BCOBM124 RESPONSIBLE MANAGEMENT FINAL EXAM with Rubrics
There are two tasks for the course grade.
Task 1 (MIDTERM EXAM) 40%: A group report of three students and a Team Presentation
Task 2 (FINAL EXAM) 60%: An Individual Written Informational Research Assignment
· This task is to be completed individually.
· You will be writing an Informational Research Essay in Harvard Style on one of the topics below. (your topic must be well supported by outside
sources)
· Your Informational Research Essay must include a clear thesis statement. This is the last sentence of the Introduction paragraph which clearly
states the three ideas you will write about in your essay.
Informational writing, also known as informative writing, is a form of non-fiction writing that aims to educate or inform the reader
about a specific topic or event. Here are some key features of informational writing:
1. Purpose: The primary goal of informational writing is to provide factual information. Unlike fiction or other types of nonfiction
texts, it doesn’t involve fictional characters or narratives.
2. Forms: Informative essays come in various forms:
o Explaining a process: These essays walk the reader through a step-by-step process (e.g., how a system works, how to
complete a task).
o Analyzing data: Informative essays can present data and analyze it to draw conclusions.
o Summarizing events: They summarize events, historical occurrences, or significant happenings.
o Comparing subjects: Essays that compare two or more subjects fall under this category.
3. Objective and Objective Tone: Informative essays are purely objective. When reading them, the reader should not encounter the
author’s opinion or perspective. Instead, they learn something factual.
4. Structure:
o Introduction: The essay starts with an introduction paragraph containing a thesis statement. Unlike persuasive essays,
where the thesis reflects the author’s position, in informative essays, it concisely states what the essay will cover. The
introduction also includes points to be discussed in the body paragraphs and an engaging hook to capture the reader’s
interest.
o Body: The body paragraphs make up the bulk of the content. Each paragraph focuses on a specific topic related to the
thesis statement. For process essays, the body explains the steps involved. For essays comparing events, each paragraph
summarizes one event.
o Conclusion: The conclusion recaps the points made in the body paragraphs and reiterates the thesis statement.
In summary, informational writing provides valuable knowledge without personal bias, allowing readers to learn and understand vari-
ous topics1
· You must upload your document via TurnitIn in Moodle.
Topics: Select one topic from this list.
• The impact of sustainable development on modern businesses.
• The impact of corporate social responsibility on a company.
• The impact of managing the triple bottom line on the company’s performance.
• The effects of a company’s environmental practices on consumer trust.
• The ways a company can create a healthy and more balanced work environment.
• The impact of ethics on a company.
Formalities:
Word Count: 1500 to 1800 words.
· Cover page, Index page, References and Appendix are excluded from the total wordcount.
• Prepare an Appendix page to follow the Reference page, for your summaries, paraphrases, graphs, charts, images, etc.
· Font: Arial 12.5 pts.
· Text alignment: Justified.
· The in-text References and the Bibliography in Harvard referencing style.
Submission: Week 13 – Via Moodle (Turnitin). Sunday, 12 May 2024 before 23.59 CET
Weight: This task is a 60% of your total grade for this subject.
It assesses the following learning outcomes:
• Identify and analysis principle of Responsible Management
• Identify and analysis a issue related to one of the key topics in the course.
• Develop, research and develop and Informational Research Essay.
Rubric Case Rubric for
Written Report and
Research Writing
l Exceptional 90-100 Good 80-89 Fair 70-79 Marginal fail 60-69
Knowledge &
Understanding (25%)
Student demonstrates
excellent understanding of key
concepts and uses vocabulary
in an entirely appropriate
manner.
Student demonstrates good
understanding of the task and
mentions some relevant
concepts and demonstrates
use of the relevant vocabulary.
Student understands the task
and provides minimum theory
and/or some use of
vocabulary.
Student understands the task and attempts
to answer the question but does not
mention key concepts or uses minimum
amount of relevant vocabulary.
Application
(25%)
Student applies fully relevant
knowledge from the topics
delivered in class.
Student applies mostly
relevant knowledge from the
topics delivered in class.
Student applies some relevant
knowledge from the topics
delivered in class.
Misunderstanding may be
evident.
Student applies little relevant knowledge
from the topics delivered in class.
Misunderstands are evident.
Critical Thinking (20%) Student critically assesses in
excellent ways, drawing
outstanding conclusions from
relevant authors.
Student critically assesses in
good ways, drawing
conclusions from relevant
authors and references.
Student provides some
insights but stays on the
surface of the topic.
References may not be
relevant.
Student makes little or no critical thinking
insights, does not quote appropriate authors,
and does not provide valid sources.
Communication (30%) The student shows exceptional
understanding of paraphrasing
and summarizing skills.
The student quotes
exceptionally well to support
his/her ideas.
Flawless use of Harvard
referencing conventions.
Flawless grammar, spelling
and correct wordcount.
Correctly created and
attached an appendix
The student shows
good understanding of
paraphrasing and summarizing
skills. The student quotes well
to support his/her ideas.
Makes correct use
of Harvard referencing
conventions.
Good grammar, spelling and
close to correct wordcount.
Created and attached an
appendix.
The student shows
marginally inadequate
understanding of
paraphrasing and
summarizing skills.
The student uses quotes
that are sometimes
irrelevant to his/her ideas.
Makes use of Harvard
referencing conventions
sometimes or with many
Mistakes/omissions. Some
clarity and concision. It may be
slightly over or under the
wordcount limit. Some
misspelling errors may be
evident. Attached an appendix
Student communicates their ideas in a
somewhat unclear and unconcise way. Does
not reach or does exceed wordcount
excessively and misspelling errors are
evident.
The student does not show
understanding of paraphrasing and
summarizing skills.
The student uses quotes that
are irrelevant or does not
quote at all.
Incorrect use of Harvard with multiple errors
or fails to use said conventions. Did not
attach an appendix
