Business letter rubric
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This document contains a rubric for evaluating middle school business letters. It evaluates the letter on several criteria: format, structure, organization, topics/support, language, conventions, spelling, and conciseness. For each criterion, the rubric provides descriptors to assess the letter as excellent, adequate, fair, or minimal based on how well the letter meets the standard for that criterion.
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Introduction to Technical Writing
Vince Ricci, University of Tokyo, Center for Innovation in Engineering Education (CIEE).
Please check out the course blog here
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Special thanks Morimura-sensei, Mr. Entzinger and the CIEE staff.
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REPORT WRITING:TYPES, FORMAT, STRUCTURE AND RELEVANCE
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Recommended
Introduction to Technical Writing
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Please check out the course blog here
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The information in the presentation comes from Ch 4 in Teaching Pronunciation, 2nd Edition. Made by Jacqueline Trademan
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In this presentation, aimed at students in engineering, science and technology, I present some personal thoughts on what is expected in a technical report. Aimed particularly at students about to write their first lab report, it also contains useful information for students who need to write a dissertation or a software design document. It relects what I like to see in a report when I am marking it, but some of the principles are general I think. Within the constraints of the medium, I have also tried to present this it in much the same way that I would expect a report to be presented. Comments welcome.
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The scope of informal and formal reports is another major difference. Formal reports analyze a specific topic in great detail. On the other hand, informal reports are often very brief and only include the most relevant information.
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Directions essay 3
Write a post-session summary based on the completed experience. Include the following:
1. Explain the two learning disciplines that you examined for this assessment: team learning and systems thinking.
2. Team exercise plan:
. Outline the schedule for your team development session. Include the job titles or roles of the team members participating in the session. List the scheduled meeting date and time.
. Describe the problem or issue you chose as the intended purpose for your team development session.
. Identify the learning discipline that you chose to focus on for your team exercise. Explain the process used to select that learning discipline, the rationale for its selection, and the team development exercise that you used with your team.
· Post-session summary:
. Describe your team development experience in a narrative format.
. Explain the successful and unsuccessful aspects of the team development exercise.
. Explain the lessons learned for team facilitation, including both planned and unplanned journeys that resulted.
. Explain the lessons learned for your chosen discipline, and its potential for helping a group examine itself, choose new direction, and commit to that direction.
DDDEEEHHH 111888000000 DDDeeennntttaaalll HHHyyygggiii eeennn eee 111
Informative Poster Research Paper Peer Evaluation Form
At the conclusion of each group project, please rate yourself and your team colleagues on regarding the relative
contributions that were made in preparing, submitting, and presenting your group project. Please be honest,
objective, constructive, and fair in your evaluation of yourself and your colleagues. Your ratings will not be
disclosed to other students. In rating yourself and your peers, using the following five-point scale, where:
5 = Always 4 = Most of the time 3 = Sometimes 2 = Seldom 1 = Never
Project or Paper Title: _________________________________________________________________
*Insert YOUR NAME IN THE FIRST COLUMN and those of your peers’ in the other spaces. (One name at the top of each column).
Names __________ __________ __________ __________ __________
Participated in discussions or
meetings
Contributed thoughtful research
germane to topic
Helped keep the group on the
task
Contributed useful ideas
Quantity of work done
Quality of work done
Shared equally in the work
Cooperated with colleagues
Made fair, considered decisions
re: direction of project and work
Deliverables on time, as promised
= = = = =
Total Score
Please take a moment to reflect, and answer the following questions.
1. Would you want to work with this group again? Why or why not?
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Written answer question guidance
Analyse: when a question asks you to analyse something, you should do so in detail, and identify important
points and key features. Generally, you are expected to write a response one or two paragraphs long.
Compare: when a question asks you to compare something, you will need to show how two or more things
are similar, ensuring that you also indicate the relevance of the consequences. Generally, you are expected
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Contrast: when a question asks you to contrast something, you will need to show how two or more things
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write a response one or two paragraphs long.
Describe: when a question asks you to describe something, you should state the most noticeable qualities
or features. Generally, you are expected to write a response two or three sentences long.
Discuss: when a question asks you to discuss something, you are required to point out important issues or
features and express some form of critical judgement. Generally, you are expected to write a response one
or two paragraphs long.
Evaluate: when a question asks you to evaluate something, you should put forward arguments for and
against something. Generally, you are expected to write a response one or two paragraphs long.
Examine: when a question asks you to examine something, this is similar to “analyse”, where you should
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expected to write a response one or two paragraphs long.
Explain: when a question asks you to explain something, you should make clear how or why something
happened or the way it is. Generally, you are expected to write a response two or three sentences long.
Identify: when a question asks you to identify something, this means that you are asked to briefly describe
the required information. Generally, you are expected to write a response two or three sentences long.
List: when a question asks you to list something, this means that you are asked to briefly state information
in a list format.
Outline: when a question asks you to outline something, this means giving only the main points, Generally,
you are expected to write a response a few sentences long.
Summarise: when a question asks you to summarise something, this means (like “outline”) only giving the
main points. Generally, you are expected to write a response a few sentences long.
2
Regarding plagiarism concern, please answer all questions in your own words.
1. Explain the origins and the concept of the term group dynamics.
Origins: who came up with this idea or who is believed to do so.
Concept: what is Group Dynamics a ...
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Similar to Business letter rubric
Directions essay 3 Write a post-session summary based on the com.docx
Directions essay 3
Write a post-session summary based on the completed experience. Include the following:
1. Explain the two learning disciplines that you examined for this assessment: team learning and systems thinking.
2. Team exercise plan:
. Outline the schedule for your team development session. Include the job titles or roles of the team members participating in the session. List the scheduled meeting date and time.
