Intensive Policy Writing for Decision Makers

Intensive Policy Writing for Decision Makers DPI 820MB

Fall 2012, Module B (October 23 to December 6, T/Th, 1-2:30 p.m.) Room: T275 Instructor: Luciana Herman, Ph.D. Office: Taubman 260 (Shorenstein Center) Office Hours: F, 1-3 p.m., in T260 Office Phone: 617-495-0478 Email: [email protected] Course Assistant: Naa Ammah-Tagoe, [email protected] Course website: http://isites.harvard.edu/icb/icb.do?keyword=k91384 (Note: Please use this site rather than the HKS platform version.)

Policy Writing for Decision Makers (DPI 820MB/C). This six-week course helps turn you into a strong policy writer—someone who writes with the ease, confidence, clarity, and modes of persuasion necessary to professional policy making. Newer policy writers will learn the styles and genres of policy writing, including proposals, position papers, and briefing books, and gain mastery over the short memo style required for most HKS courses. Returning policy writers will find the course a beneficial refresher to the policy writing skills necessary to success in high- level policy careers. The course presents writing assignments through the lens of case studies that replicate problems you may face as a policy writer and decision-maker, with attention to the research methods, modes of analysis, persuasive arguments, recommendations, refutations, and graphic support that turn research and advocacy into action. It will also teach you the strategies, techniques, and production habits of highly skilled writers, and provide an intimate, rigorous, and immersive environment in which to internalize them. The fall modules are especially relevant to newer policy writers who are less familiar with the structure, research methods, and goals of standard policy papers. The spring module will operate in smaller break-out sessions targeted to your specific policy interests and writing needs, and with special attention to the writing production schedules and needs of PAE and SYPA writers. The class can be taken alone or together with other writing courses in the DPI writing series.

The class is grounded in: 1. Constant writing. At nearly every class meeting you will either produce or revise a piece of policy writing ranging from short exercises to a final longer work of analysis. You will be constantly creating, revising, and improving your policy ideas in writing. 2. Constant reading. Policy Writing for Decision Makers challenges you with some of the best writing from and about the world of policy. You will be asked to contribute to the opus of readings by posting and discussing on the course blog works you admire or find provocative. 3. Constant feedback. For some assignments you will receive oral or written feedback from your instructor and/or your colleagues. Every other week, you will join a team of your colleagues and instructor in an “editorial meeting” during which we go over your writing sentence by sentence. If you are new to policy writing, this aspect of the course is especially crucial to mastering skills.

4. Collegial group work and workshops. Throughout the term you will be working in groups of three or four, reading, discussing, and editing the work of your colleagues. Occasional supplemental, optional workshops help boost the skills of newer policy writers. 5. Dynamic class discussions and blogging. The course operates as a graduate discussion—not as a lecture—that relies on you as part of a community of scholars and policy-makers. Rather than rehearse the reading, we will discuss how to apply it to the writing and research challenges that you face at HKS and to your career as a policy researcher, analyst, writer, and decision-maker.

Course Assignments: DPI 820M is organized around four assignments grounded in two case studies and one issue area. You may also use your own issue area as the basis for the four assignments, which are designed to help you develop competency in common types of policy papers and briefings. These assignments are supported by two required and one optional conference for intensive one- on-one editorial consultation on your writing. While you should read the background connected to each case study, you may ground your written work in only one or two of them—or in your own subject area—so that your work throughout the course demonstrates mastery over the subject matter as well as writing style. In your first assignment, you’ll write a proposal to a hypothetical client; in the second, you will draft a short findings or action memo; in the third, you will write an executive summary and table of contents for a hypothetical longer policy paper or briefing book; and, in the fourth, you will present a short PowerPoint briefing for an elite decision-maker. The more mastery you have over a single subject, the more likely you are to produce strong results, so, if you prefer to focus on an issue in which you have prior expertise, please feel free.

Grading and Due Dates: Note: All assignments are due at least 24 hours before your scheduled conference.  Proposal (25%) due at the end of Week 2  Short Memo (25%) due at the end of Week 4  Executive Summary (20%) due at the end of Week 5  Mock PowerPoint Briefing (20%) due as your final project in Week 6  Blog and Class Participation (10%)

Texts (all texts are also on reserve at HKS Library and available at the COOP for purchase):

 Required: Joseph M. Williams, Style: Ten Lessons in Clarity and Grace. Any edition.  Required: Course Reader (CR), available from the Course Materials Office (CMO). (These are materials not available online.)  Online readings available through the course website.  Recommended: Eugene Bardach. A Practical Guide for Policy Analysis. New York: Chatham House Publishers. Washington, D.C.: CQ Press, 2009.  Recommended: Catherine F Smith. Writing Public Policy: A Practical Guide to Communicating in the Policy-Making Process (Paperback). Second Edition. Oxford UP, 2009.

