MBA GCU ASSESSMENT GUIDE
\nCoursework One (60%)
\nYour coursework one is as follows: \u201cScenario planning exercise\u201d
\n\u201cCritically evaluate the strategic position of an organization of your choice highlighting the
\ncore environmental factors influencing the organization and its strategic position.
\nUndertake a scenario planning exercise to generate three potential scenarios arising
\nfrom changes in CORE environmental forces. Highlight the potential impact each scenario
\ncould have upon the future strategic position of the organization and what action the
\norganization could take\u201d
\nYou must submit a copy of your slides for this assignment via GCULearn into turnitin. The link in the
\nsystem will be clearly identified. Submission of slides is by 1pm UK time Friday 11th
\nMarch 2022. All
\nmembers of the group must present.
\nLate submissions or non-attendance will receive a mark of 0% unless there are exceptional
\ncircumstances, such as illness.
\nCoursework Two (40%)
\nYour coursework two is as follows:
\n\u201cCritically review the implementation issues associated with the proposed scenarios in
\nCoursework 1. Ensure you underpin your review with theoretical analysis and pragmatic
\nrealism\u201d.
\nYour answer should be a total of 3000 words (+\/- 10%) in length and should be underpinned by
\nreference to relevant literature and illustrations of contemporary organizations. Credit will be given
\nfor wide reading and critical analysis.
\nYou must submit this assignment via GCULearn into turnitin. The link in the system will be clearly
\nidentified. Submission is by 22nd
\nApril 1PM UK time..
\nLate submissions will receive a mark of 0% unless there are exceptional circumstances,
\nsuch as illness. Request for an extension must be supported by appropriate documentation e.g.
\nmedical certificate and be made to the Module Leader prior to the submission date.
\nMarking Guidelines
\nFor all answers an ‘excellent’ student will demonstrate the ability to identify and address all
\ncomponents of the question; demonstrate a deep understanding of the subject; use a wide range of
\nappropriate references; follow through arguments logically and systematically using appropriate
\nPage | 1
\nreferences and\/or practical examples to illustrate points; apply some innovative thinking. Cover all
\nand more of the points covered in the answer scheme. (80 – 100)
\nA ‘very good’ student will demonstrate the ability to identify and address all the components of the
\nquestion; demonstrate a sound understanding of the subject, use a wide range of appropriate
\nreferences; structure the answer logically and use appropriate references and\/or practical examples.
\nCover all of the points mentioned in the answer scheme. (70 – 80)
\nA ‘good’ student will identify and address the key components of the question. Demonstrate a
\ncompetent understanding of the subject; select appropriate theories and references; structure the
\nanswer well with an identifiable introduction, main body and conclusion. Cover most of the main
\npoints outlined in the answer scheme. (60 – 70)
\nA ‘marginal pass’ constitutes identifying and addressing the key components of the question.
\nDemonstrates an acceptable understanding of the subject but ideas and theories presented build
\nlittle on that presented in lectures and directed reading. Reasonably structured with introduction,
\nmain body and conclusion but may not be logically arranged. Covers some but not all of the main
\npoints outlined in the answer scheme. (50-60)
\nA ‘fail’ indicates failure to adequately identify or answer the key components of the question.
\nDemonstrates little real understanding of the subject area. Fails to arrange arguments logically.
\nBrings in few in any theoretical references or practical examples. Covers less than 50% of the main
\npoints outlined in the answer scheme. (<50)
\nPlease note that for the assessment, you are required to obtain a minimum aggregate pass mark of
\n50% and not less than 45% for any individual component.
\nThis section has provided the basic background information with regard to assessment of this
\nmodule. If you are unsure of any of the points raised please ask – DO NOT leave it until the day (or
\nweek) before an assignment\/examination is due!
\nAssessment Criteria
\nYou are required to demonstrate:
\n\uf0b7 Knowledge of relevant theory and its application
\n\uf0b7 Evidence of further reading around the subject area
\n\uf0b7 Critical analysis skills
\n\uf0b7 Essay writing skills
\n\uf0b7 Information seeking skills
\n\uf0b7 Knowledge of own organisation\u2019s aims and objectives.
