor(s), Group Author, or title if no author. (Date
of publication). Title of the book.Italicize the title of the book,
capitalize only the first word and the first word of the subtitle
and proper nouns, end with a period.
If there is an edition, delete the period after title and enclose it
in parentheses after the title and then place the period. If it is
the first edition, omit the information. List the city and state
where published, unless it is a major city (APA, 2001, p. 217).
Follow with a colon: space once, and enter the publisher, listing
major words. Leave Inc., Co., or other words off (APA, 2001,

pp. 230-231, 4.14).
When the author is the same as the publisher, list the word
Author in place of the publisher (APA, 2001, pp. 248-249, #
24).
Smith, E., & Jones, D. (1996). Organizational management:
Work design. St. Louis, MO: Mosby.
Smith, E., & Jones, D. (Eds.). (1996). Organizational
management: Work design. St. Louis, MO: Mosby.
American Psychological Association. (2001). Publication
manual of the American Psychological Association (5th ed.).
Washington, DC: Author.
Smith’s collegiate dictionary (2nd ed.). (1995). Philadelphia:
Saunders.
Chapter in an edited book (Aaron, 2001, p. 402 #12; APA, 2001,
pp. 226-230 & pp. 252-253).
List the author of the chapter and give the date of publication of
the edited book in which the chapter appears. Follow with the
title of the chapter capitalizing as you would for books or
articles in journals; end the title with a period. After the period,
capitalize and type the word “In” and then list the editor(s)
name(s) as they would normally appear (initials of first and
middle names and then the last name), followed by the
abbreviation “Ed.” or “Eds.” in parentheses. Then place a
comma after the parentheses. List the title of the edited book
and italicize as for all books (as above). Give the page numbers
of the chapter with pp. before them in parentheses after the title

of the book ending with a period. List the publication
information.
Doe, S. (1996). Issues in management. In A. Smith & D. Jones
(Eds.), Organizational behavior (pp. 234-267). Washington, DC:
Lippincott.
Brochure, corporate author (APA, 2001, p. 251, #33)
Reference the same as entire books. Identify the publication as a
brochure in brackets [ ] before the publication information.
International Business Institute. (1995). Resolving employee
issues in organizations. [Brochure]. Philadelphia: Author.
Sources on the Internet (Aaron, 2001, pp. 404-407; APA, 2001,
pp. 268-281)
Internet articles based on a print source (Aaron, 2001, p. 404
#20; APA, 2001, p. 272, # 72 and 73). If you have viewed the
article only it its electronic form, add [Electronic version] in
brackets after the article title. If no page numbers are indicated,
you will need to add the date you retrieved the document and
the URL
Document or report on the Internet (Aaron, 2001, p. 405 #26;
APA, 2001, pp. 174-175, # 77 & 81).
Document on the Internet, no author
Document on the Internet, no author identified, no date
specified (APA, 2001, p. 274, # 77).
Document available on university program or dept. Web site
(Aaron, 406 #27, APA, p. 274 #79)
Information is listed in a format that is very similar to printed
reference material. Author (s). (Date). If there is no date listed,

type (n. d.) in parentheses for “no date.” Enter the Title of the
article, capitalize first word and first word of subtitle, and
proper nouns. Italicize the name of the periodical, volume, list
the page numbers without p. or pp. followed by a period. Web
information is placed in a retrieval statement at the end of the
reference (p. 231, 4.15). The retrieval statement provides the
date the information was retrieved along with the name and/or
address of the source. At a minimum, the reference of an
Internet source should provide a document title, a date, and an
address (URL). Whenever possible, identify the authors of a
document as well (p. 269). If no author, start with the title.
Italicize the title. Provide the exact address and make sure it
works. Do not add a period at the end of URL, as it may get
confused with the address. You should be discriminating about
what you use from the Internet if you are going to use the
source to support information in your paper. Some instructors
may not accept information if the date cannot be verified.
For databases, give a retrieval statement and the source,
followed by the specific database used (p. 278). Cite page
numbers if they are available or the appropriate paragraph for in
text citations. If no page numbers are visible, this may be
omitted from the in text citation.
Internet article based on a print source:
Jones, A. (1997). Organizational dynamics [Electronic version].
Business Issues, 13, 32-37. Retrieved March 3, 1999 from:
http://www.org/join/htm
Document or report on the Internet:
Smith, B. (1997). Understanding the work environment.
Retrieved May 6, 1999 from:
http://www.workforce.com/environ.html

