MGMT5050 T1 2022: Assignment 1 – Marking criteria and rubric 1
MGMT5050 Assignment 1 – Organisational memo T1 2022 : Marking Criteria and Rubric

Criteria Unsatisfactory Below expectation Pass Credit Distinction High Distinction
Demonstrates
analysis and
understanding of
ADLI CR principles
Little or no reference to the CR
principles




Mark: 0
Demonstrates little or no
understanding of ALDI CR principles
focuses on hearsay or general
knowledge


Mark: 7
Describes the ALDI CR principles ,
focusing on the manifest content
rather than the overarching themes or
arguments linked to SDGs
.


Mark: 15
Student identifies the overarching
themes/ arguments of the ADLI CR
principles and links SDGS at a surface
level




Mark: 17.5
Moves beyond surface understanding
of ALDI CR principles clearly identifying
the argument with relevance. Also
includes some description of SDG
content. With links to values

Mark: 20
Demonstrates a clear, deep and
sophisticated understanding of the
overall arguments and themes of ALDI
CR principles clearly identifying the
argument with relevance to SDGs and
links to values to inform and influence
the reader to take action

Mark: 25
Links the argument
to the work context
with clear links to
course content
Submission provides a summary of the
course content with no link to the
workplace


Mark: 0
Student makes little attempt to
identify links or connections the
workplace or values

Mark: 6
Student makes some attempt to
identify links or connections to the
workplace and values

Mark: 12
Literal identification of the
connections between the principles of
the course to the workplace and
values

Mark: 14
Student clearly identifies connections
between the arguments to the course
and attempts to identify links with
broader debates in the workplace and
values
Mark: 16
Provides sophisticated analysis of the
connection between the course and
broader debates or the workplace with
links to arguments and values
Mark: 20
Constructs a clear
and sophisticated
argument
Text does not have a clear focus;
possibly contains irrelevant or
repetitive material




Mark: 0
There is no discernible argument to
the memo





Mark: 8
Evidence of an attempt to state the
position in the introduction and
conclusion, although the argument
lacks coherence



Mark: 15
The position is stated explicitly in both
the introduction and the conclusion.
Some evidence of the attempt to
support this argument / position in the
memo


Mark: 17.5
Position is stated explicitly in both the
introduction and the conclusion. The
position is developed and well
supported in clear, logical steps
through the memo.


Mark: 20
The student has developed a
sophisticated position which is clearly
stated in both the introduction and
the conclusion. The position is
developed in clear, logical steps
through the memo

Mark: 25
Structures text
logically and
coherently
Text is not structured to meet
assignment outcomes, with errors
such as no introduction and/or
conclusion; paragraphs not well-
developed or coherently linked

Ineffective transitions between
paragraphs, use of lists/ bullet points
unexplained.

Does not present main argument,
ideas and information logically or
coherently,
















Mark: 0
Text is not structured to effectively
achieve writer’s aim, with errors such
as inadequate introduction and/or
conclusion; paragraphs not well-
developed or coherently linked

Ineffective transitions between
paragraphs, use of lists/ bullet points
unexplained.



















Mark: 5
Generally presents main argument,
ideas and information logically and
coherently, e.g.:
- Text has a generally clear focus,
with little or no irrelevant
material
- Attempt at development of ideas
relevant to the assignment, but
lacks depth and focus; key points
are identified
- Text has an adequate structure,
such as having an introduction
and conclusion (although may be
under-developed); paragraphs
generally well- developed and
linked, although this could be
more consistently effective.










Mark:9
Generally presents main argument,
ideas and information logically and
coherently, e.g.:
- Text has a generally clear focus,
with little or no irrelevant
material
- Development of ideas is
generally clear and logical, but
could be more consistent; key
points are identified
- Text has an adequate structure,
such as having an introduction
and conclusion; paragraphs
generally well- developed and
linked, although this could be
more consistently effective.