. Describe the problem or issue you chose as the intended purpose for your team development session.
. Identify the learning discipline that you chose to focus on for your team exercise. Explain the process used to select that learning discipline, the rationale for its selection, and the team development exercise that you used with your team.
· Post-session summary:
. Describe your team development experience in a narrative format.
. Explain the successful and unsuccessful aspects of the team development exercise.
. Explain the lessons learned for team facilitation, including both planned and unplanned journeys that resulted.
. Explain the lessons learned for your chosen discipline, and its potential for helping a group examine itself, choose new direction, and commit to that direction.
DDDEEEHHH 111888000000 DDDeeennntttaaalll HHHyyygggiii eeennn eee 111
Informative Poster Research Paper Peer Evaluation Form
At the conclusion of each group project, please rate yourself and your team colleagues on regarding the relative
contributions that were made in preparing, submitting, and presenting your group project. Please be honest,
objective, constructive, and fair in your evaluation of yourself and your colleagues. Your ratings will not be
disclosed to other students. In rating yourself and your peers, using the following five-point scale, where:
5 = Always 4 = Most of the time 3 = Sometimes 2 = Seldom 1 = Never
Project or Paper Title: _________________________________________________________________
*Insert YOUR NAME IN THE FIRST COLUMN and those of your peers’ in the other spaces. (One name at the top of each column).
Names __________ __________ __________ __________ __________
Participated in discussions or
meetings
Contributed thoughtful research
germane to topic
Helped keep the group on the
task
Contributed useful ideas
Quantity of work done
Quality of work done
Shared equally in the work
Cooperated with colleagues
Made fair, considered decisions
re: direction of project and work
Deliverables on time, as promised
= = = = =
Total Score
Please take a moment to reflect, and answer the following questions.
1. Would you want to work with this group again? Why or why not?
2. In one sentence each; describe each team member’s contribution toward the project reaching completion?
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Assessment Guideline
Assessment Task 1: Written questions
Written answer question guidance
Analyse: when a question asks you to analyse something, you should do so in detail, and identify important
points and key features. Generally, you are expected to write a response one or two paragraphs long.
Compare: when a question asks you to compare something, you will need to show how two or more things
are similar, ensuring that you also indicate the relevance of the consequences. Generally, you are expected
to write a response one or two paragraphs long.
Contrast: when a question asks you to contrast something, you will need to show how two or more things
are different, ensuring you indicate the relevance or the consequences. Generally, you are expected to
write a response one or two paragraphs long.
Describe: when a question asks you to describe something, you should state the most noticeable qualities
or features. Generally, you are expected to write a response two or three sentences long.
Discuss: when a question asks you to discuss something, you are required to point out important issues or
features and express some form of critical judgement. Generally, you are expected to write a response one
or two paragraphs long.
Evaluate: when a question asks you to evaluate something, you should put forward arguments for and
against something. Generally, you are expected to write a response one or two paragraphs long.
Examine: when a question asks you to examine something, this is similar to “analyse”, where you should
provide a detailed response with key points and features and provide critical analysis. Generally, you are
expected to write a response one or two paragraphs long.
Explain: when a question asks you to explain something, you should make clear how or why something
happened or the way it is. Generally, you are expected to write a response two or three sentences long.
Identify: when a question asks you to identify something, this means that you are asked to briefly describe
the required information. Generally, you are expected to write a response two or three sentences long.
List: when a question asks you to list something, this means that you are asked to briefly state information
in a list format.
Outline: when a question asks you to outline something, this means giving only the main points, Generally,
you are expected to write a response a few sentences long.
Summarise: when a question asks you to summarise something, this means (like “outline”) only giving the
main points. Generally, you are expected to write a response a few sentences long.
2
Regarding plagiarism concern, please answer all questions in your own words.
1. Explain the origins and the concept of the term group dynamics.
Origins: who came up with this idea or who is believed to do so.
Concept: what is Group Dynamics a ...
1 BSBWOR502 Lead and manage team effectiveness
1
BSBWOR502 Lead and manage team effectiveness
Assessment Guideline
Assessment Task 1: Written questions
Written answer question guidance
Analyse: when a question asks you to analyse something, you should do so in detail, and identify important
points and key features. Generally, you are expected to write a response one or two paragraphs long.
Compare: when a question asks you to compare something, you will need to show how two or more things
are similar, ensuring that you also indicate the relevance of the consequences. Generally, you are expected
to write a response one or two paragraphs long.
Contrast: when a question asks you to contrast something, you will need to show how two or more things
are different, ensuring you indicate the relevance or the consequences. Generally, you are expected to
write a response one or two paragraphs long.
Describe: when a question asks you to describe something, you should state the most noticeable qualities
or features. Generally, you are expected to write a response two or three sentences long.
Discuss: when a question asks you to discuss something, you are required to point out important issues or
features and express some form of critical judgement. Generally, you are expected to write a response one
or two paragraphs long.
Evaluate: when a question asks you to evaluate something, you should put forward arguments for and
against something. Generally, you are expected to write a response one or two paragraphs long.
Examine: when a question asks you to examine something, this is similar to “analyse”, where you should
provide a detailed response with key points and features and provide critical analysis. Generally, you are
expected to write a response one or two paragraphs long.
Explain: when a question asks you to explain something, you should make clear how or why something
happened or the way it is. Generally, you are expected to write a response two or three sentences long.
Identify: when a question asks you to identify something, this means that you are asked to briefly describe
the required information. Generally, you are expected to write a response two or three sentences long.
List: when a question asks you to list something, this means that you are asked to briefly state information
in a list format.
