ENG 122 WEEK 3 - FINAL PAPER OUTLINEUse this outline templat.docx

ENG 122 WEEK 3 - FINAL PAPER OUTLINE
Use this outline template to organize your ideas in preparation
for your final paper in Week 5.
Delete the instructive text in each section and replace it
with your own writing. You do not need to write the full
paragraph for each section. You are just developing the main
ideas in an outline. However, the more detail you include in
your outline the more feedback you will receive at this stage,
which you can then apply to the Week 5 paper.
Thesis:
State your thesis. Your thesis should state the issue you
are exploring in your paper and express why this issue is
relevant in your field. If you’re having trouble with developing
your thesis, try using the UAGC Writing Center’s tool. When
you write your final paper, you’ll want to include your thesis in
your introductory paragraph.
Introduction:
Identify your selected issue and provide background
context for the reader. Briefly summarize the issue and the main
ideas in the articles that you plan to discuss in the body
paragraphs. View the resource for help.
Body Paragraph 1:
Include the title and author of your first article.
Provide a brief summary of the main points and the findings

presented in the article as well as the author’s perspective on
the problem. Next, analyze the article as a member of the
profession or field of study. Describe why the article is useful
and should be read. Explain what is important about the
problem as discussed in the article and how it affects the
profession or discipline. Summarize your professional response
to the ideas presented. View the resource for help with
improving the flow of your writing and to show the relationship
between your ideas. Cite the ideas from your article using APA
guidelines.
Body Paragraph 2:
Include the title and author of your second article.
to the ideas presented.
Body Paragraph 3:
Include the title and author of your third article.

to the ideas presented.
.
Conclusion:
Briefly summarize the ideas expressed in your essay
that support the thesis. Describe the significance of these ideas
within the professional field.
References:
List your three scholarly, peer-reviewed, or other
credible sources here. View the reference entry templates below
and the guide for further help with formatting these sources
Template for an Online Journal Article with DOI:
Author’s Last Name, Initials. (Year). Article title. Journal Title,
Volume #(Issue #),
page range.
https://doi.org/xx.xxxxxxxxxx
Template for an Online Journal Article without DOI:
Author’s Last Name, Initials. (Year). Article title. Journal Title,
Volume #(Issue #),
page range.
https://URL
Template for a Magazine Article in a Database:
Author’s Last Name, Initials. (Year, Month Day). Article title.

Journal Title, Volume #(Issue #),
page range.
Template for a Magazine Article Retrieved Online:
Author’s Last Name, Initials. (Year, Month Day). Article title.
Journal Title, Volume #(Issue #),
page range.
https://URL
For more help, view the
Writing an Academic Paper resource in the UAGC
Writing Center.
· Download
Grammarly Premium, a free proofreading tool available
to all UAGC students.
· Get writing or APA questions answered with free
24/7 Live Writing Tutoring.
· Have your paper reviewed by a writing tutor and get
suggestions for revision within 24 hours by using the free
Paper Reviewservice.
image2.png
Task
· This is an individual task.
· The task focuses on areas studied to date, requiring you to
show knowledge and application in the parts stated.
· You should upload a single, correctly formatted document
which may also include any relevant tables and diagrams
Continuing with the marketing plan you developed for the
Midterm Assessment, complete it with according with the topics

discussed in class during the 2nd part of the course with
following points (but not exclusively)
1. Distribution Channels:
· Markets with direct sales (if any)
· Markets with distributors (if any)
· Markets with agents (if any)
2. Pricing Strategy:
· Pricing strategies per channel
· Take a product and show how should you fix the price
according the channel
3. Communication Strategy
· Business Magazines
· Trade Shows
· Digital Tools
4. Any other factor you consider key for your marketing plan
Formalities:
· Wordcount: 2.000 words
· Cover, Table of Contents, References and Appendix are
excluded from the total wordcount.
· Font: Arial 12,5 pts.
· Text alignment: Justified.
· Harvard style in-text citations and bibliography
It assesses the following learning outcomes:
1. Have an in-depth understanding of B2B market opportunities.
2. Identify and differentiate between the different and unique
challenges of business markets
3. Apply and analyze the different B2Bsystems and processes
4. Have a systematic understanding of how theoretical concepts
can be applied in business markets.
5. Critically appreciate B2B marketing strategy assessments and
developments.
6. Apply and assess the tools for B2Bmarketing strategy
development and implementation
Rubrics

