MNG81001 MANAGEMENT COMMUNICATION Assessment 2 PERSUASIVE MEMO Document design Part 1: Memo format Part 2: Five (5) Powerpoint slides Due Date Friday 15th December 2017 9.00am (QLD time) Length 750 words total (memo and PPT slides) (+/- 10%) Weight 20% Memo (60% or 12/20) PPT slides (40% or 8/20) Assessment Task Your Sydney HQ is developing a new marketing team with team members located in New York, Beijing and Mumbai. This will necessitate the establishment of a virtual team spread over four different time zones to use both synchronous (real time) and asynchronous (not concurrent) communication. A number of the team have expressed concerns about how it will all work, and meetings might be scheduled when one part of the team is about to go to lunch, while the other part is asleep. To help 'sell' the idea to the team, your boss, the Marketing Director, is planning a virtual meeting with all team members. She is aware of the concerns and knows how important the presentation will be in creating a favourable association with virtual teams, as well as a good opportunity to build engagement, trust and candour among the team members. To prepare for the virtual meeting she has asked you to: (i) evaluate the advantages and disadvantages of synchronous and asynchronous communication, and (ii) develop recommendations on how to use both synchronous and asynchronous communication tools, to not only be productive, but to maintain positive working relationships. Please note: Part 1 will be presented as a memo. Part 2 will be presented as five (5) Powerpoint slides. Persuasion aims to influence other people’s behaviours and attitudes. Successful persuasion shows readers ‘what’s in it for them’. Persuasive writing is one of the main types of academic writing. At work, some of the persuasive documents you might have to write are proposals, offers to clients, and memos suggesting alternative methods or new ways of doing particular tasks. Persuasive writing has all the features of analytical writing (that is, information plus reorganising the information), with the addition of your own point of view. Most essays at university are persuasive, and there is a persuasive element in at least the discussion and conclusion of a research article. Points of view in academic writing can include an argument, a recommendation, interpretation of findings or evaluation of the work of others. In persuasive writing, each claim you make needs to be supported by some evidence, for example a reference to research findings or published sources. The kinds of instructions for a persuasive assignment include: argue, evaluate, discuss, take a position. Please follow these guidelines to complete the assessment: 1. To help reach your own point of view on the facts or ideas: · read some other points of view on the topic. Who do you feel is the most convincing? · look for patterns in the data or references. Where is the evidence strongest? ◦ · list several different inte ...

1. MNG81001 MANAGEMENT COMMUNICATION
Assessment 2
PERSUASIVE MEMO
Document design
Part 1: Memo format
Part 2: Five (5) Powerpoint slides
Due Date
Friday 15th December 2017 9.00am (QLD time)
Length
750 words total (memo and PPT slides) (+/- 10%)
Weight
20%
Memo (60% or 12/20)
PPT slides (40% or 8/20)
Assessment Task
Your Sydney HQ is developing a new marketing team with team
members located in New York, Beijing and Mumbai. This will
necessitate the establishment of a virtual team spread over four
different time zones to use both synchronous (real time) and
asynchronous (not concurrent) communication. A number of
the team have expressed concerns about how it will all work,
and meetings might be scheduled when one part of the team is
about to go to lunch, while the other part is asleep.
To help 'sell' the idea to the team, your boss, the Marketing
Director, is planning a virtual meeting with all team members.
She is aware of the concerns and knows how important the
presentation will be in creating a favourable association with
virtual teams, as well as a good opportunity to build
engagement, trust and candour among the team members.
To prepare for the virtual meeting she has asked you to: (i)
evaluate the advantages and disadvantages of synchronous and
asynchronous communication, and (ii) develop
recommendations on how to use both synchronous and

