OFFICE OF INSTRUCTION HLC Academy – Writing Across the Curriculum at Mohave Rubric The A paper The B paper The C paper The D paper The F paper Ideas Excels in responding to assignment. Interesting, demonstrates sophistication of thought. Central idea/thesis is clearly communicated, worth developing; limited enough to be manageable. Paper recognizes some complexity of its thesis: may acknowledge its contradictions, qualifications, or limits and follow out their logical implications. Understands and critically evaluates its sources, appropriately limits and defines terms. A solid paper, responding appropriately to assignment. Clearly states a thesis/central idea, but may have minor lapses in development. Begins to acknowledge the complexity of central idea and the possibility of other points of view. Shows careful reading of sources, but may not evaluate them critically. Attempts to define terms, not always successful. Adequate but weaker and less effective, possibly responding less well to assignment. Presents central idea in general terms, often depending on platitudes or clichés. Usually does not acknowledge other views. Shows basic comprehension of sources, perhaps with lapses in understanding. If it defines terms, often depends on dictionary definition. Does not have a clear central idea or does not respond appropriately to the assignment. Thesis may be too vague or obvious to be developed effectively. Paper may misunderstand sources. Does not respond to the assignment, lacks a thesis or central idea, and may neglect to use sources where necessary. Organization & coherence Uses a logical structure appropriate to paper’s subject, purpose, audience, thesis, and disciplinary field. Sophisticated transitional sentences often develop one idea from the previous one or identify their logical relations. It guides the reader through the chain of reasoning or progression of ideas. Shows a logical progression of ideas and uses fairly sophisticated transitional devices; e.g., may move from least to more important idea. Some logical links may be faulty, but each paragraph clearly relates to paper’s central idea. May list ideas or arrange them randomly rather than using any evident logical structure. May use transitions, but they are likely to be sequential (first, second, third) rather than logic-based. While each paragraph may relate to central idea, logic is not always clear. Paragraphs have topic sentences but may be overly general, and arrangement of sentences within paragraphs may lack coherence. May have random organization, lacking internal paragraph coherence and using few or inappropriate transitions. Paragraphs may lack topic sentences or main ideas, or may be too general or too specific to be effective. Paragraphs may not all relate to paper’s thesis. No appreciable organization; lacks transitions and coherence. Support.

1. OFFICE OF INSTRUCTION
HLC Academy – Writing Across the Curriculum at Mohave
Rubric
The A paper The B paper The C paper The D paper The F paper
Ideas Excels in responding to assignment.
Interesting, demonstrates sophistication of
thought. Central idea/thesis is clearly
communicated, worth developing; limited
enough to be manageable. Paper
recognizes some complexity of its thesis:
may acknowledge its contradictions,
qualifications, or limits and follow out their
logical implications. Understands and
critically evaluates its sources,
appropriately limits and defines terms.
A solid paper, responding appropriately
to assignment. Clearly states a
thesis/central idea, but may have minor
lapses in development. Begins to
acknowledge the complexity of central
idea and the possibility of other points
of view. Shows careful reading of
sources, but may not evaluate them
critically. Attempts to define terms, not
always successful.
Adequate but weaker and less

2. effective, possibly responding less
well to assignment. Presents central
idea in general terms, often
depending on platitudes or clichés.
Usually does not acknowledge other
views. Shows basic comprehension
of sources, perhaps with lapses in
understanding. If it defines terms,
often depends on dictionary
definition.
Does not have a clear central idea
or does not respond appropriately
to the assignment. Thesis may be
too vague or obvious to be
developed effectively. Paper may
misunderstand sources.
Does not respond to the
assignment, lacks a thesis or central
idea, and may neglect to use
sources where necessary.
Organization &
coherence
Uses a logical structure appropriate to
paper’s subject, purpose, audience, thesis,
and disciplinary field. Sophisticated
transitional sentences often develop one
idea from the previous one or identify their
logical relations. It guides the reader
through the chain of reasoning or
progression of ideas.
Shows a logical progression of ideas and