\n\uf0b7 Internal and External Environmental analysis in relation to your organisational brand
\nPlease note that there is no set examination for this module.
\nMarking Matrix and criteria \u2013 Coursework 1 (60%)
\nCriterion Indicative Weighting
\n%
\nMark or
\n%
\nCompany Background and Business Model 6
\nPage | 2
\nCurrent Strategic Position (2×15) 30
\nCore Environmental factors explained 10
\nDevelopment of 3 scenarios (3×10) 30
\nImpact on Strategic Position (3×4) 12
\nProposed Action (3×4) 12
\nTotal 100
\nCompany Background and Business Model
\nUp to 6 marks are awarded for presenting a concise and comprehensive overview of the organisation
\nunder study. The scope, boundaries, nature and profile of the organisation should be clearly set up
\nand any business model or value propositions clearly determined.
\nCurrent Strategic Position
\n15 marks can be awarded for the quality of the internal analysis. Students are expected to explore the
\nprocesses and value creation within the organisation to determine strategic capabilities. This may
\nmean the use of value chain, BCG, or similar. Strengths and weaknesses should be clearly articulated.
\n15 Marks can be awarded for the quality of the external analysis. Students should explore the factors
\ninfluencing the industry and business. It is expected that students use principles of PEST and Industry
\nStructure analysis. Opportunities and threats should be clearly identified.
\nThe accumulation of the SWOT and the analysis should allow the student to clearly state the current
\nstrategic position. This is expected to be explicit.
\nCore Environmental Factors Explained
\nTo develop the scenario planning stage the student should identify the core environmental factors and
\nexplore their nature and potential impact. These can be filtered to provide for the critical
\nuncertainties to be used later. Depending on the scenario planning framework adopted. The student
\nshould filter environmental factors down to one or two.
\nDevelopment Of Three Scenarios
\n30 marks are awarded for the development of the scenarios. Three scenarios are required and each
\ncarries 10 marks. The student should identify the scenario planning framework to be adopted,
\ndetermine the critical uncertainties and drivers, then label the scenario and write a plausible, brief yet
\nmeaningful narrative of the different potential futures.
\nImpact on Strategic Position
\nIn this section the student has been asked to highlight the impact of each scenario on the strategic
\nposition of the organisation. As such no in-depth Assessment is expected. Instead, the impact should be
\npresented and explanation provided s to how this arises from the scenario. Each scenario impact
\nsection is worth 4 marks (4×3 scenarios).
\nProposed Action
\nIn this section the student has been asked to highlight the proposed action for each scenario should it
\noccur. As such, no in-depth Assessment is expected but actions can be listed in bullet points. The
\nactions proposed should be realistic and feasible. Each scenario action section is worth 4 marks (4×3
\nscenarios).
\nMarking Matrix and criteria \u2013 Coursework 2 (40%)
\nCriterion Indicative
\nWeighting %
\nPage | 3
\nSTYLE \u2013 rigor, references, synthesis and critical Assessment. 10
\nIntroduction 5
\nIdentification of scenario actions and issues 15
\nClarification and justification of themes\/issues to focus on 5
\nCritical Review of Issues
\n40 Theoretical analysis
\n20 Pragmatic realism
\n40
\n20
\nConclusion 5
\nTotal 100
\nStyle
\nUp to 10 marks are awarded for presenting rigorous, critical Assessment with clear evidence of
\nsynthesis and well referenced and defended arguments.
\nIntroduction
\n5 marks can be awarded for the quality of the introduction. This should set up the work and establish
\nthe structure, contribution and value of each element of the analysis.
\nIdentification of scenario actions and issues
\nTo develop the critical reviews it is necessary to focus down the scenarios developed in coursework 1
\ninto clear actions and associated issues. The student can use a range of techniques and determine a
\ncollection of themes to narrow down. 15 marks are awarded for this.