Outline: when a question asks you to outline something, this means giving only the main points, Generally,
you are expected to write a response a few sentences long.
Summarise: when a question asks you to summarise something, this means (like “outline”) only giving the
main points. Generally, you are expected to write a response a few sentences long.
2
Regarding plagiarism concern, please answer all questions in your own words.
1. Explain the origins and the concept of the term group dynamics.
Origins: who came up with this idea or who is believed to do so.
Concept: what is Group Dynamics a ...
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Option 2: The SMART System
Submit a paper that examines the SMART system for setting goals. Be sure to consider the following:
1. Assess the challenges in establishing quality and risk management goals in complex organizations.
2. Infer the linkages between improvement goal statements and actions to achieve desired results.
3. Evaluate the advantages and disadvantages of different types of goal statements.
Your paper should be well-written and meet the following requirements:
· 4-5 pages in length (excluding title and reference pages)
· Formatted according to the CSU-Global Guide to Writing and APA Requirements.
· Include at least six references from the peer-reviewed articles. The CSU-Global Library is a good place to find peer-reviewed articles.
Option 2: The SMART System
Submit a paper that examines the SMART system for setting goals. Be sure to consider the following:
1.
Assess the challenges in establishing quality and risk management goals in complex organizations.
2.
Infer the linkages between improvement goal statements and actions to achieve desired results.
3.
Evaluate the advantages and
disadvantages of different types of goal statements.
Your paper should be well
-
written and meet the following requirements:
·
4
-
5 pages in length (excluding title and reference pages)
·
Formatted according to the
CSU
-
Global Guide to Writing and APA Requirements
.
·
Include at least six references from the peer
-
reviewed articles. The CSU
-
Global Library is a good
place to
find peer
-
reviewed articles.
Option 2: The SMART System
Submit a paper that examines the SMART system for setting goals. Be sure to consider the following:
1. Assess the challenges in establishing quality and risk management goals in complex organizations.
2. Infer the linkages between improvement goal statements and actions to achieve desired results.
3. Evaluate the advantages and disadvantages of different types of goal statements.
Your paper should be well-written and meet the following requirements:
4-5 pages in length (excluding title and reference pages)
Formatted according to the CSU-Global Guide to Writing and APA Requirements.
Include at least six references from the peer-reviewed articles. The CSU-Global Library is a good
place to find peer-reviewed articles.
HCM370
Critical Thinking Rubric – Module 5
Meets Expectation Approaches
Expectation
Below Expectation Limited Evidence
Content, Research, and Analysis
9-10 Points 7-8 Points 5-6 Points 3-4 Points
Requirements The paper includes
all of the required
components, as
specified in the
assignment.
The paper includes
most of the
required
components, as
specified in the
assignment.
The paper includes
some of the
required
components, as
specified in the
assignment.
The paper includes
few of the required
components, as
specified in the
assignment.
13-15 Points 10-12 Points 7-9 Points 4-6 Points
Content Demonstrates
strong or adequa.
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Final Project: (Week 8)
In this paper, students will analyze and discuss small business growth in terms of growth strategy, business forms, short and medium term goals, financing assistance, organizational structure and staffing needs, customers and promotion, and ethics and social responsibility. Students are expected to apply business and management concepts learned in our course.
By completing this assignment, students will meet the outcome(s):
•identify the critical business functions and how they interact in order to position the organization to be effective in the current business environment;
•explain the importance of the integration of individuals and systems to organizational effectiveness;
•describe the ethical and social responsibilities that confront a business.
Required Elements of the Final Project:
•Read critically and analyze the case below, Planning for Growth;
•Review the project description listed above and review the final project grading rubric, which you will find in the Syllabus and under the Course Content area of our classroom;
•In your paper, answer the following questions:
•What steps should Kelly take to organize and prioritize her business growth strategy?
•What business form might make sense, given her expansion plans, and why?
•Focusing primarily on Kelly’s short-term goals, what kind of financial assistance might be available to Kelly? Which options would you recommend, and why?
•How might Kelly’s staffing needs change? What kind of organizational structure do you think Kelly’s expanded business should have, and what is the best way for her to organize, orient, and train her restaurant staff (e.g., functional categories, units, teams, flat or vertical hierarchy) to meet the needs of her new business?
•How should Kelly deal with her current customers in regard to the change? What kind of promotion should she consider in attracting customers to her new location?
•What are the ethical issues and potential social responsibilities highlighted by this change? (Consider customers, employees, the current and new communities, and other stakeholders.) How might these issues be dealt with most appropriately?
Required Formatting of Paper:
•This report should be double spaced, 12-point font, and four to five pages in length excluding the title page and reference page;
•Format in Microsoft Word or Rich Text Format (rtf);
•Title page;
•Follow this format for your paper (based on elements detailed above)
◦Title page
◦Introduction
◦Body, in paragraph form. Use the following section headings:
◦Growth Strategy
◦Business Form
◦Financial Assistance
◦Organizational Structure and Staffing Needs
◦Customers and Promotion
◦Ethical Issues and Social Responsibility
◦Summary paragraph
◦Reference page formatted according to APA requirements. Include at least three
•This paper is to be written in the third person. There should be no words in the paper such as “I and we;”
In-text citations from the course material. ...
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ENG 101 Rubric: Compare Contrast
Points
2
F
Points
3
D-/D/D+
Points
3.5
C-/C/C+
Points
4
B-/B/B+
Points
5
A-/A/A+
Thesis & Focus
Thesis, central idea, audience, purpose, digressions
Lacks an identifiable thesis. Limited or no awareness of audience and purpose.
Readers cannot discern the essay’s central idea.