3. uses fairly sophisticated transitional
devices; e.g., may move from least to
more important idea. Some logical links
may be faulty, but each paragraph
clearly relates to paper’s central idea.
May list ideas or arrange them
randomly rather than using any
evident logical structure. May use
transitions, but they are likely to be
sequential (first, second, third) rather
than logic-based. While each
paragraph may relate to central idea,
logic is not always clear. Paragraphs
have topic sentences but may be
overly general, and arrangement of
sentences within paragraphs may
lack coherence.
May have random organization,
lacking internal paragraph
coherence and using few or
inappropriate transitions.
Paragraphs may lack topic
sentences or main ideas, or may be
too general or too specific to be
effective. Paragraphs may not all
relate to paper’s thesis.
No appreciable organization; lacks
transitions and coherence.
Support Uses evidence appropriately and
effectively, providing sufficient evidence
and explanation to convince.

4. Begins to offer reasons to support its
points, perhaps using varied kinds of
evidence. Begins to interpret the
evidence and explain connections
between evidence and main ideas. Its
examples bear some relevance.
Often uses generalizations to support
its points. May use examples, but
they may be obvious or not relevant.
Often depends on unsupported
opinion or personal experience, or
assumes that evidence speaks for
itself and needs no application to the
point being discussed. Often has
lapses in logic.
Depends on clichés or
overgeneralizations for support, or
offers little evidence of any kind.
May be personal narrative rather
than essay, or summary rather than
analysis.
Uses irrelevant details or lacks
supporting evidence entirely. May
be unduly brief.
Style Chooses words for their precise meaning
and uses an appropriate level of specificity.
Sentence style fits paper’s audience and
purpose. Sentences are varied, yet clearly
structured and carefully focused, not long
and rambling.
Generally uses words accurately and

5. effectively, but may sometimes be too
general. Sentences generally clear, well
structured, and focused, though some
may be awkward or ineffective.
Uses relatively vague and general
words, may use some inappropriate
language. Sentence structure
generally correct, but sentences may
be wordy, unfocused, repetitive, or
confusing.
May be too vague and abstract, or
very personal and specific. Usually
contains several awkward or
ungrammatical sentences; sentence
structure is simple or monotonous.
Usually contains many awkward
sentences, misuses words, employs
inappropriate language.
Mechanics Almost entirely free of spelling,
punctuation, and grammatical errors.
May contain a few errors, which may
annoy the reader but not impede
understanding.
Usually contains several mechanical
errors, which may temporarily
confuse the reader but not impede
the overall understanding.
Usually contain either many
mechanical errors or a few

6. important errors that block the
reader’s understanding and ability
to see connections between
thoughts
Usually contain so many mechanical
errors that it is impossible for the
reader to follow the thinking from
sentence to sentence.
Modeled after rubric used in the UC Davis English Department
Composition Program
BUS 222 – Spring 2014 - Essay Assignment (100 Points):
I’m providing three separate topics to be addressed in our essay.
Please provide at least 500 words on each of the three topics
below.
The total word length for the essay must be between 1,500 and
2,000 words, contain a
cover page, a reference page, and should be written in basic
APA format.
Do not simply answer the questions below; construct your essay
in the form of a quality,
logically ordered, college level paper. Please review Essay
Grading Rubric document in the
‘Course info & Documents’ folder.