Document on Internet, no author:
Understanding the work environment. (1997). Retrieved May 6,
1999 from: http://www.workforce.com/environ.html
Document on the Internet, no author or date:
Understanding the work environment. (n.d.). Retrieved May 6,
1999 from: http://www.workforce.com/environ.html
Document available on university program or department Web
site:
Jones, A., & Doe, J. (1999). Decisions by managers in large
corporations. Retrieved October 10, 2000 from Anytown
University, Business and Management Web site: http://www.
au.edu/article/decisions.html
Document on a database:
Smith, A. (1998). Business in the world. Business, 27, 342-345.
Retrieved May 6, 1999 from EBSCO database.
ELEMENTS OF THE PAPER
The paper is a standard size (8 ½ X 11) and weight (20-24 lb).
The paper is white, clean, and the print is dark enough to read
easily.
All elements in the paper are double-spaced.
The font is the correct size and type. All of the type is the same
font style and size.
The bold function has not been used.
All pages are numbered (except figures) including the title

page, reference page, and appendix.
All pages (except figures) have page headers that consist of the
first two or three words of the title.
The running head (if assigned) appears only on the title page
and is in capital letters.
The title page lists all the required elements, is numbered, has a
page header; contains no single spacing or different font sizes
or styles.
Abbreviations are listed in full the first time they are used in
text, followed by the abbreviation in parentheses. Example:
American Psychological Association (APA). The abbreviation is
used for all subsequent citations in the paper.
The entire title of the paper appears on page 2 (the first page of
text) and is centered in uppercase and lowercase letters.
There is an introduction describing the topic, purpose, and
major points of the paper. It is not labeled. It begins or
concludes with a sentence describing the importance of the
topic.
The body is organized by headings and includes all the
information described in the introduction.
Each major topic is labeled with a heading. The headings are
the appropriate level and style.
All paragraphs have more than one sentence, contain only one
topic, and are not longer than one page.

Sentences are complete, grammatically correct, logical, concise,
and free of flowery adjectives, clichés, slang, jargon, and bias.
Seriation or items in a series, follows acceptable format. (APA,
2001, pp. 115-117).
Numbers less than ten are written out; ten and above are written
in numerical form. NOTE: This is a very general rule. The rules
for the correct way to express numbers are lengthy and complex
(Aaron, 2001, pp. 276-278; APA, 2001, pp. 122-127).
There is a conclusion summarizing the major points made in the
paper. It is not labeled and it leaves the reader with a final
thought.
The paper has obviously been proofread, edited, and corrected
for spelling errors.
ALL elements required in the assignment have been addressed
and are easily located (preferably with a heading for each).
Major topics, assertions, original thoughts, and statistics have
all been properly supported with cited references.
All citations follow acceptable format. Paraphrased information
cites author/year; direct quotes are in quotation marks and cites
author/ year/ page number; quotes of greater than 40 words are
indented five spaces, double-spaced, and end with citation
information without period.
The reference page is titled References, with the title centered.
References are alphabetized and double-spaced, and include
only the references cited in the body of the paper.
The number of references matches the complexity of the
assignment. References are current, from scholarly sources, and

follow acceptable format.
The paper (minus title page, reference page, and appendix) is
the length specified for the assignment.
The paper is stapled in the upper left corner for submission (no
binder).
Written Communication Rubric:
Level of Achievement
Evaluators assign a one (0) to any measure that does not meet
benchmark (cell one) level performance
Benchmark
1
Milestone 2
Milestone 3
Capstone
4
Content Development Thesis and ideas.
Main thesis is not clearly developed. Uses appropriate and
relevant content to develop simple ideas in only some parts of
the work. Minimally accomplishes goals of the assignment.
Main thesis is poorly developed. Uses appropriate and relevant
content to develop and explore ideas through most of the work.
Shows some signs of accomplishing the goals of the assignment.
Main thesis is evident. Uses appropriate, relevant, and
compelling content to explore ideas within the context of the
discipline and shape the whole work. Generally accomplishes
goals of the assignment.
Main thesis is clearly stated and present throughout the paper.
Uses appropriate, relevant, & compelling content to illustrate
mastery of the subject, conveying the writer’s understanding,

and shaping the whole work. Completely accomplishes the goals
of the assignment
Organization and
Disciplinary Conventions Clear & consistent organizational
pattern; follows formal and informal rules of
criminal justice
Unclear organization or organizational plan is inappropriate to
thesis. No transitions. Shows little awareness of criminal justice
conventions.
Some signs of logical organization. May have abrupt or illogical
shifts & ineffective flow of ideas. Follows criminal justice
expectations at a basic level of understanding.
Organization supports thesis and purpose.
Transitions are mostly appropriate. Sequence of ideas could be
improved. Uses criminal justice conventions consistently.
Fully & imaginatively supports thesis & purpose. Sequence of
ideas is effective. Transitions are effective. Demonstrates
successful execution of criminal justice conventions.
Mechanics Conventions
Spelling, capitalization, punctuation, grammar, general
proofreading.
Abundant spelling errors, nonexistent or incorrect punctuation,
and/or severe errors in grammar that interfere with
understanding.
Some frequent, incorrect punctuation, significant errors
in grammar causing interference with understanding in some
parts of the paper.
Occasional lapses in spelling, punctuation, grammar, but not
enough to seriously distract the reader.
Very few spelling errors, correct punctuation, and
grammatically
correct, leading to clear understanding of content.
Control of Syntax
Language, word choice, and sentence variety
Uses language that sometimes impedes meaning because of