Learning Descriptors
Fail Below 60%
Marginal Fail 60-69%
Fair 70-79 %
Good 80-89%
Exceptional 90-100%
Purpose & Understanding
KNOWLEDGE & UNDERSTANDING
15%
Very poor coverage of central purpose, goals, research
questions or arguments with little relevant information evident.
Virtually no evidence of understanding or focus.
Minimal understanding of purpose of the study; factual errors
evident. Gaps in knowledge and superficial understanding. A
few lines of relevant material.
Reasonable understanding and clearly identifies the purpose,
goals, research questions or argument.
Reflect partial achievement of learning outcomes.
A sound grasp of, and clearly identifies, the purpose, goals,
research questions or argument. Some wider study beyond the
classroom content shown.
Effectively describes and explains the central purpose,
arguments, research questions, or goals of the project;
explanation is focused, detailed and compelling. Recognition of
alternative forms of evidence beyond that supplied in the
classroom.
Content

KNOWLEDGE & UNDERSTANDING
15%
Content is unclear, inaccurate and/or incomplete. Brief and
irrelevant. Descriptive. Only personal views offered.
Unsubstantiated and does not support the purpose, argument or
goals of the project. Reader gains no insight through the content
of the project.
Limited content that does not really support the purpose of the
report. Very poor coverage.
Displays only rudimentary knowledge of the content area.
Reader gains few if any insights
Presents some information that adequately supports the central
purpose, arguments, goals, or research questions of the project.
Although parts missing, it demonstrates a level of partially
proficient knowledge of the content area. Reader gains some
insights.
Presents clear and appropriate information that adequately
supports the central purpose, arguments, goals or research
questions of the project.
Demonstrates satisfactory knowledge of the content area.
Reader gains proficient insights.
Presents balanced, significant and valid information that clearly
and convincingly supports the central purpose, arguments,
research questions or goals of the project. Demonstrates in-
depth and specialised knowledge of the content area. The reader
gains important insights
Organization

COMMUNICATION
5%
Information/content is not logically organized or presented.
Topics/paragraphs are frequently disjointed and fail to make
sense together. Reader cannot identify a line of reasoning and
loses interest.
Information/content is not, at times, logically organized or
presented. Topics/paragraphs are frequently disjointed which
makes the content hard to follow. The reader finds it hard to
understand the flow of the report.
Information/content is presented in a reasonable sequence.
Topic/paragraph transition is unclear in places with linkages for
the most part. Reader can generally understand and follow the
line of reasoning, although work needed to be proficiently
organized.
Information/content is presented in a clear and understandable
sequence. Topic/paragraph transition is good with clear linkages
between sections and arguments. Reader can understand and
follow the line of reasoning.
Information/content is presented in a logical, interesting and
effective sequence. Topics and arguments flow smoothly and
coherently from one to another and are clearly linked.
Reader can easily follow the line of reasoning and enjoyed
reading the report.
Style & Tone
COMMUNICATION
5%

Writing is poor, unclear and unengaging, and the reader finds it
difficult to read and maintain interest. Tone is not professional
or suitable for an academic research project. A reorganization
and rewrite is needed.
Writing is unengaging and reader finds it difficult to maintain
interest. Tone is not consistently professional or suitable for an
academic research project. Work needed on academic writing
style.
Writing is usually engaging and keeps the reader’s attention.
Tone is generally appropriate for an academic research project,
although a clearer and more professional style and tone is
needed.
Writing style and tone is generally good and sustains interest
throughout. Tone is professional and appropriate for an
academic research project.
Writing is compelling and sustains interest throughout. Tone is
consistently professional and appropriate for an academic
research project.
Use of References
COMMUNICATION
5%
Little or no evidence of reference sources in the report. Content
not supported and based on unsubstantiated views.
Most references are from sources that are not peer- reviewed or
professional, and have uncertain reliability. Few if any