Mark: 10.5
Presents all ideas
/arguments/information logically,
coherently and persuasively:
- Text has a clear focus; no
irrelevant or repetitive material
- Development of ideas is clear
and logical; key points are clearly
distinguished from supporting
material
- The text is well sequenced, easy
to follow and engages the
reader’s interest
- The sequence/ structure
supports the central theme and
message.
- The text spends appropriate
amount of words on details
- Text is effectively organized and
for the most part engages the
reader’s interest.
Text has a clear, coherent structure,
e.g. introduction clearly defines
aim/argument; paragraphs are
primarily well-developed, clearly
linked and support the argument; clear
conclusion follows from discussion and
reinforces main argument
Mark: 12
Presents all ideas
/arguments/information logically,
coherently and persuasively:
- Text has a clear focus; no
irrelevant or repetitive material
- Development of ideas is clear and
logical; key points are clearly
distinguished from supporting
material
- The text is well sequenced, easy
to follow and engages the reader’s
interest
- The arrangement of ideas
enhances the reader’s
understanding.
- There are unified paragraphs and
graceful transitions.
Text has a clear, coherent structure,
e.g. introduction clearly defines
aim/argument; paragraphs are well-
developed, clearly linked and support
the argument; clear conclusion follows
from discussion and reinforces main
argument



Mark: 15
MGMT5050 T1 2022: Assignment 1 – Marking criteria and rubric 2
Communicates
clearly and concisely
Does not express (or explain where
necessary) complex ideas and
information clearly in language
appropriate for the intended audience
and purpose (using own words where
possible).

Excessive use of informal/
inappropriate language (eg ‘txt’
language, contractions, slang) poor
sentence construction (incomplete
sentences),

Poor paragraph structure (ie 1 or 2
sentence paragraphs)

Uses inaccurate expression/grammar
which often makes meaning unclear.
Mark: 0
Does not express (or explain where
necessary) complex ideas and
information clearly in language
appropriate for the intended audience
and purpose (using own words where
possible).

Excessive use of informal/
inappropriate language (eg ‘txt’
language, contractions, slang) Poor
sentence construction (incomplete
sentences),

poor paragraph structure (ie 1 or 2
sentence paragraphs)

Uses inaccurate expression/grammar
which often makes meaning unclear.
Mark: 3
Generally, but not consistently,
expresses (and explains where
necessary) complex ideas and
information clearly in language
appropriate for the intended audience
and purpose (using own words as
much as possible).

Some spelling mistakes, use of
contractions, poor sentence
construction (incomplete sentences),
inappropriate / informal word choice,
such as “text” language, spelling, or
slang
Poor paragraph structure (ie 1 or 2
sentence paragraphs)


Mark: 6
Generally, but not consistently,
expresses (and explains where
necessary) complex ideas and
information clearly in language
appropriate for the intended audience
and purpose (using own words as
much as possible).

Some spelling mistakes and rare use of
contractions, no informal word choice,
such as “text” language, spelling, or
slang; mainly paragraph structure






Mark: 7
Expresses (and explains where
necessary) complex ideas, arguments
and information clearly and concisely
in language appropriate for the
intended audience and purpose (using
own words as appropriate).

No spelling mistakes and rare use of
contractions, no informal word choice,
such as “text” language, spelling, or
slang; paragraph structure







Mark: 8
Consistently expresses (and explains
where necessary) complex ideas,
arguments and information clearly and
concisely in language appropriate for
the intended audience and purpose
(using own words as appropriate).

Uses fluent, accurate
expression/grammar

No spelling mistakes, absence of
contractions, appropriate tone, well
constructed paragraphs





Mark: 10
Presents text
professionally and
references sources
accurately

Does not present document at a
professional standard, e.g.
- No evidence of editing (frequent
spelling/ punctuation errors)
- Document does not follow
requirements(for example does
not answer the question)
- Style is not appropriate or
sufficiently formal for the
specific business/academic
context
- Excessive use of quotes
No sources cited.








Mark: 0





Presents document at a satisfactory
professional standard, e.g.:
- Some evidence of editing (only
minor spelling/ punctuation
errors)
- Uses appropriate format (e.g.
Memo)
- conforms to al but 2 formatting
requirements
- Style and presentation are
appropriate and sufficiently
formal for the specific business/
academic context
- Students use succinct and
appropriate quotes, the
integration of which may be
clumsy
References sources in-text and in
reference list accurately using Harvard
(in text) style).

Mark: 3
Presents document very
professionally, e.g.:
- Evidence of thorough editing
(e.g., no or negligible spelling
/punctuation errors)
- Accurately and effectively uses
appropriate format (e.g. memo)
and meets requirements to a
high standard
- Style and presentation are
highly appropriate for the
specific business/academic
context
- Quotes are used sparingly if at
all
References sources in-text and in
reference list accurately using Harvard
(in text) style).

Integrates sources effectively into text.


Mark: 5