7. Keep third party material to professional or academic sources.
Make sure to properly cite
any third party material.
Any use of third party material without the proper citation will
be considered plagiarism.
Please review the plagiarism policy described in the course
syllabus.
Try to use examples and real world cases to illustrate your
points.
I will create a special folder in the Week 14 folder for you to
submit your essay. The essay
must be submitted to this folder.
The essay will be due at the end of Week 14. (May 4
th
11:55 PM Arizona Time)
Topic 1: (Address these points in your essay for Topic 1)
We have seen the concepts of relevance and reliability
mentioned throughout our course.
Describe the importance of relevance and reliability in the
accounting.
How do the concepts of relevance and reliability apply to the
role of the managerial

8. accountant?
How does relevance and reliability apply to the information
provided by the managerial
accountant for an organization’s management?
Topic 2: (Address these points in your essay for Topic 2)
Explain the differences between managerial accounting and
financial accounting.
Explain the role that managerial accounts and financial
accountants have in an organization.
Explain the accounting data provided by each, why it is
produced, the intended user of the
data, and how the data is used.
Explain how the role of the managerial accountant has changed
over time and the reason
for these changes.
Topic 3: (Address these points in your essay for Topic 3)
Accountants must have high professional ethics. Describe the
ethical standards that
management accountants subscribe to that, in your opinion, help
maintain the impression

9. that accountants are highly ethical.
How do these standards compare to the ethical standards in
financial accounting. How are
they different? Why are there differences?
What organizations are responsible for the ethical standards for
financial and managerial
accounting? What are the differences between the organizations
that maintain the ethical
standards for each, and why are they different?
How do ethical standards relate to how the accounting
information is used by both internal
and external parties?
1. Which of the following are correct statements of a NULL
hypothesis? Choose all that are correct. On the line next to the
question, indicate correct (C) or incorrect (I). (2 points)
_____ Ho:

10. _____ Ho:
_____ Ho:
_____ Ho:
2. Suppose that in testing a hypothesis about a population
mean, the observed value of the test statistic had a (two-tailed)
p-value of .03. Indicate whether each of the following
statements is correct (C) or incorrect (I). (2 points)
_____ The null hypothesis can be rejected at the .05
level.
_____ The null hypothesis cannot be rejected at the .10
level.
_____ The probability of a Type I error is .03.
_____ There is a 3% chance that the researcher’s
conclusion will be wrong.
3. Suppose a 90% confidence interval for the mean is (26,
32). Indicate whether each of the following statements is
correct (C) or incorrect (I). (2 points)
_____ There is a 90% chance that the population mean
is between 26 and 32.
_____ 90% of the time, the population mean will be in
this interval.
_____ 90% of intervals constructed in this way contain
the population mean.

11. _____ We are 90% confident that the sample mean is
between 26 and 32.
4. Suppose that in testing the hypothesis Ho: against the
alternative H1: , the null hypothesis isrejected at the .05 level.
Indicate whether each of the following statements is correct (C)
or incorrect (I). (2 points)
_____ There is only a 5% chance that the null
hypothesis is true.
_____ The 95% confidence interval for the mean
contains the value of 50.
_____ If the population mean was 50, there is only a
5% chance that we would obtain the observed sample mean or
anything more extreme.
_____ We are 95% confident that the population mean
is not 50.
5. A company specializing in prep courses for college
admissions tests (Company A) claims that its clients increase
their admissions scores by an average of 50 points as a result of
the program. A competing company (Company B) disputes this
claim and asks for proof.
Company A takes a random sample of 60 clients, and pre- and
post-tests them. The average increase in scores is 48.8 points,
with a standard deviation of 9.8 points.
(a) Write an appropriate null and alternate hypothesis for testing
the claim of interest. (1 point)
Ho:

12. H1:
(b) The 95% confidence interval computed by Company A for
the average score increase of its clients was (46.3, 51.3).
Using this interval, determine whether Company A's claim is
supported or not. Explain your conclusion clearly and fully. (1
point)
(c) Give two ways of obtaining a narrower confidence
interval. Be explicit. (1 point)
6. Company B (from Q5) also claims that the average score
increase of its clients is greater than that of Company A. In
support of its claim, it takes a random sample of 60 clients and
records the score increase of each. The mean score increase in
the sample is 51.6 (s.d. = 10.9). It compares its results to those
of the sample of Company A’s clients, given above.
(a) What statistical test is appropriate for Program B’s claim?
Put a check next to the correct test. (1 point)
_____ t-test for inference about a population mean
_____ z-test for inference about a population proportion