Thesis was attempted but unclear and/or inconsistently addressed. Reveals limited awareness of audience and purpose. Central idea either lacking or inconsistently addressed.
Thesis is identifiable, but perhaps too narrow, too broad, or otherwise problematic. Awareness of audience may be adequate but inconsistent. Central idea is perhaps too general and supported by irrelevant examples.
Thesis is established and is consistently addressed throughout most of the paper. Awareness of audience is sufficient. Central idea is clear and maintained in most of the essay.
Thesis is clearly established and maintained throughout the entire paper. Paper demonstrates a sophisticated awareness of audience and purpose. Central idea/focus maintained throughout.
Support & Development
Thesis support, thesis development, use of examples, logic, and reason
No support of thesis with relevant facts, examples, reasons, or evidence. No topic development.
Support is minimal, logically flawed, and/or inaccurate. Topic development may have been attempted, but does not form conclusions and/or fails to exhibit clear reasoning.
More support is needed. Some examples may be vague. More development needed for supporting reasons or evidence. Some irrelevant support may be present, but most evidence supports thesis.
Support is sufficient but perhaps flawed in some way. Examples are sufficient. Thesis is supported and developed in most paragraphs.
Essay completely supports the thesis with logical arrangement of evidence. All assertions are supported and relate to thesis.
Coherence & Organization
Introduction, conclusion, body paragraphs, transitions, topic sentences
No clear introduction, body, or conclusion. Little-to-no transitions. Demonstrates little-to-no understanding of organization. Many sentences within paragraphs do not relate to each other and/or the paragraph’s topic. May contain no discernable topic sentences.
Introduction, body, and conclusion attempted but problematic. Few transitions. Perhaps numerous digressions. Mostly missing or problematic topic sentences. Demonstrates little understanding of organization.
Identifiable introduction, body, and conclusion; yet one significant weakness is present: undeveloped introduction, undeveloped conclusion, illogical paragraph order. Adequate transitions, perhaps some digressions. Some paragraphs may lack clear topic sentences.
Demonstrates basic understanding of organization.
Clear introduction, body, and conclusion although improvements could be made. Most paragraphs have clear topic sentences. Essay establishes a clear plan of development. Transitions are clear throughout most of the paper. Demonstra.
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The Rhetorical Analysis - 3 page Essay (I expect, at minimum, 3 full pages of text)
Rhetorical Analysis
The purpose of a Rhetorical Analysis is to break down a text into its component parts and determine whether or not these components work well together to effectively communicate/argue the author’s perspective. As such, you will be writing about how the author puts together their argument and NOT what they are arguing.
Invention and Research (i.e., discovering what you’re going to say in this paper)
1. Find and read an appropriate argumentative text
a. You will need to find an argumentative essay/article that covers your topic
b. You should be looking for a text arguing the opposition’s point of view
c. Try to identify the author’s thesis and their main arguments
2. Re-read your text.
a. What is the thesis, what is the overall argument the author presents?
b. What did the author choose to study? Why?
c. What is the writer’s purpose? To inform? To persuade? To criticize?
d. Who is the author’s intended audience?
e. How does the writer arrange his or her ideas? Chronologically?
f. How does the writer use diction? (Word choice, arrangement, accuracy, is it formal, informal? Technical versus slang?)
g. Does the writer use dialogue? Quotations? Why?
h. Are important terms repeated?
i. What is the sentence structure of text? Are there fragments, run-ons? Is it declarative, imperative, and/or exclamatory? What effect does this have?
j. Does the writer use punctuation to create an effect? Italics, underlining, parentheses?
k. Which marks does the writer use, and when?
Arrangement (i.e., organizing what you’re going to say in this paper)
Ultimately, you want to organize your paper in the manner you think will prove most effective with your classmates and I, but here are some general guidelines:
· Introduction - Introduce your topic and subject matter. At this point, it might be appropriate to give a short summary of the text in question.
· Thesis: You are making an argument, so you will need a thesis. After analyzing the author’s rhetorical choices, you must decide whether the strategies applied make for an effective or ineffective argument. Your thesis should reflect this. Your thesis should basically state whether or not the text provides an effective argument or not.
· Body Paragraph 1 - appeal (ethos, logos, pathos) or rhetorical strategy to be analyzed.
. Clear topic sentence which details the appeal or strategy being analyzed and its effect
. Identify supporting textual evidence. DO NOT summarize. Pinpoint examples and show its purpose
. Transition
· Body Paragraph 2 - appeal (ethos, logos, pathos) or rhetorical strategy to be analyzed.
. Clear topic sentence which details the appeal or strategy being analyzed and its effect
. Identify supporting textual evidence. DO NOT summarize. Pinpoint examples and show its purpose
. Transition
· Body Paragraph 3 - appeal (ethos, logos, pathos) or rhetorical ...
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BA 308
Writing Assignment #1: Problem/Opportunity Identification
This term, your team will be writing a proposal to an important partner, The Lundquist College of Business Executive Council on Experiential Learning & Leadership (ExCELL) to address a critical project to be implemented in Fall 2018. For this assignment, you will write a memo that focuses on a specific constituency and a problem on which you would like to focus. Ultimately, you will try to convince your teammates they should adopt your choice of constituency and community issue for your team’s proposal project.
The Executive Council on Experiential Learning & Leadership (ExCELL):
ExCEL is committed to the development of Experiential Learning & Leadership opportunities for LCB Students. They are looking for dynamic and innovative proposals that will help students develop leadership and communication skills outside of the traditional classroom setting. Their mission is to “Prepare students for the to be leaders in the workplace through experiential learning opportunities.”
