question archive Rubic_Print_Format Course Code Class Code Assignment Title Total Points MGT-655 MGT-655-O500 Internal Processes 90
Rubic_Print_Format Course Code Class Code Assignment Title Total Points MGT-655 MGT-655-O500 Internal Processes 90
Subject:BusinessPrice: Bought3
Rubic_Print_Format
| Course Code | Class Code | Assignment Title | Total Points | |||||
| MGT-655 | MGT-655-O500 | Internal Processes | 90.0 | |||||
| Criteria | Percentage | Unsatisfactory (0.00%) | Less than Satisfactory (74.00%) | Satisfactory (79.00%) | Good (87.00%) | Excellent (100.00%) | Comments | Points Earned |
| Content | 70.0% | |||||||
| Chipotle Flowcharts and Commentary | 40.0% | Chipotle flowcharts are absent, inappropriate, or irrelevant. | Chipotle flowcharts make weak connections with several gaps, and they are weak or marginal with gaps in presentation. | Chipotle flowcharts make connections at a cursory level and contain minimal gaps. Supporting sources show some understanding of the content. | Chipotle flowcharts make meaningful connections, contain no gaps, and are clear and integrated. Supporting sources illustrate an understanding of the content. | Chipotle flowcharts make meaningful connections, contain no gaps, and are thorough and well integrated. Supporting sources illustrate a deep understanding of the content. | ||
| Restaurant Flowchart and Commentary | 30.0% | Restaurant flowchart and commentary are absent, inappropriate, or irrelevant. | Restaurant flowchart and commentary make weak connections with several gaps, and they are weak or marginal with gaps in presentation. | Restaurant flowchart and commentary make connections at a cursory level and contain minimal gaps. Supporting sources show some understanding of the content. | Restaurant flowchart and commentary make meaningful connections, contain no gaps, and are clear and integrated. Supporting sources illustrate an understanding of the content. | Restaurant flowchart and commentary make meaningful connections, contain no gaps, and are thorough and well integrated. Supporting sources illustrate a deep understanding of the content. | ||
| Organization and Effectiveness | 20.0% | |||||||
| Thesis Development and Purpose | 7.0% | Paper lacks any discernible overall purpose or organizing claim. | Thesis is insufficiently developed or vague. Purpose is not clear. | Thesis is apparent and appropriate to purpose. | Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose. | Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear. | ||
| Argument Logic and Construction | 8.0% | Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources. | Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility. | Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis. | Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative. | Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative. | ||
| Mechanics of Writing (includes spelling, punctuation, grammar, language use) | 5.0% | Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used. | Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied. | Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed. | Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech. | Writer is clearly in command of standard, written, academic English. | ||
| Documentation | 10.0% | |||||||
| Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) | 10.0% | Sources are not documented. | Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors. | Sources are documented, as appropriate to assignment and style, although some formatting errors may be present. | Sources are documented, as appropriate to assignment and style, and format is mostly correct. | Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error. | ||
| Total Weightage | 100% |