13. _____ t-test for inference about the difference in population
means using dependent samples
_____ t-test for inference about the difference in population
means using independent samples
_____ z-test for inference about the difference in population
proportions using independent samples
(b) What effect would each of the following have on the
outcome of the hypothesis test for testing Company B’s claim,
other things held constant? Indicate whether it would increase
the chance of rejection (I), decrease the chance of rejection (D),
or would have no effect (NE).(2 points)
_____ Using a larger sample size
_____ Using a higher significance level in testing the
hypothesis (e.g., .10 rather than .05)
_____ Constructing a confidence interval rather doing a
hypothesis test
_____ Using more heterogeneous samples (i.e., samples with
larger variances)
(c) In testing Company B’s claim, the observed value of the
test statistic was 1.48, with a p-value of 0.14. What does this p-
value mean? Explain clearly and fully. (1 point)
(d) Based on this p-value (not the test statistic), determine
whether Company B's claim is supported at the .05 significance
level. Explain your answer clearly. (1 point)

14. (e) Given your conclusion in (d), what type of error (Type I or
Type II) could you have made? (1 point)
7. A watchdog group claims that only 30% of workers are
willing to act as whistleblowers for fear of retaliation. The CEO
of a large company wanted to know if that was true in her
company and hired a consultant to investigate. A survey of 250
workers in non-managerial positions was conducted. Workers
were presented with a scenario of impropriety, fraud, or
mismanagement by their immediate superior and asked if they
would report the incident at a higher level. 92 out of the 250
workers said they would report the incident.
(a) Write the appropriate null and alternate hypotheses for
testing the claim, assuming a two-tailed test. (1 point)
Ho:
H1:
(b) If the null hypothesis was tested at the .05 level and
rejected, what is the probability that the decision to reject was
wrong? Explain.(1 point)
(c) The hypothesis in (a) was tested using the sample above,

15. and an observed test statistic of 2.35 was obtained. What is the
lowest level of significance at which the null hypothesis could
have been rejected (again assuming a two-tailed test)? Show
clearly how you obtained your answer. (1 point)
(d) What should the consultant report to the CEO? Write a
statement that summarizes the findings from (c). (1 point)
8. The consultant suspected that males and females differ in
their willingness to be whistleblowers. In the sample above, 46
of the 140 males and 46 of the 110 females indicated that they
would blow the whistle.
(a) Write the null and alternate hypotheses to be tested. (1
point)
Ho:
H1:

16. (b) The consultant obtained an observed value of the test
statistic of 1.46. Draw a conclusion about the hypothesis based
on this result. Explain your reasoning and state your conclusion
clearly and fully. (2 points)
9. In each of the scenarios below,
write the null and alternate hypotheses to be tested, assuming a
two-tailed test;
determine the appropriate statistical procedures for testing the
hypothesis (choose from the list below);
(iii) the critical value of the test statistic at the .05 level (show
how you obtained that value);
(i) what the researcher’s conclusion would be based on the
value of the test statistic given (show clearly how you obtained
your answer). Do not simply indicate Reject/Not Reject.
(3 points for each question)
A t-test for inference about a population mean
B z-test for inference about a population proportion
C t-test for inference about the difference in population
means using dependent samples
D t-test for inference about the difference in population
means using independent samples
E z-test for inference about the difference in population
proportions using dependent samples
F z-test for inference about the difference in population
proportions using independent samples
(a) To assess the effectiveness of a negative political
advertisement against a particular candidate’s opponent, 212