appropriate citations are provided. Reader doubts the validity of
much of the material.
Professionally legitimate references are generally used. Fair
citations are presented in most cases. Some of the
information/content/evidence comes from sources that are
reliable, but more academic sources needed to be convincing.
Professionally and academically legitimate references are used.
Clear and accurate citations are presented in most cases. The
majority of the information/content/evidence comes from
sources that are reliable.
Presents compelling evidence from professionally and
academically legitimate sources. Attribution is clear and
accurate. References are 75% from primarily peer-reviewed
professional journals or other approved sources.
Formatting
COMMUNICATION
5%
Research project exhibits no formatting, or frequent and
significant errors in Harvard formatting.
There are too many errors in the Harvard formatting to be
acceptable as a partially proficient piece.
Harvard formatting is employed in the research project with
minor errors. A review and rework of format and style of
referencing in text and in the bibliography is needed.

Harvard formatting is used accurately and consistently
throughout the research project, although some issues are
apparent as the reader is unable to find sources.
Harvard formatting is used accurately and consistently
throughout the research project. Accurate hyperlinks are
included where required, making it easy for readers to review
sources.
Written Communication Skills
COMMUNICATION
5%
The written project exhibits multiple errors in grammar,
sentence structure and/or spelling. Inadequate writing skills
(e.g., weaknesses in language facility and mechanics) hinder
readability and contribute to an ineffective research project.
The written project exhibits errors in grammar, punctuation and
spelling. The written project comes across as untidy and not
properly checked for mistakes. Errors present in written
communication make readability frustrating.
Written research project displays good word choice, language
conventions and mechanics with a few minor errors in spelling,
grammar, sentence structure and/or punctuation. Errors do not
represent a major distraction or obscure meaning.
Readability of the project is good due to the clarity of language
used. Grammar, spelling and punctuation is without error.
Spelling and grammar thoroughly checked.
Readability of the project is enhanced by facility in language

use/word choice. Excellent mechanics and syntactic variety.
Uses language conventions effectively (e.g., spelling,
punctuation, sentence structure, paragraphing, grammar, etc.).
Oral Communication Skills
COMMUNICATION
Oral presentation cannot be understood because there is no
logical sequencing of research information. Presenter uses
superfluous graphics or no graphics; graphics do not support or
relate to the information presented. Presenter reads most or all
of the project notes with little or no eye contact. Presenter
mumbles, incorrectly pronounces terms and/or speaks too
quietly. Oral presentation rambles, is unclear and cannot be
followed by the audience. Presenter is unprofessional, lacks
confidence, is uncomfortable and cannot answer basic
questions.
Research information is presented in a sequence that at times is
difficult to follow.
Graphics support and are related to the content of the project,
but presenter reads from slides and does not talk around the
topic. Presenter tries to maintains eye contact with the audience
but reads from notes too much.
Presenter uses good voice dynamics and clearly enunciates
terms, however they are uncomfortable for the most part and
finds it hard answering questions. Overall, the oral presentation
is delivered in a borderline manner and needs more practice and
preparation to reach required standards of delivery.
Research information is presented in a sequence that the

audience can follow. Graphics support and are related to the
content of the project. Presenter maintains eye contact with the
audience with a few minor exceptions; presenter reads from
notes on a few occasions. Presenter uses good voice dynamics
and clearly enunciates terms. Presenter is comfortable for the
most part and adequately answers questions.
Overall, the oral presentation is delivered in a satisfactory
manner and meets expectations with respect to oral
communication skills.
Research information is presented in a sequence that the
audience can follow. Graphics support and are related to the
content of the project. Presenter maintains eye contact with the
audience with a few minor exceptions, seldom returning to
notes. Presenter uses good voice dynamics and clearly
enunciates terms. Presenter is comfortable and answers
questions well.
Overall, the oral presentation is delivered in a good manner and
meets expectations with respect to oral communication skills.
Research information is presented in a logical, interesting and
effective sequence, which the audience can easily follow. Oral
presentation uses effective graphics to explain and reinforce the
information presented. Presenter maintains eye contact with
audience and does not read from notes. Presenter speaks in a
clear voice and uses correct, precise pronunciation of terms.
Oral presentation is thorough, clear, compelling, informative
and professionally delivered. Presenter is professional,
confident and comfortable, and answers questions effectively.
Analytical / Critical Thinking Skills
CRITICAL THINKING