Experiential learning is the process of learning (Links to an external site.)Links to an external site. through experience (Links to an external site.)Links to an external site., and is more specifically defined as "learning through reflection on doing" Experiential learning is distinct from rote (Links to an external site.)Links to an external site. or didactic (Links to an external site.)Links to an external site. learning, in which the learner plays a comparatively passive role. It is related to, but not synonymous with, other forms of active learning (Links to an external site.)Links to an external site. such as action learning (Links to an external site.)Links to an external site., adventure learning (Links to an external site.)Links to an external site., free-choice learning, cooperative learning (Links to an external site.)Links to an external site., service-learning (Links to an external site.)Links to an external site., and situated learning (Links to an external site.)Links to an external site..
Choosing a Problem/Constituency
With these criteria in mind, think creatively and broadly about leadership and experiential learning. For example, you might choose to focus on service-learning, project-based learning or outdoor education. Your task is not to come up with a solution to a problem, but rather to :
1. Describe a significant problem
2. Pick specific constituency (group of people) in the community and,
3. Provide evidence for the problem. For example, you might provide evidence for the following problems:
· Low career-readiness, job preparedness
· Lack of experience with leadership, communication or decision-making skills
· Physical of mental health of college students
Note that each of these problems has many possible solutions. That’s good. You’ll know that you have identified a problem instead of a solution when there are many possible ways to address it. We often make the mistake of offe.
BUS220 – Workplace Learning 2 Assessment item 10 Assignme.docx
BUS220 – Workplace Learning 2
Assessment item 10: Assignment 1: Career Research Report
STREAM 3
ALLOCATION OF MARKS:
Task requirements
Allocation
of marks
EXECUTIVE SUMMARY 5
INTRODUCTION 10
BODY
55
CONCLUSION
10
REFERENCING
10
PRESENTATION
10
TOTAL 100
% of your final grade 30%
BUS220 – Workplace Learning 2
Assessment item 10: Assignment 1: Career Research Report
STREAM 3
MARKING CRITERIA High Distinction
85-100
Distinction
75 – 84.5
Credit
65 – 74.5
Pass
50 - 64.5
Fail
0 – 49.5
EXECUTIVE SUMMARY: Mark / 5
Indicates aim of the
assignment
Outline of report
structure
Main points
previewed
Comprehensive,
succinct purpose and
significance of the
main points are
clearly explained and
signposted through
the report structure.
Provides a clear and
concise summary of
the report and a
clear, concise
identification of the
main points.
Provides a summary of
the report that identifies
the significant aspects
and how they inter-
relate.
Attempts to identify
the requirements,
but does not draw
out their significance
in relation to the
assignment.
Does not identify or
provides only a
limited identification
of the requirements
for the introduction.
INTRODUCTION: Mark / 10
Introduction
identifies and
describes the nature
and purpose of the
assignment
Comprehensively
and succinctly
identifies the nature
and purpose of the
assignment
Clearly and concisely
identifies the nature
and purpose of the
assignment
Identifies the nature and
purpose of the
assignment
Attempts to identify
the nature and
purpose of the
assignment
Does not identify or
provides only a
limited identification
of the nature or
purpose of the
assignment
BODY: Mark / 55
Clear and
comprehensive
answers to the
questions provided
using references and
personal insight.
Outstanding and
insightful answers to
the questions
demonstrating
extensive research
and in-depth
personal insight.
Clearly and
concisely developed
answers to the
questions, evidence
of broad research
and developed
personal insight
Answers provided are
clear showing evidence
of research and personal
insight.
Answers provided
are limited in their
exploration and
show limited
research and
personal insight.
Fails to provide clear
and comprehensive
answers to the
questions and
provides no
references or
personal insight.
Demonstrates
soundness and
thoroughness of
your research
Information
gathered is
particularly relevant
enabling depth and
knowledge that are
particularly pertinent
demonstrating depth
of research.
Information obtained
demonstrates sound
comprehension
research.
Information provided has
a reasonable depth of
understanding and
demonstrates soundness
and thoroughness of
research
Some information
irrelevant;
inadequate
range/depth of
research.
Information selected
is not relevant ...
Individual Assignment Mission, Vision, and YouPurpose of As.docx
Individual Assignment: Mission, Vision, and You
Purpose of Assignment
The Week 1 assignment allows students to explore a company that they are familiar with and relate this to their own experiences to determine the importance of the mission and vision of a business as well as the influence this may have on their own role. The assignment will also allow the student to explore the effects of a company not having a mission statement.
Resources Required
Week 1 textbook readingsGrading Guide
Content
Met
Partially Met
Not Met
Comments:
Chose a company that has both a mission and vision statement. This will not be the same company chosen for the Week 2-5 assignments.
Identified the company's mission statement.
Identified the company's vision statement.
Explained what role these have on the way the business operates. Evaluated whether the company's actions seem to align to their vision and mission statements.
Examined how the mission and vision of the organization might affect or guide student as an employee or manager in the company.
Analyzed what student thought would be the effect if the company did not have a mission statement.
Cited a minimum of two peer-reviewed references.
The summary is a minimum of 700 words in length.
Total Available
Total Earned
4
#/4
Writing Guidelines
Met
Partially Met
Not Met
Comments:
Organization
The tone is appropriate to the content and assignment.
The introduction provides a sufficient background on the topic and previews major points.
Paragraph transitions are present, logical, and maintain the flow throughout the paper.
The conclusion is logical, flows from the body of the paper, and reviews the major points.
Mechanics
The paper—including tables and graphs, headings, title page, and reference page—is consistent with APA formatting guidelines and meets course-level requirements.