17. prospective voters were asked whether they intended to vote for
the candidate or his opponent. They were then shown the
negative advertisement about the candidate’s opponent and
asked again whether they would vote for the candidate. Of the
120 who originally supported the candidate, 21 changed their
minds after viewing the advertisement and said they would vote
for the opponent; of the 92 who originally supported the
opponent, 11 changed their minds after viewing the
advertisement and said they would vote for the candidate. The
observed value of the test statistic for testing the hypothesis of
interest was 1.77.
Ho:
H1:
Procedure:
Critical value:
Conclusion:
(b) A researcher interested in studying the personality
attributes of last-born children gathered a sample of 20
individuals aged 20-25 who were the youngest in a family of 2-
4 children. Each individual completed a scale rating their
perception of the degree of conflict amongst siblings they
experienced as a child. For each individual in the sample, one of
their parents also completed a scale rating their perception of
the degree of sibling conflict. The mean perceived conflict
score of the last-born individuals was 23.7, while the mean for
the parents was 21.5. The means of parents and children were

18. compared to determine if they differed. The observed value of
the test statistic was 1.87.
Ho:
H1:
Procedure:
Critical value:
Conclusion:
(c) A researcher studying the effect of background music on
concentration skills performed an experiment on 40 college
sophomores randomly divided into two groups of 20 each. Both
groups were given a reading comprehension test. In one group,
pop music at an audible level was played; for the other group,
the room was quiet during the test. The mean reading
comprehension score under the music conditions was 13.4,
while the mean under the quiet condition was 15.9. The
variances were not significantly different. An observed test
statistic of 2.65 was obtained.
Ho:
H1:
Procedure:
Critical value:

19. Conclusion:
(d) A researcher interested in the incidence of binge drinking
on college campuses and whether there are differences between
freshmen and juniors asked 210 freshmen and 180 juniors
whether they had engaged in binge drinking in the last month.
43% of the freshmen and 35% of the juniors said they had
engaged in binge drinking as defined in the survey. Using these
data, a test statistic of 1.61 was obtained.
Ho:
H1:
Procedure:
Critical value:
Conclusion:

20. 10. In a study of the effectiveness of an innovative after-
school program for academically at-risk students, a group of 42
students was randomly assigned to one of two programs.
Twenty-one students participated in a traditional remedial
program, while the other 21 participated in the new after-school
program. At the start of the program, all students were
administered a scale measuring attitude toward learning. After
three months in their programs, all students were re-
administered the attitude towards learning scale, along with a
standardized achievement test. The data were analyzed using
SPSS; the results of the analysis are attached. Analyses are
labeled (A), (B), and (C); the questions that follow refer to
these labeled analyses.
(A) Comparison of Achievement Scores:
Group Statistics
Type of Program
N
Mean
Std. Deviation
Std. Error Mean
Ach
Traditional Remedial
21
36.90
3.897
.851
New After-School
21
35.14
3.439
.751

21. Independent
Samples Test
Levene's Test for Equality of Variances
t-test for Equality of Means
F
Sig.
t
df
Sig.
(2-tailed)
Mean Difference
Std. Error Difference
95% Confidence Interval of the Difference
Lower
Upper
Ach
Equal variances assumed
.182
.672
(1)
(2)
.128
(3)
1.134

22. -.531
4.054
Equal variances not assumed
1.553
39.390
.128
1.762
1.134
-.532
4.056
(B) Comparison of pre- and post-test Attitude Scores: New
After-School Program
Paired Samples Statistics
Mean
N
Std. Deviation
Std. Error Mean
Pair 1
Atttitude Toward Learning posttest
24.3810
21
2.45919
.53664
Atttitude Toward Learning pretest
23.2857
21
2.07709

23. .45326
Paired Samples Test
Paired Differences
t
df
Sig.
(2-tailed)
Mean
Std. Deviation
Std. Error Mean
95% Confidence Interval of the Difference
Lower
Upper
Pair 1
Atttitude Toward Learning posttest - Atttitude Toward Learning
pretest
1.095
2.119
(4)
.131
2.060
2.368

24. (5)
.028
(C) Comparison of pre- and post-test Attitude Scores:
Traditional program
Paired Samples Statistics
Mean
N
Std. Deviation
Std. Error Mean
Pair 1
Atttitude Toward Learning posttest
24.0952
21
2.09535
.45724
Atttitude Toward Learning pretest
23.3810
21
2.37647
.51859
Paired Samples Test
Paired Differences
t
df