errors in usage. Repetitive words and sentence types.
Uses language that generally conveys meaning to readers with
clarity, although writing may include some errors in language,
word choice, and sentence types.
Uses straightforward language that generally conveys meaning
to readers. The language in the portfolio has few errors in
language, word choice, and sentence types.
Uses graceful language that skillfully communicates meaning to
readers with clarity and fluency, and is has very few errors in
language, word choice, and sentence types.
Sources and Referencing Documentation and referencing of
criminology and criminal justice research
Neglects important sources. Overuse of quotations or paraphrase
to substitute writer’s own ideas. Possibly uses source material
without acknowledgement.
Uses relevant sources but lacks in variety of sources and/or the
skillful combination of sources. Quotations & paraphrases may
be too long or inconsistently referenced.
Uses sources to support, extend, and inform, but not substitute
writer’s own development of idea. Does not overuse quotes, but
may not always conform to required style manual.
Uses sources to support, extend, and inform, but not substitute
writer’s own development of idea. Doesn’t overuse quotes.
Conforms to required referencing style.
Critical Thinking Rubric:
Level of Achievement
Evaluators assign a one (0) to any measure that does not meet
benchmark (cell one) level performance

Benchmark
1
Milestone 2
Milestone 3
Capstone
4
Explanation of Issues
Issue/problem to be considered critically is stated without
clarification or description.
Issue/problem to be considered critically is stated, but
description leaves some terms undefined, ambiguities
unexplored, and/or backgrounds unknown.
Issue/problem to be considered critically is stated, described,
and clarified so that understanding is not seriously impeded by
omissions.
Issue/problem to be considered critically is stated clearly and
described systematically, delivering all relevant information
necessary for full understanding.
Sources and Evidence
Selecting and using information to investigate a point of view
or conclusion
Information is taken from source(s) without any interpretation
or evaluation.
Information is taken from source(s) with some
interpretation/evaluation, but not enough to develop a coherent
analysis.
Information is taken from source(s) with enough
interpretation/evaluation to develop a coherent analysis or
synthesis.
Information is taken from source(s) with enough
interpretation/evaluation to develop a widespread analysis or
synthesis.
Influence of Context and
Assumptions
Considers where appropriate the disciplinary, cultural, social,
economic, technological, ethical, political, or personal context

Shows an emerging awareness of present assumptions
(sometimes labels assertions as assumptions). Demonstrates
minimal attention to context.
Questions some assumptions. Identifies several relevant
contexts when presenting a position. May be more aware of
others’ assumptions than one’s own (or vice versa).
Identifies own and others’ assumptions and several relevant
contexts when presenting a position.
Thoroughly (systematically and methodically) analyzes own and
others’ assumptions and carefully evaluates the relevance of
contexts when presenting a position.
Student’s Position
Perspective, thesis, hypothesis
Specific position (perspective, thesis/hypothesis) is stated, but
is simplistic and obvious.
Specific position (perspective, thesis/hypothesis) acknowledges
different sides of an issue.
Specific position takes into account the complexities of an
issue.
Others' points of view are acknowledged within position
(perspective, thesis/hypothesis).
Specific position is imaginative, taking into account the
complexities of an issue. Limits of position are acknowledged.
Others' points of view are synthesized.
Conclusions and Related
Outcomes
Implications and consequences
Conclusion is inconsistently tied to some of the information
discussed; related outcomes
(consequences and implications) are oversimplified.
Conclusion is logically tied to information (because information
is chosen to fit the desired conclusion); some related outcomes
(consequences and
implications) are identified clearly.
Conclusion is logically tied to a range of information, including
opposing viewpoints; related outcomes (consequences and

implications) are identified clearly.
Conclusions and related outcomes (consequences and
implications) are logical and reflect student’s informed
evaluation and ability to place evidence and perspectives
discussed in priority order.
Econ 336: Economic Development
The Economics That Shaped Modern India
The Economics that Shaped Modern India: A Historical
Analysis of the Reforms, Policies and Politics that molded the
India we know today.
Sl. No.
Topic
Pg. Nos.
1
Abstract
3
2
Introduction
4
3
The first two five-year plans
5 & 6

4
The 60’s and 70’s
6 & 7
5
After 1980’s
7, 8, 9, 10 & 11
6
Conclusion - India Today
11 &12
7
Reference
13
Abstract:
I was motivated to write this analysis due to my interest in the
emerging economies in the east, of which India is a major
player. A lot of interest has risen in policies and reforms used
by the eastern powers and the means through which they have
reached their economic prosperity. It is very important to
understand the commitment of the Indian government to the
parliamentary principles after Independence and the nature of
India’s backwardness and its transformation into the country it
is today. India has, through thick and thin, stayed with its