Intellectual property is recognized with in-text citations and a reference page.
Sentences are complete, clear, and concise.
Rules of grammar and usage are followed including spelling and punctuation.
Total Available
Total Earned
2
#/2
Assignment Total
#
6
#/6
Additional comments:
.
CH 9 Summarizing at Work 12th edition.pptx
Identify what a good summary is;
Compare executive summary and evaluative summary;
Examine abstract and its two types including informative abstract and descriptive abstract
Discuss the news release.
Case Study Opening Your New Dunkin Donuts LocationsAssumption a.docx
Case Study: Opening Your New Dunkin Donuts Locations
Assumption and Context:
You have been the manager of a Dunkin Donuts store in the Midwest for the past two years. The store is owned by a Dunkin Donuts franchisee who owns 20 other Dunkin Donuts locations. Your employer took an employee inventory and examined all current employees. It has been noted by the owner that you have a highly successful track record. You have been recognized for doing an exceptional job staffing, leading, training, coaching, and managing people. You have been recognized for successfully managing all key components of your store and have successfully managed key business drivers such as cash, profits, growth, asset utilization and people. In regards to the metrics that are used to measure their stores for sales, quality, and customer service, your store is the top performing store in their system.
Congratulations! You have just been promoted to District Manager! The Dunkin Donuts franchisee sees your growth potential and the growth potential in your geographic area. The owner now has committed significant capital and plans to open five new locations over the next two years. You will be given complete autonomy, authority, and responsibility to structure, staff, and operate these five new locations. You will be playing a key role in this expansion for growth.
Assignment:
Prepare a five-page paper (excluding the title and reference pages), including at least three scholarly sources, in addition to the textbook, formatted according to APA style guidelines as outlined in the Ashford Writing Center. In your paper, explain your chosen job design, organizational design, your recruiting strategy and methods, and your training and performance appraisal process as the new District Manager for Dunkin Donuts.
You must organize your paper using the following section headings and include additional section headings as needed:
Introduction
Job Design
Organizational Design
Recruiting and Selection
Training and Performance Appraisals
Conclusion
Description
:
Total Possible Score
: 15.00
Organization: Introduction, Thesis Statement, and Conclusion
Total: 2.00
Distinguished - The paper is well organized with the introduction that provides sufficient background on the topic, thesis statement, and the conclusion that is logical, smoothly flows from the body of the paper.
Proficient - The paper is organized with the introduction that provides background on the topic, thesis statement, and the conclusion that is logical but not quite smooth.
Basic - The paper is organized with the introduction and the conclusion, but the introduction and/or the conclusion require improvement.
Below Expectations - The paper is loosely organized with the introduction and the conclusion, and the introduction and/or the conclusion require much improvement.
Non-Performance - The introduction and the conclusion are either nonexistent or lack the components described in the assignment instructions..
WR 115 Essay # 2 Overview .docx
WR
115
Essay
#
2
Overview
1. Goals:
In
this
essay
you
will
develop
and
practice
the
following
skills:
• Writing
an
essay
built
upon
the
pattern
called
“Definition.”
• Invention,
Arrangement,
Revision,
and
Editing
as
described
in
our
textbook,
Patterns.
• Developing
a
thesis
and
supporting
it
through
out
your
essay.
• Developing
paragraphs
with
main
ideas
and
supporting
details.
• Writing
Standard
Written
English
• Using
the
First
Year
Writing
Trait-‐based
Rubric
to
understanding
the
features
of
college
writing
and
to
identify,
diagnose,
and
solve
writing
problems.
• Formatting
pages
and
citing
sources
using
MLA
conventions.
• Being
a
resourceful
person
by
finding
the
information
you
need
to
complete
the
assignment
correctly
and
learning
to
use
the
tools
provided
in
this
course
• Asking
questions
when
you
are
unclear,
confused,
uncertain,
or
just
to
enhance
your
learning.
2. Format
&
Length
• Page
formatting
follows
MLA
guidelines
in
Hacker
(section
34a),
including
margins,
headings,
font,
and
spacing.
• In
text
citations
should
follow
the
examples
in
Hacker
(pp.
159-‐162)
and
/
or
in
International
Materials
(on
Moodle,
starting
on
page
5—consult
the
Table
of
Contents
for
additional
pages
with
formatting
and
MLA
information).
• Minimum
of
1000
words,
formatting
MLA
style.
• NOTE:
We
have
a
number
of
weeks
to
work
on
Essay
2
until
the
final
draft.
So,
this
essay
will
expand
after
Draft
2A.
For
draft
2A
plan
to
write
only
your
Definition
essay
without
any
sources.
For
the
following
drafts,
you
will
add
sources.
Also,
you
can
expect
some
additional
tasks
to
develop
and
expand
your
essay.
This
task
may
include
some
research,
adding
some
material,
integrating
it
into
your
draft,
and
creating
a
works
cited
list.
• Include
a
guiding
question
that
the
thesis
of
your
essay
is
trying
to
answer
or
to
answer
and
explain.
After
you
finish
writing
and
revising
one
or
more
Working
Drafts,
copy
and
paste
your
thesis
underneath
the
guiding
question
at
the
.
Employment Communication Assignment Job Search, Letter .docx
Employment Communication Assignment
Job Search, Letter of Application, Resumé, Interview Questions, Follow – Up
Letter
The red is the summary for the overview—the green link in box (on overview page) is what is
below not highlighted
Many people will submit their resumés in hopes of being chosen to interview for a particular
position; however, those few individuals who are invited to interview are picked primarily on the
basis of the content and quality of their letter of application, their resumé, and their professional
references.