2. asynchronous communication tools, to not only be productive,
but to maintain positive working relationships.
Please note: Part 1 will be presented as a memo. Part 2 will be
presented as five (5) Powerpoint slides.
Persuasion aims to influence other people’s behaviours and
attitudes. Successful persuasion shows readers ‘what’s in it for
them’. Persuasive writing is one of the main types of academic
writing. At work, some of the persuasive documents you might
have to write are proposals, offers to clients, and memos
suggesting alternative methods or new ways of doing particular
tasks.
Persuasive writing has all the features of analytical writing (that
is, information plus reorganising the information), with the
addition of your own point of view. Most essays at university
are persuasive, and there is a persuasive element in at least the
discussion and conclusion of a research article. Points of view
in academic writing can include an argument, a
recommendation, interpretation of findings or evaluation of the
work of others.
In persuasive writing, each claim you make needs to be
supported by some evidence, for example a reference to
research findings or published sources. The kinds of
instructions for a persuasive assignment include: argue,
evaluate, discuss, take a position.
Please follow these guidelines to complete the assessment:
1. To help reach your own point of view on the facts or ideas:
· read some other points of view on the topic. Who do you feel
is the most convincing?
· look for patterns in the data or references. Where is the
evidence strongest? ◦
· list several different interpretations. What are the real-life

3. implications of each one? Which ones are likely to be most
useful or beneficial? Which ones have some problems?
· discuss the facts and ideas with someone else. Do you agree
with their point of view?
2. To develop your argument:
· list the different reasons for your point of view.
· think about the different types and sources of evidence which
you can use to support your point of view.
· consider different ways that your point of view is similar to,
and different from, the points of view of other researchers.
· look for various ways to break your point of view into parts.
3. To present your argument, make sure:
· your text develops a coherent argument where all the
individual claims work together to support your overall point of
view.
· your reasoning for each claim is clear to the reader.
· your assumptions are valid.
· you have evidence for every claim you make.
· you use evidence that is convincing and directly relevant.
4. Use three to five secondary sources.
5. Submit Assessment 2 to Turnitin via the Blackboard site no
later that the due date: Friday 15th December 2017 9.00am
(QLD time).
6. Refer to the Marking Criteria Guide and Marking Rubric
located under Assessment Details.
PRIOS/CDT brief (covered in lecture and tutorials) for
Assessment 2:
a. Purpose: The purpose of this document is to evaluate the

4. advantages and disadvantages of synchronous and asynchronous
communication tools and persuade team members of the benefits
and advantages of working as a virtual team.
b. Readers: Your boss (the Marketing Director of XYZ
Company).
c. Information: Based on secondary sources.
d. Organisation: Direct order approach (start with you most
significant criterion, etc.)
e. Style: Formal. Focus on being clear and concise, not flowery
or overly-descriptive. Be sure to proofread carefully to ensure
that there are no sentence-level errors such as spelling mistakes,
wrong word choice, incorrect punctuation, etc.
f. Channel choice: Written document.
g. Document design: Part 1: Memo format. Part 2: Powerpoint
slides.
h. Length: Total 750 words for both Part 1 and Part 2. A good
target for each Powerpoint slide would be a three-word title
plus a maximum of five bullet points of four words each.
Please note:
1. All applications for Special Consideration need to be
submitted before the due date of the assessment item. For more
information see http://scu.edu.au/students/index.php/30 and
Rule 3 - Coursework Awards - Student Assessment and
Examinations
http://policies.scu.edu.au/view.current.php?id=0014

5. Computer failure will not be accepted as a reason for missing an
assessment deadline: you are strongly advised to backup all of
your work, for example on a USB flash drive, to ensure that you
are still able to submit to a deadline in the event of a computer
related failure.
2. In cases where there are no accepted mitigating
circumstances as determined through Special Consideration
procedures, late submission of assessment tasks will lead
automatically to the imposition of a penalty. Penalties will be
applied for late submissions as soon as the deadline is reached.
3. Students are reminded of the extremely serious view the
University takes with regard to plagiarism and are strongly
advised to read the university’s policies on academic integrity
and the penalties associated with academic misconduct (see:
https://policies.scu.edu.au/ view.current.php?id=00142, as well
as information in the UIG).
Marking criteria/weighting
Evaluation criteria
Task
Weighting
1.Purpose & Audience
Understanding and addressing the question
Has the student understood the task and covered the key points?
Does the response adequately address the topic and task?
Does this document take into account the needs of the audience?
Does this document provide adequate information for the
reader?
Does the writer thoroughly address any potential questions from
the reader?