parliamentary government. Having to accommodate all of its
various castes, creeds, classes, religions and tribes with all of
their different traditions, languages and cultures is a herculean
task that India has managed to steer clear of without much
strain. The economic transformation from a broken state to the
economic force that it is today is very interesting and important.
This paper, although focusing from independence to today,
mainly focuses on the reforms from the 1980’s onward. More
weight is given to this period as the reforms implemented
during this time were the most influential in shaping the India
of today. Comment by user: It looks like an intro than abstract.
Abstract is the summary of your research reslts you have
completed.
Introduction:
During the 15th through 17th century the world was a very
different place. The center of the world lay in the east, not the
west. The world was very much Sino-centric. Sino centrism is
the perspective that China is the center of the civilization. The
claim that world system was Sino-centric meant that the region
most ‘central’ to the global economy during 1500-1800 was
China and the east. The eastern economies were the foremost
amongst all other economies during this period in terms of
production in agriculture, industry, and trade. China and India
were the leading exporters of silk, copper, ceramics, gold and

tea. This made the east the ‘ultimate sink’ of the worlds silver
due to its huge export surplus. The balance of trade was in favor
of the east with China and India having huge trade surpluses.
The arrival of the East India Company marked a turning point in
the world economic history.
Prior to independence in India, the British had very effectively
drained India of a lot of capital and growth rates very were very
low for much of the first half of the 20th century. The British,
despite their bad credibility, had also done a lot of good, they
invested heavily in a railway system; which was at the time one
of the largest in the world, and had also provided a new system
of property rights and commercial law in rural and urban
areas.[footnoteRef:1] World War II was perhaps the most
influential event of the century and certainly a major influence
on most of the economics and politics of the world. The war had
resulted in the formation of two major economic powers the
U.S.S.R. and the U.S.A., the latter being capitalist and former
communist. Aligning oneself to either of these countries meant
alienating the other and all its alliances. India initially choose
to be non-aligned, so as to not take sides. [1: See Pg. 3, The
Political Economy of Development in India since Independence,
Stuart Corbridge.]
The first two five-year plans:
India finally managed to coax the British into giving them
independence on the 15th August 1947. This, although a
glorious moment, was anything but peaceful. With the partition
of India leading into the civil war in Punjab, the aftermath of
World War 2, and the extreme poverty across most of the rural
areas, India’s future looked very bleak. It was then that
Jawaharlal Nehru stepped up to the role of prime minister with

Prasanta C. Mahalanobis[footnoteRef:2] as his economics
advisor. Together they managed to steer India through the wake
of Independence albeit with steady growth rates of only around
2-3% through the first two five year plans, the end of which
coincided with Nehru’s death in 1964. His daughter, Indira
Gandhi succeeded Nehru. India is today, unquestionably one of
the fastest developing countries of the modern world. [2: See
Pg. 7, Foundations of India’s development Strategy: The Nehru-
Mahalanobis Approach, Chakravarthy. ]
Considering the hardships that India had just come out off, the
first two five year plans were a major success. India
implemented her first five-year plan in 1951. This model
included the Industrial act, which provided the framework for
industrial licensing. According to the industrial act, to set up a
‘scheduled’ industry an entrepreneur had to get a license form
the licensing committee set up for the act.[footnoteRef:3] This
set up the base for the license raj that would characterize
India’s economy until the early 1980’s. The model also gave the
government control over private enterprise and control over
price and distribution of goods. The IIT’s were also started as
major technical institutions thus creating a very strong
educational base. The model was also very successful and
growth increased significantly. [3: See Pg. 3, Indian Industry,
Policies and Performance, Dilip Mookerjee.]
In India’s second five-year plan, the Industrial Policy
Resolution implemented some similar goals, mainly to
accelerate economic growth, develop heavy industry and to
build up a large cooperative sector. India did not create any
communes or did not implement any land reforms like her
neighboring countries China. Instead she used accommodative
politics to ensure that everyone would develop together, even if
they have to do so slowly. Nehru implemented this plan with the
help up Prasanta C. Mahalanobis his then economic advisor.
Together the Nehru-Mahalanobis plan aimed at increasing the

growth rate of industry and generating employment. The plan
was somewhat successful with decent growth rates but food
shortages and still very elaborate proceedings for starting up
businesses. Nehru had a strong belief in Fabian socialism.
The 60’s and 70’s:
The 60’s were a very tumultuous time for India. The Nehru-
Mahalonobis model presupposed that India would be governed
by a developmental state of the type that would soon take shape
in East or South-east Asia.[footnoteRef:4] The events of the
60’s however proved to be very influential in taking the
economy in a different direction. The Sino-Indian war took a
great toll on its capital. The Pakistan war was also causing even
more major problems. Therefore India started to take on more
socialist inspired policies and reforms, such as raising industrial
growth though shifting from agriculture to more manufacturing
based growth. The third five-year plan also focused its attention
more toward development of military and defense industry. The
Monopolies and Restrictive trade practices act [M.R.T.P act]
came about in 1970, which restricted big firms from growing
and regulated them. Such firms would have to seek special
permits to grow by more than 25% of existing levels. Again the
obstructions of the license-quota raj, the nickname for the red
tape that surrounded bureaucracy, prevented economic growth.
The 1973 Foreign exchange and regulation act [F.E.R.A. act]
came into play. This resulted in the dilution of foreign equity
holdings. Import of foreign technology was also very hard and
tightly regulated. Overall the strains of the red tape and ‘license
raj’ were beginning to slow the economy and cause obstructions
to what should have been a time of heavy growth. [4: See Pg. 7,
The Political Economy of Development in India since
Independence, Stuart Corbridge.]
The term ‘Hindu rate of growth’ was coined during the 70’s. It
sums up most of the decade that was dogged by the ‘permit-
license-quota-raj’ and the emergency state that had been