\nClarification and justification of themes\/issues to focus on
\nTo allow for depth of analysis the themes or issues are required to be focused down to two or three
\nkey topic (sample nursing essay examples by the best nursing assignment writing service) areas. This section awards 5 marks for the ability to filter the content and select the focus for
\nthe work.
\nCritical Review Issues
\nThe critical review of issues is split between theoretical underpinning and practical realism. The
\nstudent is expected to examine each issue and explain from a theoretical perspective the implications
\nand potential actions. This is worth 40 marks. The student then explores the issues from a practical
\nrealism perspective using their own experiences, reflective practice and experience within the
\nindustry and field. This is worth 20 marks.
\nConclusion
\nThe final conclusion to the work is worth 5 marks. This is expected to provide closure on the purpose
\nof the paper and the key propositions made.
\nWriting Style
\nThe following is a general guide to academic writing. HOWEVER, for your assessment, REMEMBER to
\nfollow the advice of the tutor.
\nPage | 4
\nSome Advice On Writing For An Academic Audience
\nFive Steps For Effective Writing
\nConsider Your Audience For The Paper
\nDecide how your readers will use your document and narrow your message to their interests.
\nChoose details to be included on the basis of the audience\u2019s experience and knowledge of your
\nsubject.
\n\uf0b7 Will there be a single reader or multiple readers?
\n\uf0b7 What are the interests of your audience?
\n\uf0b7 How will the readers use your information?
\n\uf0b7 How much do your readers already know about the subject?
\nAnticipate Special Reader Reactions
\nIf you think your audience will be skeptical because of the data you cite or the polices you advocate,
\nor if you foresee a personality or situational problem in the reader\u2019s accepting your message, deal
\nwith the problem up front. Usually this consideration means refuting alternatives and supporting
\nyour conclusions with additional evidence and authority.
\n\uf0b7 Will there be skepticism?
\n\uf0b7 Is there a personality or situational problem?
\nOutline Your Message functionally
\nThink before you write. Summarize your entire message in two or three sentences at most. Decide
\nwhat action your reader needs to take or what action you plan to take. Answer
\n\uf02d Who
\n\uf02d When
\n\uf02d Where
\n\uf02d Why
\n\uf02d How
\n\uf02d And How Much Detail
\nNext expand this basic outline in to some logical format. Begin with a random list of ideas. Then
\nshuffle your ideas into a logical order, chronological, geographical, most to least significant,
\ncategorical, or some other arrangement.
\nGive your reader the conclusions and recommendations first, follow with a discussion o the hows
\nand the whys of your conclusions and recommendations; last, attach supplementary information in
\nan appendix or enclosure.
\nProcess
\n\uf0b7 Overview the objectives of the process, project ( help with nursing paper writing from experts with MSN & DNP degrees), research
\n\uf0b7 Pinpoint and mention the number of stages involved
\n\uf0b7 Explain any equipment, materials, or items the read will not understand in the details to
\nfollow
\n\uf0b7 Explain the process chronologically
\nDefinition or Description
\n\uf0b7 Overview of the objects or persons role
\n\uf0b7 Describe the subject area, debate in place, cited authors, etc.
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\nQuestion\/Answer
\n\uf0b7 Pose unknowns or problems
\n\uf0b7 State your hypothesis or answer
\n\uf0b7 Present your support material in descending order of significance in most presentation styles
\n\uf0b7 Address and refute any alternative hypotheses or answers
\n\uf0b7 Restate your answer or hypothesis
\nPersuasive
\n\uf0b7 State your conclusions\/recommendations in terms of the audiences needs
\n\uf0b7 Explain your reasons and benefits
\n\uf0b7 Refute objections and address alternatives
\n\uf0b7 Restate your major conclusion\/recommendation
\nDevelop the first draft
\nDo not write in long hand. The faster speed will improve the tone and give you momentum in
\ngetting your ideas down on paper. As you develop this fist draft, do not stop to edit and polish the
\ngrammar but rather concentrate on the logical flow of ideas.