20%
Research problem, concept or idea is not clearly articulated, or
its component elements are not identified or described.
Research information is poorly organized, categorized and/or
not examined; research information is often inaccurate or
incomplete. Presents little if any analysis or interpretation;
inaccurately and/or inappropriately applies research methods,
techniques, models, frameworks and/or theories to the analysis.
Presents few solutions or conclusions; solutions or conclusions
are often not well supported, are inaccurate and/or inconsistent,
and are presented in a vague or rudimentary manner.
Research problem, concept or idea is not clearly articulated at
times and confusing. Research information is badly organized,
categorized, and/or only superficially examined; research
information is often incomplete. Presents limited analysis or
interpretation; inaccurately and/or inappropriately applies
research methods, techniques, models, frameworks and/or
theories to the analysis. Presents some solutions or conclusions
but they are often not well supported, or logical.
Adequately identifies and describes (or sketches out) the
research problem, concept or idea and its components. Gathers
and examines information relating to the research problem,
concept or idea; presents and appraises research information
with some minor inconsistencies, irrelevancies or omissions.
Generally applies appropriate research methods, techniques,
models, frameworks and/or theories although with inaccuracies.
Outlines solutions or conclusions that are somewhat logical and
consistent with the analysis and evidence; identifies and/or lists
solutions or conclusions although not always clearly.
Formulates a clear description of the research problem, concept
or idea, and specifies major elements to be examined. Selects
information appropriate to addressing the research problem,

concept or idea; accurately and appropriately analyses and
interprets relevant research information. Effectively applies
appropriate research methods, techniques, models, frameworks
and/or theories in developing and justifying multiple solutions
or conclusions; solutions or conclusions are coherent, well
supported and complete.
Effectively formulates a clear description of the research
problem, concept or idea, and specifies major elements to be
examined. Selects and prioritizes information appropriate to
addressing the research problem, concept, or idea; accurately
and appropriately analyzes and interprets relevant research
information.
Precisely and effectively applies appropriate research methods,
employs advanced skills to conduct research. Uses techniques,
models, frameworks and/or theories in developing and justifying
multiple solutions or conclusions; solutions or conclusions are
insightful, coherent, well supported, logically consistent and
complete. Displays a mastery of complex and specialized areas.
Integration Skills
APPLICATION & EVALUATION
25%
Shows little ability to employ theory and practice across the
functional areas of business in the assessment of issues relating
to the research problem, concept, or idea. Does not recognize or
correctly identify cross-functional organizational issues relevant
to the research problem, concept or idea. Does not adequately
evaluate the research problem, concept or idea in light of
relevant principles, theories and practices across the business
functional areas. Few if any solutions, recommendations for

action, or conclusions are presented, and/or they are not
appropriately justified or supported.
Shows some ability to employ theory and practice across the
functional areas of business in the assessment of issues relating
to the research problem, concept or idea. Recognizes
organizational issues relevant to the research problem, concept
or idea but does not show understanding. Does not adequately
evaluate the research problem, concept or idea in light of
relevant principles, theories and practices across the business
functional areas. Some solutions offered but difficult to
understand. Recommendations for action, or conclusions are
presented, but they are often not well supported, or logical.
Exhibits application of principles, theories and practices across
the functional areas of business to the analysis of the research
problem, concept or idea. With some exceptions, outlines and
describes (or sketches out) some cross- functional
organizational issues that are relevant to the research problem,
concept or idea.
Adequately identifies and describes (or summarizes) solutions,
recommendations for action, or conclusions that are, for the
most part, appropriate, but which need to be more aligned with
principles and concepts in the functional areas of business.
Demonstrates an ability to integrate and apply principles,
theories and practices across the functional areas of business to
the analysis of the research problem, concept or idea.
Identifies, examines and critically evaluates important cross-
functional organizational issues associated with the research