declared by Indira Gandhi. The term ‘Hindu rate of growth’ was
used by many an economist to describe the squeeze placed on
the country’s developmental state by aggressively sectional
interest.[footnoteRef:5] An average growth rate during the 70’s
was 2.9% per annum, which was barely positive in per capita
terms. It was also during this period that criminals moved into
politics, a problem, which still represents itself today. The
criminalization of politics, especially in the north, posed yet
another barrier to economic reform. [5: See pg. 9, The Political
Economy of Development in India since Independence, Stuart
Corbridge.]
After 1980’s:
It is commonly believed that the reforms of 1991 were the
catalysts for the high growth rates and current economic
standing of India. This belief is only to some extent, true. The
actuality of the situation was that growth rates started to
accelerate nearly a decade or so earlier. There is a significant
spike in the growth per capita of net national product from the
early 1980’s.[footnoteRef:6] It was actually the pro-business
policies implemented in the early 1980’s during the tenure of
the then prime minister, Indira Gandhi, that caused the growth
rates to accelerate. The process of Indian reforms started around
this period with Indira Gandhi cutting off most of the red tape
that obstructed the big firms and businesses and supporting a
more pro-business stance. To understand the process of reforms
we must understand the political and economic situation in
India at that time. [6: Pg. 1254, Politics Of Growth, Kohli, Part
1, Figure 1.]
Prior to 1980 India was very ‘average’ in terms of growth. The
‘Hindu rate of growth’ was a term, despite its derogatory
expression, that was very apt for the stagnant growth that India
had faced. When Indira Gandhi came into power in 1980, she
did so as ‘a leader of the masses’ with slogans such as ‘garibhi
hatao’ (remove poverty) etc. She now faced the task of pleasing

the masses, who gave her their vote, as well as at the same time
diverting Indian economy thinking from a more leftist, state
intervening, socialist-esque one to a more rightist path that
involved more capitalistic thought of development. This would
allow growth rates to increase and curb inflation and improve
employment, but it meant that big firms and business would
have to be supported and labor would have to be more
controllable. This move was not broadcast throughout India as
the government still wanted to portray Indira Gandhi as a leader
of the masses and thus they ‘camouflaged’[footnoteRef:7] her
image. After these schools of thought were introduced and
implemented the Indian democracy started to shift away from
socialistic economic system to a more capitalist one. Thus she
started to allow the private sector to expand and removed many
of the licenses and permits that characterized the economy since
Independence. [7: Pg. 1255, Politics of Growth, Kohli, Part 1.]
As soon Indira Gandhi came into power she put economic
reform on top priority. She now had to find a path that would
allow for the ‘accommodating’ of India’s masses and at the
same time increasing growth. This new model fro development
that was proposed was to place higher emphasis on state and
business alliance for growth; however, this new model went
against the ideals and policies set up by most of previous
economic thought. Nonetheless, the government under Indira
Gandhi started to limit the growth of public sector, moved
towards a more anti-labor stance and started to downplay the
role of economic planning. These reforms were not trumpeted
across India, but they were still very important when
considering India’s current economic position. Indira Gandhi at
that time had the ‘poor vote’ of India behind her and she felt
that aligning herself to a more businesses would propel growth
and lower inflation, which would please the poor very much.
Thus the main three components of this new model was making
economic growth a top priority, supporting a more pro-business
outlook, and accepting that taming labor was a necessary aspect

for achieving this growth. Committee’s were set up to study
how these policies would be implemented. Specific committee’s
would study specific areas such as trade, financial reforms and
economic administration. The first of the pro-business reforms
that were implemented was the toning down of the Monopolies
and Restrictive trade business act[footnoteRef:8] [M.R.T.P. act]
thus allowing for the private sector to venture into areas that
were hitherto reserved for the public sector. License restrictions
were removed and big businesses were allowed to delve into
core industries such as chemicals, drugs, power generation and
cement. To finance these industries the government liberalized
credit and also gave tax brakes so as to incentivize investment.
Legal framework was also re-aligned so as to allow the
corporate sector to mobilize funds from the public sector. Anti-
labor policies were also implemented albeit more quietly. Indira
Gandhi decided that the ‘national situation’ was more important
than that of labor interests and thus legislations that
discouraged labor strikes were implemented to ‘tame’ labor. [8:
See Pg. 1255, Politics of Growth, Kohli, Part 1.]
All of these new policies were not without their setbacks. With
the implementation of all of these policies there was a major
financial strain. Expenditures were growing significantly due to
the need for keeping up with military standards of the rest of
the world and also to sustain infrastructure growth. Added to
this was the reduction in revenue from direct taxes due to the
concessions for the big firms and businesses. To reduce the
financial strain on the country there were cutbacks in the public
sector and abandonment of the food for work program.
Nonetheless foreign debt grew and continued to rise rapidly
during the tenure of Rajiv Gandhi who came to power after the
assassination of his mother in 1984.
Rajiv Gandhi continued with the implementation of policies
that his mother had set up. He; however, did not pretend to be
socialist like his mother and instead completely dropped the
façade. He opened up the economy even more and rates of