\nPage | 6
\nEdit for Content and Layout, Grammar, Clarity, Conciseness, and Style
\nContent & Layout
\n\uf0b7 Focus on the readers interest up front
\n\uf0b7 Make sure your elaboration of details matches the intended emphasis
\n\uf0b7 Check accuracy and completeness; add authority and answer the why factor more
\n\uf0b7 Eliminate repetitious detail but retain first choice words
\n\uf0b7 Paragraph by idea and eye appeal
\n\uf0b7 Use informative headings, Easy to Skim lists, and adequate white space
\n\uf0b7 Design and use visuals effectively; bold, bullets, underlined, etc.
\nGrammar
\n1. Thou shalt not dangle verbals; a participial verbal phase serves as an adjective and tells us more
\nabout a noun or a pronoun.
\n2. Thou shalt not write fragments for sentences; i.e., patchy sentences which should be rewritten as
\none. e.g.: The lease should be maintained. Although there is no clear guidelines. Is wrong, it
\nshould read – The lease should be maintained, although there is no clear guidelines
\n3. Thou shalt use parallel structure; Incorrect – One of the benefits of the call forwarding system is
\nthat the initiator has complete control of when it can be done, to whom it can be forwarded, and
\nfor any length of time. Parallel: One of the benefits of the call forwarding system is that the
\ninitiator has completed control of when, to whom, and for what time the forwarding can be
\ndone.
\n4. Thou shalt make pronouns agree with their antecedents and functions; i.e., if you use they (a
\nplural pronoun) then it must refer to a plural noun such as chairs. A singular pronoun (it) must
\nrefer to a singular noun such as chair.
\n5. Thou shalt make verbs agree with their subjects; a single subject calls for a single verb; a plural
\nsubject calls for a plural verb. Remember that to make a noun plural, you add as S, but to make a
\nverb plural, you remove the S. For example, The experiment proves our theory. The experiments
\nprove our theory.
\n6. Thou shalt not change tenses and moods unnecessarily
\n7. Thou shalt punctuate correctly
\n8. Thou shalt use appropriate words
\n9. Thou shat spell correctly
\n10.Thou shalt not capitalise without reason
\nClarity
\n\uf0b7 Measure readability
\n\uf0b7 Position to indicate emphasis
\n\uf0b7 Link to show proper relationships
\n\uf0b7 User clear transitions
\n\uf0b7 Use clear references
\n\uf0b7 Place modifiers correctly
\n\uf0b7 Prefer concrete words and phrases
\n\uf0b7 Use a consistent viewpoint and voice
\nConciseness
\n\uf0b7 Prefer active voice verbs
\n\uf0b7 Dig out buried verbs
\n\uf0b7 Cut waffle (clich\u00e9s, redundancies, padding)
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\nStyle
\n\uf0b7 Vary sentence structure and length
\n\uf0b7 Revise weak verbs
\n\uf0b7 Prefer a personal conversation tone
\nThe former may help you as you shape your articles. We have also included some notes on essay
\nwriting which may help with how you express yourself.
\nWriting Notes
\nExperience over the years has shown that at the outset of their courses, students appreciate some
\nguidelines on the task of essay writing, be it for an examination question or assignment. In certain
\nrespects passing on this advice is a bit like trying to teach your grandmother to suck eggs; if you have
\nproceeded so far in an academic career it is certain that you are already aware of some of the more
\nsubtle tricks of the trade.
\nNevertheless the expectations we have here may not correspond exactly to your previous practice and
\nsince your academic performance will in the end be judged on your essay writing ability it is worth
\nsetting down some elementary rules of thumb for you to consider. These notes are not intended to
\ncompete with the ranks of over-general and over-earnest “how to study” manuals aimed at university
\nand college recruits, rather they are an elementary set of points to bear in mind whenever you put pen
\nto paper.
\nWhile perusing these notes, remember – context is important! You will have limited time under
\nexamination conditions, compared to assignment essays – although the principles are the same.