25. Sig.
(2-tailed)
Mean
Std. Deviation
Std. Error Mean
95% Confidence Interval of the Difference
Lower
Upper
Pair 1
Atttitude Toward Learning posttest - Atttitude Toward Learning
pretest
.714
2.194
.479
-.284
1.713
1.492
.151
(a) Fill in the three values missing in Analysis (A) and the two
values missing in Analysis (B). These are indicated (1) through
(5) in the tables. (3 points)

26. (b) State the null and alternate hypotheses being tested in
Analysis (A). (1 point)
Ho:
H1:
(c) What does the F statistic in Analysis (A) refer to and what
does the “Sig.” value next to it tell you? What implications does
this have for interpreting the table? (1 point)
(d) What conclusion would you draw about the effectiveness of
the new program based on the results of Analysis (A)? Explain
clearly and fully, indicating which values you used to draw your
conclusion and how you interpreted them. (1 point)
(c)
State the null and alternate hypotheses being tested in Analysis
(B). (1 point)
Ho:
H1:
(d) What conclusions would you draw based on the results of
Analyses (B) and (C)? Indicate which values you used to draw

27. you conclusions and how you interpreted them. (2 points)
11. In a study to determine the impact of sleep deprivation on
students’ academic performance, seniors in a suburban high
school were surveyed and asked how many hours nightly they
sleep on average. Students who reported they slept less than
five hours a night were classified as sleep-deprived; students
who reported sleeping seven hours or more were classified as
normal sleepers. Of this group, 36 were classified as sleep-
deprived and 51 as normal sleepers. The scores of these students
on the statewide achievement test were recorded. The means of
the two groups are given below.
Normal sleepers: Mean = 23.2, SD = 4.5, N = 51
Sleep-deprived: Mean = 20.6, SD = 4.9, N = 36
(a) Test an appropriate hypothesis using a two-tailed procedure
with a significance level of .05. Carry out ALL steps in the
hypothesis testing procedure and clearly state your conclusions.
(4 points)
(b) Do your results indicate that sleep deprivation causes lower
mean achievement? Explain your answer. (1 point)
(c) Construct a 90% confidence interval for the mean difference
in the achievement scores of the two groups (2 points). Interpret
this interval (say what the numbers mean) and state what
conclusions you would draw based on the interval. (1 point)
12. A college using a new method of teaching calculus wishes
to evaluate the effectiveness of the method. A class of 24 first-
year college students was randomly divided into two sections,
one of which was taught using the new method and the other
taught using the old method. Scores on the end-of-semester
exam for the two groups of students are given below.

28. New
91
80
85
87
74
76
83
89
87
75
79
88
Old
86
78
80
83
72
75
82
76
84
72
74
87
(a) Write down the null and alternate hypotheses of interest. (1
point).
(b) Enter the data into SPSS and carry out an appropriate
hypothesis test. Report the table of means and standard
deviations and the table of test results. (2 points)
(c) What conclusion would you draw on the basis of the test of
equality of variances? Be specific about how you used the

29. results in the output to draw you conclusion. (1 point)
(d) Interpret the “sig.value” of the test-statistic for testing the
hypothesis in (a), i.e., say exactly what this value means. (1
point)
(e) What would you conclude about the relative effectiveness of
the two methods? Indicate clearly what evidence you used to
reach this conclusion. (1 point)
(f) Repeat the analysis assuming that the students were matched
on prior mathematics achievement. Report the table of results (2
points), interpret the sig. value (1 point), and state your
conclusions clearly and completely (1 point)
(g) Interpret the confidence interval provided in the paired
samples test output. Be specific about what information the
interval provides. (1 point)
(h) Based on the results of the paired samples t-test, do the data
support the claim that the new method yields a mean increase in
achievement of 7 points? Explain your answer. (1 point)
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