investment increased significantly thus improving growth
significantly. The economy moved towards a more ‘laissez
faire’ outlook and industries such as computers and electronics
were also introduced. Business giants such as reliance, Birla’s
and Tata’s appeared and created the necessary competition for a
more capitalist oriented market. Under Rajiv Gandhi economic
reform included the industrial deregulation, encouragement of
capital and commodity exports and tax rationalization. This
resulted in an economic boom with growth rates of around 5.6%
and a very significant rise in aggregate labor productivity. This
reform was initially very good but it was to be only temporarily
sustainable.
With the high expenditure the import bill rose to 3% of G.D.P.
and foreign debt, which began to rise during Indira Gandhi’s
time due to the borrowing to ease the financial strain, came to a
point where, “ more than a quarter of exports were going to pay
international debt service by the end of the 1980’s.” (Pg. 27,
India: An Analytical Growth Narrative, Brad De Long.) All of
these issues ended with the exchange rate crisis in 1991. This
and the collapse of the U.S.S.R. led to the famous reforms of
1991.
The breakdown of the Soviet Union in 1990 had a very
significant impact on India. Despite early on having been non-
aligned between the soviet and the U.S., India during Indira
Gandhi’s first time in power had grown to lean towards more
socialist ideals and depended on the Soviet Union for financial
funding and for trading in a variety of goods such as “oil,
armaments and defense materials”[footnoteRef:9] This
breakdown of the soviet union allowed India to open up even
more thus finally allowing India to become a free market. [9:
Pg. 1362, Politics Of Growth, Kohli, Part 2.]
In 1991, India was politically and economically in bad shape.
Politically the climate was very stressed with two of the past
prime ministers having been assassinated and the economic
outlook was very bleak with India facing the exchange rate

crisis and thus having to pledge 67 tons of India’s gold reserves
as collateral for the emergency loan that was to be taken out. It
was under this climate that Narasimha Rao came to be prime
minister with Manmohan Singh becoming his economic advisor.
Upon coming to power Narisimha Rao’s government had only
43% of the seats in parliament, which when compared to the
Nehru-Gandhi era was considerably smaller. Another issue was
the prominence of the B.J.P. party who had the second largest
party in the Lok Sabha. Despite these blockages Narasimha Rao
and his government held on for five years and brought about
very significant reforms to the economy.
Under the advise of Manmohan Singh the cautious steps that
were taken during Indira Gandhi and her son, Rajiv Gandhi’s,
tenure, were now sped up to a rapid pace. Tariffs were reduced
from 85% to 25% of import value.[footnoteRef:10] Foreign
direct investment was highly encouraged and trade restrictions
were removed. Foreign exchange reserves were built up and the
M.R.T.P. act, which was only partially diluted, was now fully
abolished. India tried to completely reduce its budget deficits of
the past but was not fully able to do so. [10: Pg. 30, India: an
Analytical Growth Narrative, Brad De Long.]
The rupee was devalued by 20% against the U.S. dollar in July
of 1991 and in august of 1994 the floating exchange rate regime
was adopted.[footnoteRef:11] Thus industrial growth grew at a
rapid pace and India was able to, albeit very minimally,
penetrate the world markets in Industrial products. Annual
growth was around 6% and the balance of payments had been
considerably improved. India became an active destination for
foreign direct investment. [11: Pg. 4, India, A Decade of
Reforms.]
The Vajpayee Government came to power in 1998 and despite
its party, the Bhartiya Janata Dal [B.J.P.], having opposed the
neo-liberal policies implemented in 1991 continued to support
and further the economic agenda. India became one of the

worlds fastest growing economies second only to China. The
Rao and Vajpayee governments, more or less, followed the same
agenda and furthered the Indian economic stance.
Conclusion - India Today:
Despite all of the Indian reforms and the very good rates of
growth the underlying issues that dogged India at independence
continue to prevail. India still has a very high rate of poverty
especially in rural areas. Growth in India has been rapid in
some states and little to nothing in most others. Infrastructure is
still inadequate, electricity provided is of low quality,
corruption is still a major problem in politics and inflation rates
continue to keep rising despite many measures taken. There is
still a lot of red tape and the public sector that had areas
reserved for them is now inefficient and very erratic.
These limitations are rooted in part in the nature of the society,
but also in patterns of politics. The caste and class structure of
Indian society, and the changing balance of class forces,
especially the growing power of big capital, put definite limits
on redistributive possibilities in India.[footnoteRef:12]
However, politics also matters, the ideology and organization of
rulers, quality of bureaucracy, mobilization of the lower strata,
and of course, pressures of democratic politics, all have some
bearing on the extent of redistribution and poverty alleviation.
[12: See Pg. 22, Politics of Growth, Kohli]
With growth and development, issues of scarcity and high
population have also arisen. The problems India faces today are
of a much different nature. The 66th round of national sample
survey in India, which was conducted by the National Sample
Survey (N.S.S.) showed interesting reports on India’s jobless
growth during the period of the eleventh five-year plan. (2007-
2012) The reports show that, despite India’s increasing growth,
there has been little to no job creation. A mere two million jobs
have been created in a workforce of over 470 million
people.[footnoteRef:13] India’s economic growth up to this