6. 40%
2. Structure & Organisation
Thesis/argument, introduction, conclusion, paragraphs
Is there a clear structure to the response?
Does the introduction, body and conclusion contain all the
identifying features?
Do the paragraphs contain one main idea that is explored using
relevant evidence?
30%
Powerpoint slides
Relevance to the topic
Font (size, style, readability)
Format (colour, layout, background)
Logical organisation
Supports spoken content
Language use (grammar, spelling, punctuation)
Acknowledgment of sources (referencing)
3.Research & Language
Integrating evidence (paraphrasing, synthesising and
quotations)
Referencing – in-text (citing) and reference list.
Sentences – spelling, punctuation, grammar.
Is there evidence of research?
Is it properly referenced?
Are source materials properly integrated and referenced in-text?
Is there a range of vocabulary?
Are sentences grammatically correct?

7. Are sentences accurate and complete?
Has a spell check been used?
Is spelling accurate?
30%
Fail
Pass
Credit
Distinction
High Distinction
0 - 49
50 - 64
65 - 74
75 - 84
85 - 100
Multiple parts of the assignment are missing or incomplete.
Student fails to answer the question.
Essential elements are imprecise or absent. Work at a level that
would be considered basic.
Key elements are presented but could be further developed and
given ore depth.
Most aspects included in a final, well-developed form.
The assignment contains all required elements and is of the
highest order.
9

8. MNG81001 2017-Session 3 Assessment 2
1. Purpose and Audience (40%)
2. Structure and Organisation: Memo
3. Research and Language Use 30%
High Distinction
High Distinction
High Distinction
All aspects of the assessment are comprehensively and
appropriately explored, supported and covered.
The writer’s position and/or purpose is clear and fully
developed throughout the assessment.
All ideas are relevant and appropriate for the audience.
Reference to required number of relevant sources. The specified
word length is met (750 words +/– 10%).
Writing communicates meaning clearly and achieves purpose of
the task.
The introduction is solid and thorough and includes all
identifying features.
Strong and relevant thesis statement with controlling idea(s)
linked to topic sentences.
Conclusion clearly relates back to the title, thesis statement and
main points. Presents a well-defined summary of the whole
paper.
Well-defined argument. Information and ideas are logically
organised and easily followed
Paragraphing is used appropriately and skillfully. Format
enhances readability of the paper.

9. Paraphrases and synthesises information in own words; cites the
originating author(s) and provides the corresponding reference.
Quotes (where appropriate) used sparingly and cited correctly.
Information is correctly referenced following the SCU Harvard
style for both in-text and end-of-text referencing.
A wide range of vocabulary is used accurately and appropriately
(for audience); spelling is correct.
A wide range of grammatical structures are used accurately and
appropriately throughout with no errors (incl. punctuation
errors.
Distinction
Distinction
Distinction
All aspects of the assessment are addressed and supported
sufficiently and appropriately.
The writer’s position and/or purpose is clear and well-
developed. The specified word length is met (750 words +/–
10%).
Information and ideas are relevant and appropriate for the
audience (minor lapses may occur).
Writing communicates meaning to a satisfactory level and
achieves purpose of the task.
The introduction is clear and appropriate and includes all
identifying features.
Appropriate and relevant thesis statement with controlling
idea(s) linked to topic sentences.

10. Conclusion clearly relates back to the title, thesis statement and
main points. Presents a good summary of the whole paper.
The organisation of information and ideas is logical (only minor
lapses/loss of coherence occur).
Cohesion between sentences and paragraphs is often very
effective, and internal headings are often effective and
sufficient. Paragraphing is appropriate. Each paragraph has
one clear main idea (lapses are rare).
Paraphrases and synthesises information in own words; cites the
originating author(s) and provides the corresponding reference.
Quotes (where appropriate) used sparingly and cited correctly
In-text and end-of-text referencing is mostly accurate (some
minor inconsistencies/inaccuracies)
A range of vocabulary is used accurately and appropriately (for
audience); minor spelling errors.
A range of grammatical structures are appropriately used; some
minor errors, (incl. punctuation errors).
Credit
Credit
Credit
Nearly all aspects of the assessment are addressed with
appropriate support (although more support may be needed in
some areas).