When you realize the competitive nature of a job search in the United States, the quality of your
communication with the employer acquires added importance. Your resumé, cover letter, and
thank you letter should be personalized, concise and error free documents that you have
designed to reflect your particular accomplishments and academic and professional credentials.
This assignment consists of five related tasks:
• Locate an existing, advertised full – time, part – time, or internship that is commensurate
with your current skills.
• Write a persuasive letter of application.
• Format and write a professional resumé that includes a professional reference page.
• Answer behavioral and situational employment interviews.
• Follow – up an interview with a properly drafted thank you letter.
Task 1: Job Search and Position Announcement
Begin this first task as a new document in MSWord.
Your first task is to find a position that is suitable with your current education and experience
level. This may be a full – time position, part – time position, or an internship; however, this
position must actually exist and be verifiable.
Once you find a suitable position, copy and paste this advertisement / job description into an
MSWord file and underline or highlight the specific job qualifications.
Tip 1: Review your Textbook
Tip 2: You may use any search engine you prefer; however, you should also explore FIU’s
Career Services Pantherlink.
• FIU’s Career Services
• FIU’s Career Management Services
http://career.fiu.edu/
http://business.fiu.edu/careers/index.cfm
Sample Advertisement And How to Highlight or Underline Job
Qualifications
Administrative Assistant
Disability Care Links requires and Administrative Assistant to work in its central London office.
The organization is a specialist in the field of disability care services. The successful candidate
will enjoy working as part of a dedicated team, with the added satisfaction of working for an
organization committed to the care and support of disabled people.
The job involves a variety of administrative duties. These will include filing, letter writing, sorting
post, obtaining information from a computer, photocopying and maintaining records. Training
will be provided, if necessary, to equip the job – holder with computer skills to enable them to
use the organization’s computer system.
Applica ...
HSCO 511Support Group Paper Grading RubricCriteriaAdvanced
HSCO 511
Support Group Paper Grading Rubric
Criteria
Advanced
Proficient
Developing
Below Expectations
Not Present
Points
Earned
Content: 70%
Content
65 to 70 points
· Addresses all required aspects of the topics in sufficient depth & detail.
· Demonstrates course-related understanding, reflection, critical thinking & analysis.
· Meets length parameters.
59 to 64 points
· Addresses most required aspects of the topics in sufficient depth & detail.
· Demonstrates some course-related knowledge, reflection, critical thinking & analysis.
· Length is acceptable.
53 to 58 points
· Addresses some required aspects of the topics; depth & detail may be lacking.
· Some course-related knowledge, reflection & analysis may be implied.
· May violate length parameters.
1 to 52 points
· Addresses required aspects of the topics to a limited extent.
· Course-related knowledge, critical thinking & analysis is lacking.
· May violate length parameters.
0 points
Sources & Support
65 to 70 points
· Provides specific observations & examples.
· Incorporates all required sources in a meaningful way.
· Integrates biblical worldview perspectives.
59 to 64 points
· Provides some observations & examples.
· Incorporates required sources in some way.
· Makes inferences based on a biblical worldview.
53 to 58 points
· Provides a few observations & examples.
· Cites sources, but without meaningful discussion.
· Biblical worldview may be implied.
1 to 52 points
· Observations & examples are vague or missing.
· Required sources may not be incorporated.
· Biblical worldview may not be evident.
0 points
Structure: 30%
Organization
19 to 20 points
· Well organized with an engaging introduction, a logic progression of ideas & transitions that are clear & maintain flow of thought.
· Focused & concise with main points sufficiently developed.
17 to 18 points
· Generally well organized with a good introduction, progression of ideas & transitions that are clear & maintain flow of thought.
· Focused & concise with main points somewhat developed.
15 to 16 points
· May lack an engaging introduction, a logic progression of ideas and/or transitions that are clear & effective to maintain flow.
· Focus may be lacking & main points needing development.
1 to 14 points
· Organization is poor.
· There may be a lack of focus; ideas may be vague, confusing or underdeveloped.
0 points
Grammar &
Mechanics
19 to 20 points
· Spelling, grammar, punctuation, & capitalization is correct.
· Sentences are coherent, complete, clear & varied.
· Choice of words, tense & tone is appropriate.
17 to 18 points
· Spelling, grammar, punctuation, & capitalization is acceptable.
· Sentences are generally coherent, complete & clear.
· Choice of words, tense & tone is acceptable.
15 to 16 points
· Spelling, grammar, punctuation, or capitalization is incorrect.
· Sentence structure needs to be developed.
· Word choice, tense, or tone may be problematic.
1 to 14 points
· Multiple writing, grammar, or sentence structu ...
COM425.W5A1.05.2015Description .docx
COM425.W5A1.05.2015
Description:
Total Possible Score: 25.00
Develops an Introduction and Thesis Statement
Total: 2.00
Distinguished - Develops a comprehensive introduction, and includes a thesis
statement giving a clear direction and purpose of the paper.
Proficient - Develops an introduction, and includes a thesis statement giving
some direction and purpose of the paper.
Basic - Develops a limited introduction and includes a thesis statement that
somewhat gives direction and purpose of the paper.
Below Expectations - Develops an introduction and thesis statement; however, the
direction and purpose of the paper is unclear.
Non-Performance - The development of an introduction and thesis statement is
either nonexistent or lacks the components described in the assignment
instructions.
Identifies Five Concepts That Are Important For Successful Communication Within
an Organizational Setting
Total: 3.00
Distinguished - Clearly identifies five concepts that are important for
successful communication within an organizational setting.
Proficient - Identifies four concepts that are important for successful
communication within an organizational setting. Minor details are slightly
unclear.