problem, concept or idea. Clearly justifies solutions,
recommendations for action, or conclusions based on analytics
and an insightful synthesis of cross-disciplinary principles and
concepts in the functional areas of business.
Demonstrates well-developed ability to integrate and apply
principles, theories and practices across the functional areas of
business to the analysis of the research problem, concept or
idea. Effectively identifies, examines and critically evaluates
important cross-functional organizational issues associated with
the research problem, concept, or idea. Clearly and effectively
justifies solutions, recommendations for action, or conclusions
based on strong analytics and an insightful synthesis of cross-
disciplinary principles and concepts in the functional areas of
business. Can link thinking across disciplines and contexts.
3
Week 3 Research Notebook
Outlining Activity

Each week you will have an opportunity to practice different
aspects of the research and writing process in a research
notebook. It consists of a template you will fill out and submit
in Canvas. In addition to introducing and practicing targeted
components of the research and writing process, these
notebooks will help you develop and practice the skills you will
demonstrate on your other assignments.
This week, the research notebook focuses on how to outline.
Review the following resources first:
·
Outlining
·
Making Your Writing Flow
Your assignment this week, the Outlining the Research Analysis
Essay, provides you with a template for building an outline for
your final paper in this class. But the process of outlining for
written communication can be more complex.
An outline is a tool used to organize your written ideas about a
topic into a logical order. It is meant to help you establish a
structure for a paper you are going to write. It is a way for you
to demonstrate the main argument (thesis), main points (topic
sentences), and main pieces of evidence you are going to
present in a paper before actually writing the paper.
STEP ONE: Experience Outlining
Outlining is basically establishing a plan for your paper. It
allows you to think through your paper before you actually start
writing, and see if there are any holes in your argument or gaps
in your research. Also, it is a great way to see if your paper
flows and makes logical sense before you start writing.
Reflect on your experience with outlining. Have you used
outlines for your writing in the past? Have you found them to be

helpful? Are there any aspects of outlining that are challenges
for you?
Click or tap here to enter text.
There are many different types of outline structures that you
may be familiar with. Most people have experience with the
traditional alphanumeric form of outlines—with roman
numerals. But, the form of the outline isn’t as important as what
it can provide you: a road map for building a paper.
STEP TWO: Building the Outline
For this class, the outline you submit will follow a template that
we provide to you. In other situations, throughout your
academic and professional lives, this might not be the case. In
fact, you may be called upon to use a variety of different forms.
However, the underlying purpose of the outline remains the
same.
Though outlines don’t usually ask you to write complete
paragraphs, or to provide finished writing, it can be useful to
get as much down on paper as you can. Think about the topic
you will develop on the Outlining the Research Analysis Essay.
Apart from the thesis, what information will you include in the
introduction? It’s okay to just type words or ideas in this step.

Your Week 2 Written Assignment gave you the opportunity to
write about one of your main source articles. Think about one of
the other source articles you will use to support your thesis. Use
this space to write some of the main ideas from the article.
These main ideas will help to develop your outline and will
guide you when you write your essay.
STEP THREE: Pulling It Together
The outline helps you to set a structure for your paper. It helps
you to put your ideas in order, and to ensure that your thesis is
supported. But an outline is, by its very nature, choppy. It
presents the ideas, but none of the context. An outline is a plan
for a paper, but it is not the paper itself.
It can be difficult to go from an outline to a finished paper.
Good academic writing should flow, which means it should be
easy to read with ideas logically connected to one another.
Adding flow to your writing will reduce the likelihood of
confusion.
Consider the three strategies covered in the “Making Your
Writing Flow” resource. Which of the three do you feel as if
you have the most experience with? Which of the three do you
think might present you with challenges as you write?

Applying these strategies will assist you as you take the ideas in
your outline and develop the full essay in Week 5.
ENG122 Week 3 Research Notebook

ENG 122 WEEK 3 - FINAL PAPER OUTLINEUse this outline templat.docx

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