11. The writer’s position and/or purpose are generally developed
and clear. The specified word length is met (750 words +/–
10%).
Most information and ideas are extended sufficiently, but there
may be a minor lack of clarity or focus and/or relevance in
some supporting ideas/material.
Writing generally communicates effectively but logic and
meaning not always clear.
The introduction is adequate; outlines identifying features but
greater clarity required.
The thesis statement makes an overly broad claim and is
somewhat ambiguous in meaning.
Conclusion addresses most main areas adequately.
Information and ideas are generally organised logically
(lapses/loss of coherence may occur).
Cohesion between sentences and paragraphs is helpful (although
errors, repetitive use, or underuse occur), and some internal
headings are well-managed.
Paragraphing is generally effective and appropriate but may not
always be logical, and/or the main idea of the paragraph may
not always be clear.
Most attempts at paraphrasing and synthesising are sufficient,
accurate, and appropriate; cites the originating author(s) and
provides the corresponding reference.
Quotes (where appropriate) used sparingly and mostly cited
correctly.

12. Some errors in the SCU Harvard reference style - in-text and
end-of-text referencing.
Vocabulary is generally used adequately, accurately and
appropriately (for audience), some spelling errors.
Grammatical structures are generally used accurately and
appropriately, although errors (incl. punctuation errors) occur,
and these may impede communication.
Pass
Pass
Pass
Most major aspects of the assessment are addressed (minor
aspects may be missing), but some parts lack appropriate
support and/or extension.
The format of the assessment may not be appropriate and/or the
specified word length (750 words +/-10%) is not met.
The writer’s position and/or purpose lacks clarity.
Information and ideas may be insufficiently extended for the
audience, and there may be a lack of clarity and/or relevance.
There may be some repetition.
Writing generally communicates adequately but logic and
meaning not always clear.
Some aspects of the introduction are sufficient; although at
times overly vague with broad generalisations; greater clarity
and direction needed. Thesis statement makes an overly general
claim and is somewhat ambiguous in meaning.
Conclusion attempted but does not appropriately sum up
findings or link back to the thesis statement.

13. Information and ideas may not always have a clear progression,
and there may be a lack of coherence in some areas. Cohesion
between sentences and paragraphs is sometimes helpful
(although errors, repetitive use, or underuse occur), but internal
headings may be missing and/or inappropriate. Paragraphing is
evident but may not always be logical and/or the main idea of
some paragraphs is unclear.
Most attempts at paraphrasing and synthesising are insufficient,
inaccurate, and/or inappropriate; not all originating author(s)
cited with corresponding reference.
Overreliance on quotes (where appropriate); some errors in
citation.
In-text and end-of-text referencing lacks accuracy and/or
consistency.
Vocabulary is adequate but is sometimes used inaccurately
and/or inappropriately (for audience), and spelling errors may
occur.
Grammatical structures lack accuracy, and errors (incl.
punctuation errors) impede communication.
Fail
Fail
Fail
The requirements of assessment are not sufficiently covered
and/or supported.
The format of the assessment is not appropriate.
The specified word length exceeds 825 words/is less than 675
words.

14. The writer’s position and purpose often lacks clarity.
Information and ideas are insufficiently extended and/or
supported for the audience. Those presented are often
irrelevant, repetitive and/or inadequate.
Logic and meaning not clear.
The introduction is poorly written; does not address the main
identifying features (purpose, thesis statement and blueprint).
No thesis statement provided.
No logical conclusion. Fails to summarise the main ideas which
have been discussed or make a final comment about the paper’s
main idea.
Information and ideas lack a clear progression and coherence.
Cohesion between sentences and paragraphs is often erroneous
or missing, and internal headings are missing and/or
inappropriate.
Paragraphing may be missing, and the main idea of paragraphs
is often unclear.
Evidence of paraphrasing plagiarism; original author's words
moved around, while summarising the main ideas; fails to cite
the original author(s) and to provide the corresponding
bibliographic reference.
Overreliance on (>10%) or no quotes.
Fails to follow Harvard referencing style for both in-text and
end-of-text referencing.

15. Vocabulary is often inadequate, inappropriate (for audience)
and inaccurate; words often incorrect or incorrectly used;
substantial spelling errors.
Grammatical structures lack accuracy, and errors (incl.
punctuation errors) strain communication.
Attempts at paraphrasing are insufficient, inaccurate, and/or
inappropriate.
Powerpoint presentation
High Distinction ((10 – 12)
Distinction (9 – 9.5)
Credit (8 – 8.5)
Pass (6 – 7.5)
Fail >6
PPT presentation vey informative, well organised, interesting
and relevant to the assignment.
Content is accurate and information presented in a logical order.
Presentation flows well and logically. Presentation reflects
extensive use of tools in a creative way.
Correct number of slides.
Font, format and images are appropriate and pleasing to the eye.
No spelling or grammatical errors. Text in author’s own words.
Acknowledgment of sources.

