written communication skills
angei112
BCO113FinalTaskBriefMelanieDymond.docxBCO 113 WRITING COMMUNICATION SKILLS Final Task brief & rubric
Final Task
Task
· This is an individual task. You are to write a five-paragraph argumentative academic essay responding to the statement below. You may reference the given texts and you must include references to at least one other source on the topic that you have found yourself. Referenced texts should be cited in the essay using a variety of citation patterns and a reference list must be included.
Statement:
Artificial intelligence creates fairer opportunities for candidates in the recruitment process
Possible text for reference 1:
https://www.morganmckinley.com/uk/article/risks-artificial-intelligence-recruitment-tools
Possible text for reference 2:
https://www.morganmckinley.com/uk/article/implementation-artificial-intelligence-recruitment
Formalities:
· Your essay must be between 550-650 words excluding the reference list
· You will need to submit on Sunday 29 November before 23.59 CET (Barcelona time) via Turnitin.
· Font: Arial 12,5 pts.
· Text alignment: Justified
Submission: Sunday 29 November before 23.59 CET (Barcelona time) via Turnitin.
Weight: This task is worth 60% of your total grade for this subject.
Learning outcomes assessed:
· Demonstrate familiarity with academic essay writing norms
· Illustrate an awareness of how to use in-text citations and organize a reference list using the Harvard Referencing System
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Exceptional 100-90 |
Good 89-80 |
Fair 79-70 |
Marginal 69-60 |
Fail 10 pts |
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Understanding of the format and structure required in business writing 30% |
The student demonstrates superior knowledge and understanding of the business writing format
All elements (title, heading, subject line) are present and adequate.
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The student demonstrates good knowledge and understanding of the business writing format.
All elements (title, heading, subject line) are present and adequate to a certain extent.
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The student demonstrates fair knowledge and some understanding of some elements of the business writing format
Some elements (title, heading, subject line) are inappropriate
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The student demonstrates marginally inadequate understanding of all elements of the business writing format
Several or all elements (title, heading, subject line) are lacking or inappropriate
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The student demonstrates inadequate understanding of all elements of the business writing format
All the elements (title, heading, subject line) are lacking and inappropriate
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Explanation and description of purpose 25% |
Clear and thorough description and explanation of purpose Length is adequate to the message
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Quite clear and thorough description and explanation of purpose. Length is adequate to the message |
Fairly clear and thorough description and explanation of purpose Length is adequate to the message
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Description and explanation of purpose is unclear.
Length inadequate-too short or too long |
Description and explanation of purpose are lacking or incomplete.
Length is inadequate- too short or too long. |
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Understanding of grammar mechanics of written language 25% |
Superior understanding of grammar rules and mechanics of written language.
Adequate word forms. |
Good understanding of grammar rules and mechanics of written language
Adequate word forms. |
Fair understanding of grammar rules and mechanics of written language
Mostly adequate word forms. |
Marginally inadequate understanding of grammar rules and mechanics of written language
Inadequate word forms (use of abbreviations) |
Failure to understand grammar rules and mechanics of written language.
Inadequate word forms (use of abbreviations)
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Demonstrates familiarity with context of the writing exercise
20% |
Clearly and adequately identifies context by choosing an adequate tone and language |
Adequately identifies context by choosing an adequate tone and language |
Identifies context by choosing an adequate tone and language most of the time |
Fails to identify the context by choosing inadequate tone and language |
Tone and choice language are highly inadequate to the context. |
