ACCT5949: Assessment 2 Part A_Short Essay_Rubric 1
ACCT5949 Assessment 2 Part A: Marking Criteria and Rubric
Criteria Unsatisfactory Below expectation Pass Credit Distinction High Distinction
Demonstrates
analysis and
understanding
of action logic
Little or no reference to
action logic
Demonstrates little or no
understanding of readings
And/or may focus almost
exclusively on only 1
reading.
Mark: 7
Describes the readings ,
focusing on the manifest
content rather than the
overarching themes or
arguments
Mark: 11
Student identifies the
overarching themes/
arguments of action logic,
while providing a
summary or description of
the theory.
Mark: 14
Moves beyond surface
understanding of theory,
clearly identifying the
overarching theme or
argument of leadership.
Also includes some
description of content.
Mark: 16
Demonstrates a clear, deep
and sophisticated
understanding of the
overall arguments and
themes of leadership
theory
Mark: 20
Synthesis of
the key
themes and
issues raised
with the
leader
Assignment provides
separate summaries of
action logic
Mark: 0
Student makes little attempt
to identify links or
connections the leader and
theory
Mark: 8
Student makes some
attempt to identify links or
connections between the
content of action logic
Mark: 13
Literal identification of the
connections between the
arguments of action logic
to the assigned lead
Mark: 17.5
Student clearly identifies
connections between the
arguments of leadership
theory, and attempts to
identify links with
broader debates
Mark: 20
Provides sophisticated
analysis of the
connection between the
leader and leadership
theories and broader
debates
Mark: 25
Constructs a
clear,
sophisticated
and
compelling
argument
Text does not have a clear
focus; possibly contains
irrelevant or repetitive
material
Mark: 0
There is no discernible
argument
Mark: 8
Evidence of an attempt to
state their own position at
the start of the paper but
is largely missing
throughout.
Mark: 13
The student’s position is
stated explicitly at the
start of the paper. Some
evidence of the attempt to
support this argument /
position throughout.
Mark: 17.5
Position is stated
explicitly at the start of
the paper. The position is
developed throughout
the article.
Mark: 20
The student has developed
a sophisticated position
which is clearly stated at
the start of the paper The
position is developed in
clear, logical steps
throughout.
Mark: 25
Mark: 0
CCT5949: Assessment 2 Part A_Short Essay_Rubric 2
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.
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.
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, (although
may be under-
developed);
paragraphs generally
well- developed and
linked, although this
could be more
consistently effective.
Mark: 8
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; paragraphs
generally well-
developed and linked,
although this could
be more consistently
effective.
Mark: 10
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; paragraphs are
primarily well-developed,
clearly linked and support
the argument.
An explicit conclusion/
ending that reinforces the
argument presented
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; paragraphs are
well-developed, clearly
linked and support the
argument; a sophisticated
clear conclusion/ ending
that follows from discussion
and reinforces main
argument
Mark: 15
Mark: 4
ACCT5949: Assessment 2 Part A_Short Essay_Rubric 3
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: 5
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
CCT5949: Assessment 2 Part A_Short Essay_Rubric 4
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
Does not present document
at a professional standard,
e.g.
- Little evidence of
editing (numerous
spelling/ punctuation
errors)
- Inaccuracies in
assignment format
(e.g. internet article,
report, essay) or 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
Does not reference sources
appropriately/ accurately in-
text, or in reference list
using Harvard (in text) style).
Mark: 1
Presents document at a
satisfactory professional
standard, e.g.:
- Some evidence of
editing (only minor
spelling/ punctuation
errors)
- Uses appropriate
format (e.g. internet
article, report, essay)
- conforms to al but 2-3
formatting
requirements
- Style and presentation
are appropriate and
sufficiently formal for
the specific business/
academic context
- Excessive use of
quotes
References sources in-text
and in reference list mainly
accurately using Harvard (in
text) style).
Mark: 2
Presents document at a
satisfactory professional
standard, e.g.:
- Some evidence of
editing (only minor
spelling/ punctuation
errors)
- Uses appropriate
format (e.g. internet
article, report, essay)
- conforms to al but 2-3
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. internet article,
report, essay) and
meets requirements
to a high standard
- Style and
presentation are
highly appropriate for
the specific
business/academic
context
- Students use succinct
and appropriate
quotes which are
introduced and
explained within the
text of their
assignment
References sources in-text
and in reference list
accurately using Harvard (in
text) style).
Integration of sources lacks
finesse.
Mark: 4
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. internet article,
report, essay) 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.