16. PPT presentation informative, organised and provides ample
information relevant to the assignment.
Content is accurate but some information is not presented in a
logical order, but is still generally easy to follow.
Correct number of slides. Presentation flows well and logically.
Font, format and images are mostly appropriate.
Few spelling or grammatical errors. Text in author’s own words.
Acknowledgment of sources.
PPT presentation provides adequate information, some key
concepts left out, organisation is acceptable.
Content is accurate but information is not presented in a logical
order, making it difficult to follow.
Some tools used to show acceptable understanding. Correct
number of slides.
Some errors in use of font, format and images.
Some spelling or grammatical errors. Text in author’s own
words.
Acknowledgment of sources.
PPT presentation provides minimal information, many concepts

17. unrelated, poorly organised.
Content is questionable and information is not presented in a
logical order, making it difficult to follow.
Tools are not used in a relevant manner. Lacking in number of
slides.
Some errors in use of font, format and images.
Some spelling or grammatical errors. Most of text in author’s
own words.
Acknowledgment of sources.
PPT presentation not informative, or relevant tot e assignment,
no apparent oganisation.
Content is inaccurate and is not presented in a logical order,
making it difficult to follow.
Presentation has no flow. Tools are not used in a relevant
manner.
Lacking in number of slides.
Some errors in use of font, format and images.
Many spelling or grammatical errors. Most of text in author’s
own words.
Acknowledgment of sources.

18. Chapter 30 deals with the effects of the Cold War and
decolonization after World War II. After the war, the U.S. and
the Soviet Union emerged as both victors and global super
powers. The capitalistic and democratic ideology conflicted
with that of the communist Soviet Union. It is the difference in
these two ideologies that created much of the tension during the
Cold War. The U.S. did whatever it could to prevent the spread
of communism while the Soviet Union did all it could to spread
it. Additionally, it is in this post-World War II era that we see
many colonies gaining freedom from their war weakened
European rulers. Many countries were left severely weakened
after World War II and their colonies took notice. These
colonies used this weakness and the power of their countries'
citizens to regain control of their country.
The first event that I deem to be most important in chapter
30 is the Cuban Missile Crisis in 1962. This event was the
climax of tensions between the U.S. and the Soviet Union
during the Cold War. When Cuba began its socialist regime the
U.S. looked down upon it and tried to put an end to it in an
attempt to prevent the spread of communism. Cuba developed a
relationship with the Soviet Union after they embraced the
notion that the U.S. would not let them govern themselves in
peace. The Soviet Union took advantage of this situation by
secretly shipping missiles to Cuba. When the U.S. found out,
they ordered Russia to withdraw the missiles or prepare for war.
With tensions at their height and the world holding its breath
the Soviet Union agreed to withdraw its missiles and the U.S.
withdrew theirs from Turkey. This is important because this is
the closest the world had come to all-out nuclear war.
Additionally, it is a defining moment in the Cold War.

19. The second event that I deem to be most important is
the Vietnam War that took place between 1965-1975. The war
began as an offensive to prevent the spread of communism and
was influenced by the fabricated Gulf of Tonkin incident. By
1965 there were over 200,000 American military personnel in
Vietnam. The war became the first majority televised war in
history. The war’s brutal jungle fighting and use of volatile
chemicals like Napalm and Agent Orange left much of the world
in shock and horror. Additionally, the guerilla tactics of the
enemy made it hard for American military to distinguish
between Vietcong and civilians. This confusion led to numerous
civilian deaths that elevated tensions around the world and at
home. The anti-war sentiment and growing social changes in the
U.S. took a large toll on the American government and public.
Vietname is a very important war in American history. It had
lasting effects on the American culture at the time and its
effects can still be seen today.
The third event that I deem to be most important is the
competition between Chiang Kai-shek and Mao Zedong for
control of China after World War II. Once Japan had been
removed from China, Chiang Kai-shek’s Guomindang fought
Mao Zedong’s Chinese Communist party for control of China.
Though Kai-shek’s army had more weapons and control of
major cities, Zedong and the communist party emerged as
victors with help from experience in World War II. Once in
control, the communist’s revolutionized the country from top to
bottom. They expanded education and farming programs. This
event is important because it is the founding of modern day
China. Likewise, Mao Zedong would initiate many reforms in
the coming years in an attempt to transform the country.
The fourth event that I deem to be most important is
Kwame Nkrumah leading Ghana to independence. Nkrumah
became the first prime minister of Ghana after leading the