\nPage | 8
\nGeneral Advice
\nQuestion the question
\nThis is the essential prerequisite to answering the question. Essays at this level are intended to make
\nyou deliberate, interpret, analyze and criticize. They are not a form of comprehension test, which
\nmerely ask you to show you have read and digested all the relevant material. What is required is for you
\nto select points from your reading and research which are of particular relevance to the set topic (sample nursing essay examples by the best nursing assignment writing service) and to
\nargue a case around these points. Consequently a great deal rests on your interpretation of the question
\nand you should always attend closely to its wording to find out what is implied. This is not to say that
\nthere will normally be one and only one pertinent interpretation; more often than not the slippery
\nnature of sociological concepts and varied business practices \/ situations will prompt alternative
\nstrategies for an answer. Hence having identified the broad territory in which you will work, it is a good
\nidea to make every use of this scope for interpretation of the question. In the introductory paragraphs
\nof your essay you should justify the particular approach you are taking, perhaps even challenging some
\nof the assumptions implied in certain questions.
\nAnother useful way of examining the question is to break it down into smaller issues so as to bring out
\nthe possible conceptual distinctions available in an answer. To take rather stock-in-trade introductory
\nquestion suppose you were asked to what extent is marketing orientation important to the hotel and
\ncatering industries. This divides down into a range of sub-questions; what is marketing orientation; the
\nnature of products and services; the nature of markets; the problems which marketing orientation can
\novercome, the weakness in adopting some supposed marketing formulae and so on. The nature of
\nmarkets could be taken from a view rooted in technology, organizational implications, economics, etc.
\nEach of these issues might lead you on to a range of finer conceptual distinctions, a choice of different
\nempirical evidence and selection between the different theoretical perspectives open to analysis. You
\ncannot of course be expected to deal with all these points in one essay – hence the importance of the
\nearly justification of a guiding theme for your answer.
\nAnticipate the answer
\nThis brings us to another important stage of preparation – namely planning the answer. A widespread
\nerror in essay preparation is the artificial separation of the process of collecting the material from the
\nplanning and writing of the essay. Many students do not embark on the planning and writing of the
\nessay until they have collected all or most of their information in the hope that a framework for an
\nanswer will somehow leap out and hit them from their mass of notes or their memory retention.
\nProducing some form of outline structure of your answer is the essential preliminary to essay
\npreparation. You should sketch out a rough plan perhaps in the form of sub-headings and key words,
\nidentifying the material you intend to cover. These sections might be modified or scrapped as you go
\nalong but will guarantee much more purposeful reading, and can be used to gain credit in examination
\nsituations.
\nIf you follow this approach it should Help in taking your reading beyond the standard texts and
\ncommentaries. Your reading lists will identify the main books and articles that will help you in an essay
\nand judicious use of their indexes and bibliographies will extend the material which will be useful for
\nyour own line of inquiry.
\nPage | 9
\nWrite for your audience
\nA useful trick in essay writing is to write for your audience. “Obvious!” you cry, but is it.
\nA few minutes spent thinking during the essay planning stage can help direct your writing towards the
\nexpected standard and language of the reader. Especially useful when the reader is the examiner.
\nSo think, who am I writing this for, what do they expect, how should it be written, how do they write,
\nwhat are their criteria for essay writing, and what is their specialist field.
\nA simple process but highly effective.
\nFollow a format
\nIt would be an error to try to dictate your writing style but it is not a bad idea to employ the
\nconventional “sign posts” which help the reader through an essay. Think about including the following :
\nan introduction which states clearly and succinctly what the essay aims to communicate; the main body
\nof the essay in which arguments are developed, evidence is marshaled, Assessments are made; a
\nconclusion in which the main argument may be summarized; and finally a list of references actually
\nconsulted in preparing the essay. If the essay is a long one it is also a good idea to use sub-headings to
\nmark divisions in the main body of the essay. Particularly in early years of courses it is useful to define
\nexactly what is meant by terms which may have a specialized meaning in the context of the hotel and
\ncatering industry and within an academic discipline.