Class Schedule

Introduction

October 23 (Class 1): Introduction General topic: Enriching our understanding of the means and ends of policy writing; gaining deeper awareness of our personal strengths and limitations as policy writers and decision makers. Reading for today:  George Orwell, Politics and the English Language o https://www.mtholyoke.edu/acad/intrel/orwell46.htm  HBS Elevator Pitch Builder o  Recommended: Joseph M. Williams, Style, Chapter 1, "Understanding Style"; Chapter 2, "Correctness" o Note: Although Williams’ Style is listed as recommended reading under each day’s syllabus, the text overall is required reading. Take the time to review and apply the lessons to your writing.  Recommended: Anne Lamott, "Shitty First Drafts" o < http://www.orcutt.net/othercontent/sfds.pdf>  Recommended: Catherine Smith, Writing Public Policy, Chapter 1, "Public Policy Making" (1-17); Chapter 2, "Communication in the Process" (18-29)

PowerPoint lecture (on elevator pitch) with class discussion: What are the characteristics of good writing? How can you make your writing both pithy and interesting? What words communicate core concepts? How do excess words blur or defer meaning? How do you develop a cost-effective policy style? What are some of the pressures that decision-makers face in communicating policies? In-Class Writing: Compose in class an "elevator pitch" of no more than two minutes (~100 words) that explains as fully as possible your policy work and goals—not in terms of the classes you want to take or the particular skills you want to learn but the changes you want to effect. Out-of-Class Workshop: With a partner, meet in person to review each other’s pitches, carving out excess words, and trying out alternative terms and formulations. Talk about the words that best convey meaning to you as a listener and then condense your colleague's work into a minute- long pitch.

Due next class:  Revise and memorize your minute-long elevator pitch. Be ready to present it and take questions in class.  Write a 350-word self-evaluation about your policy writing skills: What are your strengths as a policy writer? What are your weaknesses? How do you hope to improve over time and in this course? How do you expect your studies at HKS to change your writing? Turn this in as hard copy to your instructor.

October 25 (Class 2): Developing a Strong Presence

General topic: Gaining mastery over the key words that shape first impressions of our public presence; understanding the power of concision to shape clear messages. General introduction to course website.

In-Class Workshop: Be ready to present your elevator pitch orally and offer collegial critique to your colleagues on their pitches.

Class discussion: What are the characteristics of a strong elevator pitch? How can you present your work concisely yet with urgency? What are the essential key words that best communicate who you are—your values and your goals--as a policy maker?

Out-of-class discussion: Please post your written elevator pitch to the internal class blog on the website. Please also respond to at least one other person’s pitch with thoughts on what they did well in their oral presentation and what they can improve.

Case Study 1: The John F. Kennedy School of Government

October 30 (Class 3): Working with Case Studies General Topic: Practicing the tools of self-evaluation as a policy writer; recognizing clear writing; understanding how to use case studies. Reading for today:  The Origins of the John F. Kennedy School of Government o http://isites.harvard.edu/icb/icb.do?keyword=k91384&pageid=icb.page547043  Learning by Case Method o http://isites.harvard.edu/fs/docs/icb.topic1148873.files//Learning%20by %20Case%20Method.pdf o Tips for Writing About Case Studies (Word)  Recommended: Catherine Smith, Writing Public Policy, Appendix B, "Clear Writing" (183-187)  Recommended: Williams, Style, Chapter 3, "Actions"; Chapter 4, "Characters"

Class discussion: What is policy writing? How can you evaluate and improve your policy writing style? What are the consequences of bad style and the advantages of stylistic excellence? How can you realistically work towards stylistic excellence in your own everyday writing? What is a case study? How do decision-makers use case studies to inform policy? What are the policy writing lessons of the Kennedy School case study?