point has been driven by service sector expansion, which has
grown at a very fast pace. Employment growth in the organized
sector has been painfully slow when compared to the service
sector. Other factors such as wage rates have increased but the
Job market at the moment looks to be very bleak. [13: See
MOSPI, 66th round, national survey.
]
Despite all of the issues India still manages to achieve growth
rates above 7% and is still the second fastest growing economy
after China. The future looks promising, but will depend on
whether or not the government will implement strict policies
and reforms without being influenced by corruption. Still the
growth and development India has achieved is remarkable,
considering its state before Independence.
References:
1.) Chakravarty, Sukhamoy. Development Planning: The Indian
Experience. Oxford [Oxfordshire: Clarendon, 1987. Print.
2.) Francine, Frankel. "India's Political Economy." By Francine
R. Frankel Book (9780195683790). Web. 12 May 2012.

<http://www.boomerangbooks.com.au/Indias-Political-
Economy/Francine-R-Frankel/book_9780195683790.htm>.
3.) Corbirdge, Stuart. "The Political Economy of Development
in India since Independence."- LSE Research Online. Web. 15
May 2012. <http://eprints.lse.ac.uk/20381/>.
4.) Mookherjee, Dilip. Indian Industry: Policies and
Performance. Delhi: Oxford UP, 1995. Print.
5.) Kohli, Atul. "Politics of Economic Growth in India, 1980-
2005." Www.princeton.edu. Princeton University. Web. 13 May
2012. <http://www.princeton.edu/~kohli/docs/PEGI_PartI.pdf>.
6.) Long, Brad De. "India Since Independence: An Analytic
Growth Narrative." India: An Analytic Growth Narrative.
Berklee University. Web. 16 May 2012.
http://econ161.berkeley.edu/Econ_Articles/India/India_Rodrik_
draft1.html
7.) "NSSO’S 66TH ROUND SURVEY REVEALS SHOCKING
DATA." Transparent Chennai. 24 Aug. 2011. Web. 12 Dec.
2011.
<http://www.transparentchennai.com/2011/08/24/nsso%E2%80
%99s-66th-round-survey-reveals-shocking-data/>.
Three Rhetorical Triangle of Critical Writing for Audience
Logos
Ethos ∆ Pathos
Logos: The appeal to logic; Greek for word
Basic Principles:
· A logical argument making a claim, supporting that claim with
reasons, and backing up those reasons with scholarly evidence.
· This claim needs to be laid out clearly for the reader and
should follow the conventions of the field in which you are
writing.

Ethos: The appeal to credibility; Greek for Character
Basic Principles:
· Be knowledgeable about your issue
· Be fair and objective
· Build a bridge to your audience
Pathos: The appeal to beliefs and emotions; Greek for Suffering
or Experience
Basic Principles:
· Use pathos to intensify the issue, not distract from it
· Use concrete language
· Use specific examples and evidence
Reference for more details:
Writing Arguments: A Rhetoric with Readings. Ramage, J.,
Bean, J., and Johnson, J. (2000, 6th edition); Seattle University
Press.
The,following,potential,Topics,(not,limited,to),may,be,reviewed
,for,consideration,for, selecting,the,Term,Paper.
1.,Application,of,Technology,and,Social,Media,in,Economic,de
velopment,for,Developing, Countries
2.,Role,of,women,and,women’s,empowerment,in,econ,developm
ent
3.,Role,of,Human,Capital,in,Econ,Development,in,Developing,
World,and/or,Emerging, Economies
4.,Role,of,Institutions,on,Higher,education,and,Healthcare,in,Ec
on,Development:,A,case, study,of,??????
5.,Role,of,Environmental,Policy,to,sustainable,Econ,Developme

nt
6.,Education,and,its,effect,on,Labor,Force,participation,in,Chin
a,for,rapid,econ,development
7.,Integrated,Rural,Development,in,China,and,its,impact,on,Eco
nomic,Development
8.,Modernization,of,Economic,Policy,in,China,and,its,economic
,development
9.,Population,Growth,and,its,policy,Implications,for,sustainable
,Econ,Growth,and,
Development:,A,comparative,Analysis,for,China,and,India
10.,The,role,of,Foreign,Investment,and,Technology,Support,in,
Econ,Dev,in,LDCs
11.,Human,Development,Index,and,its,relevance,in,measuring,E
con,Development
12.Urbanization,and,Sustainable,Econ,Development,in,Emergin
g,Economies,or,LDCs
13.,Economic,Planning,and,its,impact,on,economic,development
,for,India,,China,and,other, similar,adapting,countries,
14.,Education,for,disadvantaged,women,and,children,and,its,im
pact,on,econ,development
15.,China’s,On'Child,Policy,and,its,effect,on,Social,and,econom
ic,development:,Present,and, future
16.,Environmental,Policy,and,its,impact,on,econ,development:,
A,case,study,of,Haiti,and, Dominican,Republic
17.,Agricultural,Development,Policy,in,Sub'Saharan,African,co
untries,and,its,impact
18.,Market,Friendly,Econ,Policy,for,econ,development:,A,case,
study,for,???????
19.,Technological,progress,and,its,impact,on,the,economy,of,S.,
Korea
20.,Role,of,NGOs,such,as,BRAC,and,Grameen,Bank,(Micro'Cre
dit),in,Reducing,Poverty,,
Gender,Inequality,,Child,Education,,and,Women’s,Empowermen
t,in,Bangladesh
Guidelines of Writing Research Paper the writing style and