20. country to independence from Britain. He emphasized Pan-
African unity and the importance of nation-building. This is
important because it was the first of many countries that gained
freedom from their European rulers after World War II.
Additionally, Nkrumah became a symbol of African unity and
independence in Africa and around the world.
The fifth event that I deem to be most important is the
Hungarian uprising in 1956. In this uprising, the Hungarian
people revolted against their Soviet communist government.
This rebellion led the Soviets to invade and forcefully enforce
their communist regime, again. Many rebels were imprisoned or
executed and the revolt was crushed. This is important because
it shows a country revolting against the Soviet Union and
communism. It also became an example of where the U.S.
related the horrors of communism to democracy.
During the Cold War and post-World War II era
many changes occurred. The U.S. and the Soviet Union
developed many tensions. Both sides sought to weaken the
influence and politics of the other on a global level. Likewise,
the U.S. involvement in the Vietnam War at the height of the
counter-culture revolution created immense tensions in the
country as many youth fiercely protested U.S. involvement. The
events of this time period would go on to shape how the country
would develop.
When reviewing Major Essays on the Discussion Board [Essay
#1]: I evaluate three major areas:
a. Grammar;
b. Knowledge/understanding as reflected in the essay, and
c. Content [overall, presentation, extent to which the essay
follows the guidelines..].
Each of these areas are worth 33.3%. Generally, in my
comments, there are five terms that I regularly employ:

21. a. "Challenged" means the student is not following guidelines
and/or not meeting minimum requirements in one or more of the
three areas listed above. This level generally means below
average work--"D-" to "F" work.
b. "Acceptable" means the student has met the minimum
requirements. This level
generally means passing level. C-//D+
b. "Respectable" means the student has met the nominal
requirements. This level generally means average work-- "C"//
"C+" to low "B-" work.
d. "Largely Sound" means the student has provided above
average work, but that minor improvement in some areas is
needed. This level generally means solid "B" to "B+" work.
e. "Sound" means the student has provided exceptional work;
while there is a range for "sound" and essays can always be
improved, this level basically means the essay is "A" work or
close to "A" work.
While grading essays focusing on historical interpretation is
extremely subjective work, the above represent the criteria I
employ while evaluating your work.
Hope this provides you some understanding of the evaluation
process?
History 110: History of African American Civilization I
COURSE DESCRIPTION: The history of the African people
from the anthropological origins of humankind through ancient
and medieval African history to the colonial experience in the
Americas to the mid-19thcentury is traced.
REQUIRED TEXTS: Clayborne Carson, et al. The Struggle
for Freedom… Pearson Longman. New York: 2011. Volume I
Chapter 2:

22. Question #1:
1. Summarize the six most important items covered in the
chapter. Be sure to explain the importance of each of the items.
Provide an Introduction or other roadmap for your reader to
follow your presentation..
Question #2:
1. What information in the chapter interested you most;
interested you least? Explain your response.
Question #3:
1. So far in the reading, do you feel the authors view Africans
as equal to or below Europeans? In a sentence or two...
_______________________
All responses to Discussion Board questions must be submitted
in ONE FILE ONLY; NO MULTIPLE FILES WILL BE
ACCEPTED. Your file should clearly distinguish each question
you are answering. [Question #1..... Question #2.....].
_______________________
Chapter 3:
Question #1:
1. Summarize the six most important items covered in the
chapter. Be sure to explain the importance of each of the items.
Provide an Introduction or other roadmap for your reader to
follow your presentation..
Question #2:
1. What information in the chapter interested you most;
interested you least? Explain your response.
Question #3:
1. For the past decade or so, American historians have been
promoting the notion that Africans, rather than Europeans, were
most responsible for the Trans-Atlantic Slave Trade. What do
you feel explains this new trend?