November 1 (Class 4): Finding and Prioritizing Recommendations General topic: Learning analytical methods that help policy makers understand complex situations and case studies, including PEST and SWOT feasibility methods. Reading for today:  HKS Case Study (continued)  Eugene Bardach, “The Eightfold Path,” A Practical Guide for Policy Analysis, 1-64 (CR)  PEST Feasibility Chart (linked on course website under Assignment 1/2)  Recommended: Smith, Writing Public Policy, Ch. 3, "Definition: Frame the Problem" (31-59)  Recommended: Joseph M. Williams, Style, Chapter 5, "Cohesion and Coherence" PowerPoint lecture and class discussion: What is the "eight-fold path" of strong policy analysis? What are common areas of research and data collection for policy analysis? How can you prioritize findings and recommendations from case studies? How do you locate and prioritize key recommendations and ideas for policy initiatives? What are the pillars of excellent policy writing? How do you prioritize stakeholders? Who are the key stakeholders in the Kennedy School development initiative? In-Class Workshop: Using the Origins of the Kennedy School case study, work with a partner to develop PEST and SWOT charts that target potential areas for a development initiative.

Alternatively, if you instead choose to work on your own policy area, please discuss the logic of your PEST analysis with your partner. For those of you working in your own policy area, please choose an editorial partner who will work with you throughout the term. This will ensure that you know each other's areas well enough to advise on logic and flow as well as style and structure.

Due in hard copy next class, Nov. 6:  Complete PEST and SWOT charts for your proposal on either the Kennedy School development initiative or your own policy area. November 6 & 8 (Class 5 & 6): The Kennedy School Development Initiative and the Art of Proposals

General topic: Analyze the characteristics of a strong proposal to a client or high-level decision maker. What are their needs and expectations? What are the standard features of a strong policy proposal? PowerPoint lecture with class discussion: What is a proposal? How do you glean key ideas from a client? How do you mediate a client’s expectations with what you can realistically deliver? How can you direct a client towards stronger policy outcomes? What are the near-term and long-term development goals of the Kennedy School? What do you propose the School emphasize in those goals? Reading for today:  Selected proposals (class website under Assignment 1/2)  Handout on proposal writing (linked on class website under Assignment 1/2)  Recommended: Catherine Smith, Writing Public Policy, Chapter 6, "Petitions and Proposals: Request Action or Propose Policy" (103-125)

Assignment 1 due 24 hours before your scheduled conference, but no later than Sunday, Nov. 11: With your partner, review each other’s stakeholder charts and develop ideas for a proposal. If you are working on the Kennedy School case study, draft a joint proposal focusing on your ideas for the development initiative. If you are working in your own subject area, discuss your PEST charts and ideas with a partner. Your completed proposal is due to online drop box (Assignment 1) at least 24 hours before your conference. GROUP CONFERENCES, Thursday through Monday. Please sign up with your partner on the class scheduling wiki. Please bring Williams’ Style with you to conference as a writing reference guide.

Case Study 2: Flu Pandemic

November 13 (Class 7): Genres of Policy Papers General topic: A general overview of policy paper types with a focus on the connection between content, purpose, audience, and a client’s or decision maker’s requirements. Reading for today:  Tennessee Responds to H1N1 Pandemic Case Study o http://ksgcase.harvard.edu/casetitle.asp?caseNo=1941.0 (linked via class website)  An overview of selected policy genres (see class website for materials) o Short Memos, Briefing Books, Option and Decision Memoranda, White Papers, Position Papers, Discussion Papers o Position Statements, Consensus Statements, Policy Statements  Recommended: Catherine Smith, Writing Public Policy, Chapter 5, "Position Paper: Know the Arguments" (86-102); Chapter 7, "Briefing Memo or Opinion Statement: Inform Policy Makers" (126-136)

 Recommended: Joseph Williams, Style, Chapter 6, "Emphasis" Class discussion: How do you develop a policy paper repertoire for different audiences and organizations? How can you deepen your presentation style to persuade elite audiences? What style works best for lay audiences? How do you adapt a case study to develop strong policy? Thinking about the Tennessee case study, what are the best options for managing a pandemic outbreak? In-Class Writing: Experiment with BLUF statements for different kinds of policy papers and audiences. Revise an introductory paragraph from one of the sample short memos.

Out-of-class writing: Draft PEST charts for a short memo on your policy problem. If you do not have your own issue area, develop the chart on the topic of the Tennessee H1N1 case study. Bring the charts to the next class for in-class discussion with a partner.

November 15 (Class 8): Findings and Action Memos General topic: Learning the structure and goals of standard types of short memos; visualizing and understanding the situations that demand short memos. Reading for Today:  Memo Writing Guidelines  Sample Memos (linked under Assignment 2, “Short Memo Examples”)  Draft Student Memo on Flu Pandemic (for editorial conversation)  Williams, Style, Chapter 7, "Concision" PowerPoint Lecture and discussion: How do you prioritize options? How do you structure a short memo? What are the stylistic hallmarks of excellent short memos? What practices will help you write and revise short memos quickly with clarity and cohesive logic? In-class writing and editing workshop: Discuss your draft PEST analysis with a partner. With your partner’s input, develop a strong BLUF opening for your memo.