Basic - Identifies three concepts that are important for successful
communication within an organizational setting. Relevant details are unclear.
Below Expectations - Identifies two or fewer concepts that are important for
successful communication within an organizational setting. Significant details
are unclear.
Non-Performance - The identification of five concepts that are important for
successful communication within an organizational setting is either nonexistent
or lacks the components described in the assignment instructions.
Discusses Why Each Concept Identified Is Necessary For Successful Communication
Total: 5.00
Distinguished - Clearly and comprehensively discusses why each concept
identified is necessary for successful communication. The discussion is fully
supported with scholarly sources.
Proficient - Clearly discusses why each concept identified is necessary for
successful communication. The discussion is supported with scholarly sources but
minor details are missing.
Basic - Partially discusses why each concept identified is necessary for
successful communication. The discussion is somewhat supported with scholarly
sources and relevant details are missing.
Below Expectations - Attempts to discuss why each concept identified is
necessary for successful communication; however, the discussion is not supported
with scholarly sources and significant details are missing.
Non-Performance - The discussion of why each concept identified is necessary for
successful communication is either nonexistent or lacks the components described
in the assignment instructions.
Explains How Best ...
Scholarly, Peer Reviewed, and Other Credible Sources Sou.docx
Scholarly, Peer Reviewed, and Other Credible Sources
Source type What is it? Examples Best used for
Scholarly
A source written by scholars or academics in a
field. The purpose of many scholarly sources is
to report on original research or
experimentation in order to make such
information available to the rest of the
scholarly community. The audience for
scholarly sources is other scholars or experts
in a field. Scholarly sources include references
and usually use language that is technical or at
a high reading level.
*Note: Different databases may define
“scholarly” in slightly different ways, and thus
a source that is considered “scholarly” in one
database may not be considered “scholarly” in
another database. The final decision about
the appropriateness of a given source for a
particular assignment is left to the instructor.
Scholarly Journals
• Journal of Management Information
Systems
• American Journal of Public Health
• Early Childhood Research Quarterly
Scholarly Books (published by a university
press or other high-quality publisher)
• Shari’a Politics: Islamic Law and
Society in the Modern World
• The Grand Design: Strategy and the
U.S. Civil War
• The Hidden Mechanics of Exercise:
Molecules That Move Us
Journal articles:
• Recent research on a topic
• Very specific topics or narrow
fields of research
• NOT good for an introduction to
or broad overview of a topic
Books:
• In-depth information and research
on a topic
• Putting a topic into context
• Historical information on a topic
Peer Reviewed
A publication that has gone through an official
editorial process that involves review and
approval by the author’s peers (experts in the
same subject area). Many (but not all)
scholarly publications are peer reviewed.
*Note: even though a journal is peer reviewed,
some types of articles within that journal may
not be peer reviewed. These might include
editorials or book reviews.
**Note: some publications (such as some
trade journals) can be peer reviewed but not
scholarly. This is not common.
See “Scholarly Journals” above
Books go through a different editorial process
and are not usually considered to be “peer
reviewed”. However, they can still be
excellent scholarly sources.
See above
Credible
A source that can be trusted to contain
accurate information that is backed up by
evidence or can be verified in other trusted
sources. Many types of sources can fall into
this category.
*Note: The final decision about the
appropriateness of a given source for a
particular assignment is left to the instructor.
See above. Also:
• Newspapers
• Magazines
• Books
• Trade journals or publications
• Government websites
• Websites from educational
institutions (like universities)
• Websites or other publications from
reputable organizations (like the Mayo
Clinic)
• Encyclopedias (general or subject)
Many websites.
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Business letter rubric
- 1. Name: ______________________ Assignment: __________________________ Due Date: ___________ MIDDLE SCHOOL WRITING RUBRIC – Business Letter Total Score: _________ Comments: Category 4 - Excellent 3 - Adequate 2 - Fair 1 - Minimal Business Letter Format Follows the accepted standard formatting guidelines and is the requested length. Follows most accepted formatting guidelines and is the requested length. Does not follow standard formatting guidelines and is over or under the requested length. Does not follow the accepted formatting guidelines and is significantly over or under requested length. Structure Piece has a well- defined opening statement, body and concluding remarks. Piece lacks one of the following: defined opening statement, body and concluding remarks. Piece lacks more than one of the following: defined opening statement, body and concluding remarks. Piece is uneven and fragmentary. Organization Piece has structure and major points are paragraphed. Piece has structure and most major points are paragraphed. Reader must infer structure and some major points are paragraphed. Piece rambles, is repetitive or is confusing to the reader. Topics/Support Most major points supported with specific detail. Some points supported by specific details. Most points supported by general statements. Attempt at support. Language Uses vocabulary that is precise with an awareness of the audience and the purpose. Uses vocabulary that is appropriate with some awareness of the audience and the purpose. Uses basic vocabulary with little awareness of the audience or the purpose. Uses vocabulary that is unsuitable for the audience of the purpose. Conventions Writing evidences understanding of proper grammar and use of punctuation throughout Writing contains one or two consistent grammatical errors or incorrect uses of punctuation. Many sentences are characterized by grammatical errors or incorrect uses of punctuation. Writing does not use proper grammar or punctuation and contains numerous errors. Spelling All words are spelled correctly. Most words are spelled correctly. There are numerous spelling errors. The number of spelling errors significantly detracts from the readability of the piece. Concise, efficient paragraphs and sentences Paragraphs and sentences are clear and concise. No “fluff” or unnecessary information is present. Most paragraphs and sentences are on topic. A few unnecessary words or sentences. Letter has a great deal of extra unnecessary information Sentences and paragraphs are long, rambling, and confusing.