\nAs far as references are concerned the conventions for citing these are as long as your arm and you
\nshould begin adopting some of the simpler requirements. The one guiding rule is that you must always
\ncite the sources you have used in gathering essay material. At the end of every essay insert a full
\nbibliography including the writers name, the title of the work (plus the journal, if it is an article) and the
\ndate of publication of each of your sources, eg. Book :- Kotas, R (editor) Market Orientation in Hotel &
\nCatering Industry – Surrey University Press, 1975. Article:-Mullins,L “Is the Hotel and Catering Industry
\nUnique ?” Hospitality, September 1981.
\nIf you are directly quoting an author in your own essay, the normal convention is to refer to the writers
\nname and publication date directly after the quotation, leaving the full reference for your bibliography.
\nAlternatively you can use numbered footnotes after each quotation and list the sources at the end of
\nyour text. In an examination situation, time is of the essence, and thus predetermine a degree of
\nknowledge. In this respect, an authors name and date will suffice. There are a whole range of other rules
\nfor the presentation of footnotes and bibliographies which you can learn by attending to how they are
\nproduced in the professional journals. By the way, do not bother with the old trick of producing a
\nmassive bibliography for its own sake – you should only list books and articles in the bibliography if you
\nhave read them. (Examination essays will not contain a bibliography). The essay itself will provide the
\nreal evidence of your scholarship.
\nTiming
\nWhile the fundamentals of content and style are obviously key areas in successful essay writing, timing
\nis an area often overlooked.
\nA well planned, well timed essay will not only ease the pressures of submitting numerous pieces of
\ncourse work throughout the year but will also improve the quality and structure of your work.
\nPage | 10
\nAllocate time for specific tasks such as the literature search, essay plan, and writing up process, and try
\nto stick to this plan. under examination conditions, allocate time to each question and sub elements of
\nthe question. Be strict in sticking to these times and do not over-run. Remember, it is always easier to
\nscore the first 50% of the next question than the last 10% of the previous question. Besides, if you have
\ntime left over you can always revisit the previous questions to \u201ctop them up\u201d.
\nAlthough realistic timing can act as an excellent form of motivation, do not be to ambitious, as if targets
\nare not achieved panic can set in.
\nNEVER SUBMIT AN ASSIGNMENT OR EXAMINATION ESSAY EARLY – it can always be improved.
\nVoice your values
\nObviously, the best essays are those with maximum originality, but no-one can expect to be original all
\nthe time, even after years of work on a subject, so don’t despair if you never seem to have any brilliant
\ninsights yourself. The next best thing is recognizing which ideas that other people have are brilliant and
\nwhich are mundane or misconceived. In other words every essay can and should include your own
\npersonal Assessment of the significance of evidence or the correctness of arguments. The more of your
\nown thought that enters in to an essay the better – even if you turn out to be misguided. Do not be
\nafraid to be unconventional or controversial in what you write, providing you can find some suitable
\nevidence following your own view and can cite it in the essay.
\nIn the early stages of your academic career you will learn a lot more by taking risks and making mistakes
\nthan by accepting uncritically what you find in textbooks. Use your own industrial experience and
\napplied knowledge in balance with your academic reasoning.
\nSee off sexism
\nAnother aspect of presentation worth bringing to your attention is the avoidance of sexism in writing. As
\ngood scholars you will know that language is our means of classifying and ordering the world and thus
\ncan become a means of manipulating reality. One rule which we can see in operation in the language is
\nthe of male-as-norm. The word “man”, “men”, “he”, “his” and “him” are often used to describe human
\nbeings of either sex. This cannot be dismissed as an insignificant literary convention, for it inevitably
\ngives the impression that women are absent, silent or simply less important. When reference is to either
\nor both sexes the word “man” and “men” can easily be avoided – there are plenty of alternatives such as
\n“person”, “people”, “human beings”, “men and women”. Avoiding “he”,”his”, and “him” can be more
\ndifficult, since the repeated use of “he or she”, “his or her”, “him or her” can be particularly clumsy.
\nSometimes you may be able to use s\/he. Also it is usually practicable to change to the plural and use
\n“they”, “their”, or “them” instead.
\nIn general you can do your bit for the cause (if you wish) by looking out for gender stereotyping in all of
\nyour scribbling.