Assignment 2 draft due 24 hours before your conference, and no later than Sunday, Nov. 18: Draft an Action Memo to a key decision-maker for the Tennessee H1N1 case study or on your chosen topic. Please sign up for a conference with an editorial partner. Conferences take place Monday, Nov. 19-Wed., Nov. 21. Please bring Williams’ Style with you to conference as a writing reference guide.

November 20 (Class 9): Special Session on Policy Research Special guest presentation: HKS librarians on policy resources General topic: Navigating the resources necessary to effective policy research. Reading for today:

 Recommended: Eugene Bardach, researching policy, 65-75  Recommended: Catherine Smith, “Know the Record,” Chap. 4, 60-85 Class discussion: How do you find relevant information to make strong policy decisions? What are the key research areas policy makers should consider? When is public opinion data useful? What are the various resources available through the HKS Library? You will have some time to discuss your project individually with the HKS librarians.

Due next class: Post to the class blog and send to your instructor four policy research questions that could direct your research on: (1) public opinion, (2) statistical evidence, (3) legislative or recent government policy, and (4) interviews with key actors and stakeholders.

Issue Area 3: Framing Immigration Reform (the DREAM Act)

November 27 (Class 10): Framing and Political Discourse General topic: Evaluating core values, framing strategies, and keywords in political discourse. How do framing strategies shape policy outcomes? Reading for today:  Washington Post, "U.S. Will Ease Way to Citizenship for Some," August 19, 2011, A05. o http://www.lexisnexis.com.ezp-prod1.hul.harvard.edu/hotClass discussion/lnacademic/?shr=t&sfi=AC01NBSimplSrch (linked on course website)  Richard Durbin floor speech and debate on DREAM Act legislation (linked on class website under Course Videos)  Jon Kyl floor speech and debate on DREAM Act legislation (linked on class website under Course Videos)  Barack Obama on immigration reform (two short clips linked on class website)  George Lakoff, "The Framing of Immigration," BuzzFlash, 5/22/06 (linked via course website)  Recommended: Recommended: CRS Report, Unauthorized Alien Students: Issues and "DREAM Act" Legislation (CRS-2011-DSP-0340), June 1, 2011 o http://web.lexis-nexis.com.ezp-prod1.hul.harvard.edu/congcomp/document? _m=78ec0908ff8cd5caea2774eb6fa9cd91&_docnum=6&wchp=dGLbVzk- zSkSA&_md5=c4cfb19ebb11a33f6fa4c55b9398bbea (linked on course website)  Recommended: CRS Report, Overview of Immigration Issues in the 112th Congress (CRS- 2011-DSP-0217), March 21, 2011 o http://web.lexis-nexis.com.ezp-prod1.hul.harvard.edu/congcomp/document? _m=69b43ceb2bada3dd20f52c78859e245c&_docnum=13&wchp=dGLbVzk- zSkSA&_md5=d0c164edb07515fe43d9afd8ea32bc3a (linked on course website)  Recommended: Hugh Mehan, The Discourse of the Illegal Immigration Debate: a case study in the politics of representation," Discourse and Society (1997) o http://das.sagepub.com/content/8/2/249.short (linked on course website)

PowerPoint lecture and class discussion: Understanding the power of core values and keywords as a central part of cognition. How do keywords express core values and shape arguments? How do keywords simplify or convey complex ideas? How does framing persuade listeners? How can you use framing to convey the integrity of your position? What are the political archetypes that shape current American thinking on immigration reform?

November 29 (Class 11): Effective Executive Summaries, Briefing Books, PAE’s and (very briefly) Oral Briefings

General topic: Learning the priorities of strong executive summaries, briefing books, and oral briefings. Reading for today:  Selected Executive Summaries (see PAE’s below)  Handout on Executive Summaries (linked on class website under Assignment 3/4)  Handout on Briefing Books (linked on class website under Assignment 3/4)  Handout on Oral Briefings (linked on class website under Assignment 3/4)  PAE Guide: Standards of Analysis; Standards of Excellence  Skim these award-winning HKS policy analysis papers with special attention to the sections indicated: o Understanding Muslim Populations: What Leaders Need to Know, Erica Han and Lymari Morales . Read Table of Contents, Executive Summary, Goal and Methodology Sections (pp. 1-5); Conclusion (p. 30); read one recommendation area for style, format, and argument o Smoothing the Transition to Kindergarten: Toward a Coordinated Statewide Policy , Yumiko Jolly and Sherry Orbach . Read Table of Contents, Introduction, and Methodology Sections (pp. 1- 4); Recommendation 3 (pp. 27-29); and Conclusion (pp. 32-33) o Immigrant Voters in Massachusetts: Implications for Political Parties (link to PDF), Mamie Marcuss . Read Table of Contents, Executive Summary, Methodology Sections (pp. 1-12); one section of the Findings (your choice); Recommendations (pp. 26-29)  Sample Briefing Books (linked on class website under Assignment 3/4)  Recommended: Williams, Chapter 10, "The Ethics of Style"  Recommended: Williams, Style, Chapter 8, "Shape"  Recommended: Edward R. Tufte, "The Cognitive Style of PowerPoint: Pitching Out Corrupts Within" (2006)

