MGMT5050 T1 2023: Assignment 1 – Marking criteria and rubric 1
MGMT5050 Assignment 1 – Organisational memo T1 2023: Marking Criteria and Rubric
Criteria Unsatisfactory Below expectation Pass Credit Distinction High Distinction
Demonstrates
analysis and
understanding of
principles of
diversity relative to
the chosen area and
with links to SDGs
Little or no reference to the diversity
area, lacks links to SDGs principles or is
largely general knowledge or
descriptive
Mark: 0
Demonstrates little understanding of
the link between SDGs and the chosen
diversity area. Lacks links to specific
course knowledge
Mark: 12
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Student identifies the overarching
themes/ arguments of the diversity
principles with application to SDGs
with direct links to course content.
Mark: 28
Student integrates course content and
makes meaning with links on the
chosen diversity area to SDGs and
highly relevant and insightful links to
their own values and broader societal
issues.
Mark: 32
Demonstrates a clear, deep, and
sophisticated understanding of the
course content with specific cited
examples. Integrates course content
and makes meaning with links on the
chosen diversity area to SDGs and
highly relevant and insightful links to
their own values and broader societal
issues enabling targeted action to be
taken
Mark: 40
Links the argument
to the work context
in an applied
manner
Submission provides a description of
the diversity area in a work context
Mark: 0
Student makes a descriptive provision
of diversity and SDGs in the workplace
but this is generic or literal.
Mark: 6

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A surface but linked application to the
workplace demonstrating application
in a practical and course informed
manner. This would include workplace
values discussion with examples but
overall lacks depth
Mark: 14
Student links application to the
workplace demonstrating practical and
course informed workplace practice.
This would include workplace values
discussion with examples connecting
the arguments to the course ideas and
broader debates.
Mark: 16
Student provides sophisticated
analysis of the connection between
the course and broader debates on 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: 6
Evidence of an attempt to state the
position in the introduction and
conclusion, although the argument
lacks coherence.
Mark: 12
The position is stated explicitly in both
the introduction and the conclusion.
Some evidence of an attempt to
support this argument / position in the
memo.
Mark: 14
Position is stated explicitly in both the
introduction and the conclusion. The
position is developed and well
supported in clear, logical steps
throughout the memo.
Mark: 16
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
throughout the memo.

Mark:20
MGMT5050 T1 2023: Assignment 1 – Marking criteria and rubric 2
Structures text
logically, coherently
and communicates
clearly and concisely
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;
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 (e.g. ‘text’
language, contractions, slang), poor
sentence construction (incomplete
sentences;,
poor paragraph structure (i.e. 1 or 2
sentence paragraphs); and/or
uses inaccurate expression/grammar
which often makes meaning unclear.
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;
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 (e.g. ‘text’
language, contractions, slang), poor
sentence construction (incomplete
sentences);
poor paragraph structure (i.e. 1 or 2
sentence paragraphs); and/or
uses inaccurate expression/grammar
which often makes meaning unclear.
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.

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 (i.e. 1 or 2
sentence paragraphs),
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.
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 sound paragraph
structure
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.
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 is sound.
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.

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: 15
MGMT5050 T1 2023: Assignment 1 – Marking criteria and rubric 3
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
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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 all but 2 formatting
requirements
- Style and presentation are
appropriate and sufficiently
formal for the specific business/
academic context
- Student uses 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
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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.