basic rules:
1. Writing Style: The following general styles as guided by
APA(www.apa.org)
a. Font size 12, Time New Roman, normal (not bold), double
spaced, the first line of each paragraph of the paper must be
indented to the right by 1 inch on the ruler, and no bold or
italic except some quotation or highlighting certain important
points or referenced comments by someone else.
b. Not to copy any one’s writing of article/book/news clip used,
except quoting with appropriate reference with parenthesis (to
be discussed in the class)
c. Will explain in the class how to write the list of references
and will also be posted in on-line supplement web.
d. Avoid writing: I, we, you, me, us, ours, etc.
e. Header of each page on the right corner should highlight the
core subject of your topic/assignment (to be discussed in the
class) and your name
f. The Length of each of the two research papers: 7-10 pages,
not including reference list, cover page, abstract and table of
contents.
In addition to the above guidelines for effective writing for
effective writing of upper level academic paper, the following
seven Cs are important to keep in mind.
2. The Seven Cs of Effective Writing
The following guidelines can help students with the 7 Cs of
Effective Writing on assignments. Providing the 7 Cs is a useful
way of instilling sound writing habits. Effective writing has the
following seven characteristics:
1. Complete - Effective writing uses topic sentences,
explanations, and supporting evidence. It has only one main
idea in each sentence and one main idea in each paragraph.

2. Concise - Effective writing does not use unnecessary
words, trite phrases, or redundancies.
3. Courteous - The tone of effective writing avoids
demeaning or patronizing language, sexist or other offensive
terminology, inappropriate humor, accusatory tone, terse
wording, and imperative voice (expresses a request or demand).
4. Concrete - Active, right-branching sentences (sentences
that start with a subject, followed by a verb and object) are
characteristic of effective writing. Avoid abstract words
whenever possible.
5. Clear - Effective writing is clear and unambiguous.
Subjects and verbs agree, and pronoun antecedents are clear. In
addition, the writing is free of jargon and slang.
6. Coherent- Organization is key to effective writing.
Sentences should flow in a logical sequence and not "jar" the
reader. Transitional elements should show the relationship of
one idea to another.
7. Correct- Mechanically correct writing is a hallmark of
effective writing. The writing must be mechanically correct
with regard to spelling, grammar, usage, punctuation, and
format.
The following steps to write a term paper is useful:
1. Topic Selection: Select a topic from the various issues
discussed in the class in the field of economic development.
You may also select your choice of topic from the issues you
have already addressed in weekly assignments.
2. Make sure the topic your have selected is relevant to the
subject and does fit to your areas of interest in the subject.

3. The title of the topic must make sense and gives your
audience a clear idea about the issue and focus of your research
paper.
4. Your Topic selection is your first step. Once you are settled
with your topic (you may also change or modify the topic title
after you finish your writing depending on what you have come
up with your end results of the term paper), the following
general organizational structure of your paper should follow:
-Introduction: includes your reason for the interest in the topic,
its relevance with some examples of the issues, quotes from
other writers in the same issue, importance and objective of
your paper
-Literature Review: This section should include your study on
this area published in different literature. You may sub-divide
this section into different categories of areas you have studied
and summarize the findings in your own critical words.
Providing proper citations are very important in this section.
-Method of Analysis: This section will include the appropriate
approach of your analysis of the paper in the next section. This
approach could be qualitative, quantitative, or both depending
on your time and resource constraints to take the right approach.
This methodology will clearly state the model structure you will
be using and how you will collect data/information with sources
(primary or secondary and why). You will also justify your
approach you have taken, given other alternatives you could
have.
-Analysis: Based on your approach mentioned in the previous
section, this section will be main contents of your paper. This
section will cover your data/information, analytical approach,
tables, graphs, etc.
-Conclusion: Your findings in the Analysis section will give
you clue to draw the conclusion very briefly, which will also
include your own remarks explaining how you have fulfilled
your objectives in your Introduction Section at the outset.
The above section will be followed by your list of references.
The abstract (the summary of the entire paper) should be written

after finishing your paper and must be placed on Page 1 of your
paper. However, Your paper must have a cover page followed
by table of contents before the page 1. I will go over that more
details in the class.

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