Class discussion: What are the central features of a strong executive summary? How does the executive summary both guide and reflect the policy analysis that follows? How do you represent complex policy points in a briefing book? What are the essential criteria of strong oral briefings?

Assignment 3 due 24 hours before your optional final conference, and no later than Sunday, December 2: Executive summary due to online drop box at least 24 hours prior to your conference. Conferences take place Thursday 11/29 to Monday 12/3. Please bring Williams’ Style with you to conference as a writing reference guide.

December 4 (Class 12): Framing for Lay Audiences; Framing for Policy Writing General topic: Using analytical tools to understand and address the competing needs of different audiences. Gaining proficiency in framing methods that are consistent with your underlying values and ultimate public policy goals. Understanding the role of framing in policy writing. Reading for today:  The Pew Research Center for People and the Press, “Red and Blue” typography; please browse Part II, the Political Typology, and Profiles of the Typology Groups. Take the Typology Questionnaire. (Online)  Frank Luntz, Words that Work (CR)  FrameWorks Institute website o http://www.frameworksinstitute.org/  Look at these policy memos for framing from conservative and liberal perspectives: o Right: Steve Camarota, "Estimating the Cost of the DREAM Act," Center for Immigration Studies, November 2010, http://cis.org/dream-act-cost o Left (Obama Administration): Janet Napolitano, Memorandum to David Aguilar, Exercising Prosecutorial Discretion with Respect to Individuals Who Came to the United States as Children," June 15, 2012.  Recommended: Matt Bai, "The Framing Wars" (linked via course website)  Recommended: Frank Luntz, “Memo to the Republican Party (2004), Part I,” skim first 20 pages (linked online in two parts on the class website -- Part I and Part II)  Recommended: Lakoff, "Framing the Dems," American Prospect (August 31, 2003) o http://prospect.org/cs/articles?article=framing_the_dems (linked via course website)  Recommended: PBS Frontline interview with Frank Luntz. (linked via course website) Class discussion: What is an audience? How much can you realistically expect from your audience in terms of knowledge, attention, and empathy? How does effective writing adapt itself to its audience? Who is the audience for your own policy writing? How does your writing change for different audiences? How do moral and political values inform policy perspectives? How do you navigate competing value systems among your readers or convince skeptical audiences of your policy positions? How does framing shape policy outcomes? In-class workshop: Thinking about President Obama's messages on immigration reform and the Pew "Red and Blue" typology, we will experiment with framing your policy issues for your prospective audiences.

December 6 (Class 13): Analyzing, Explaining, and Telling Stories about Data General topic: Expanding your toolset for persuasive data analysis; developing your path forward as a policy writer. Reading for today:  Selected data presentations and analyses from an array of policy papers (see course website)

 Recommended: Skim Edward Tufte's homepage o http://www.edwardtufte.com/tufte/index o http://www.edwardtufte.com/tufte/powerpoint o http://www.edwardtufte.com/bboard/q-and-a-fetch-msg?msg_id=0000Jr  Recommended: Williams, Chapter 9, "Elegance" Class discussion: How do you adapt statistical data to a qualitative discussion? How do stories and images function to simplify or help a reader visualize complex data? What is the right balance of qualitative and quantitative data in a policy paper?

Assignment 4: Final mock briefing in an evening session to your colleagues. Select your briefing time on the scheduling wiki. Note: There will be two extended evening sessions for presentations during the last week of the class. Due Tuesday, December 11, to Drop Box 4: Turn in the table of contents to your mock briefing book and a copy of your slide deck from your final oral briefing. Then return to your original 350-word self-evaluation. How did your strengths as a policy writer develop? What areas will you continue to work on? Turn in (Drop Box 4) your final thoughts on your policy writing skills and path forward.

Congratulations on your accomplishments as a policy writer!