\nExamples Alternatives
\nThe manager….he.. Managers…they
\nThe room-maid…she.. Room-maids…they
\nMankind Humanity \/ Human beings
\nThe man in the street People in general
\nPage | 11
\nMan-made Synthetic \/ Manufactured
\nThe inequality of man Individuality among people
\nForeman Supervisor<\/p>\n
…and so forth.
\nAvoid first person familiarity
\nIn academic work on the printed page, convention indicates the avoidance of the first person – I or We.
\nThis convention has been ignored in this handout, but it is easy to stick to by the inclusion of such terms
\nas – “It may be viewed; it can be concluded;…” and so on.
\nPrune your plagiarism
\nWe now come to the rather more sinister problem of plagiarism –
\n“To purloin the published thoughts or words of another”
\n“The wrongful attempt to pass off another’s literary mark as one’s own”
\n“Copying without permission or acknowledgments”
\nHowever one cares to phrase it, plagiarism is cheating and is seen as cheating. Unfortunately almost
\nevery year, on perhaps a couple of occasions, we come upon situations in which students reproduce, as
\nthough it was their own work, whole passages (sometimes whole essays) copied from the work of other
\nauthors. Accordingly we need to take this opportunity of reminding you of the seriousness with which
\nwe regard plagiarism. This applies, most obviously, to those long essays which count towards your
\nassessment but you should avoid the practice in even the humblest tutorial essay \/ presentation.
\nAvoiding plagiarism is an absolutely straightforward matter. Students are, of course, allowed and,
\nindeed, expected to quote from the writings of key authors in the field. However, they must only do so
\nby setting the copied sentences in quotation marks and by giving a clear reference to the source in the
\nmanner indicated above.
\nGood as this simple piece of advice is, the issue does not end here since the decidedly deviant act of
\nplagiarism bears a familiar resemblance to the more palatable skill of summarizing. An important part of
\nthe art of essay writing is the ability to produce clear and precise summaries of the key themes and
\nissues which characterize a particular area. However, the whole point of the sketch and the pr\u00e9cis is to
\nproduce a new and hopefully clearer rendition of complex sets of ideas. This is a skill which we can all
\nadmire in the best text-book writers and so you to should feel free to summarize authors arguments as
\na preliminary to supplying your own interpretation and critique.
\nThe difficulties arise in the grey area between plagiarism and summarizing and they turn on the use of
\nthe paraphrase. Sometimes the use of a paraphrase is quite legitimate, if you use just a few key phrases
\nfrom the original and make it quite clear that you are summarizing. Thus you might paraphrase by
\nbeginning “As Goldthorpe argues in chapter 1 ….” or “To paraphrase Goldthorpe’s argument …”. At the
\nother end of the scale is the closed and unacknowledged paraphrase in which an authors text is
\nreproduced with only the small deviation of a word here and a linking phrase there. Another version of
\nthis is the “mosaic” in which phrases and passages are lifted out of the original text (or texts) and edited
\ninto new patterns. If employed consistently both of the latter cases are to be regarded as plagiarism and
\nhence the same advice applies.
\nPage | 12
\nWe are not interested in your capacity to copy out whole pieces of other people’s written material.
\nThere are severe penalties for students who plagiarise; it might be a bit heavy handed to threaten you
\nwith them here so perhaps we can end on the more heartening note (for students) that even some
\nacademics have been caught in this act. (For a lurid tale of sociological plagiarism consult Acta
\nSociologica, Vol 19).
\nRead it over
\n“Come on now : surely you would not submit work that you had not read thoroughly yourself …..would
\nyou ?”
\nEven if you only read over your essay 20 or 30 times you may not spot simple mistakes like spellging or
\npu-nc’tuat.ion. Take pride in your work, enjoy it and do not let yourself down by making silly mistakes.
\nSome advice that you may find useful for assignment essays, is to put your essay away when you think
\nit’s finished, and do not read it until a day or two later. Repeat this three or four times, and you will find
\nnew insight – who knows you may even surprise yourself!
\nSay it in style
\nYou will have gathered by now that acquiring the art of essay writing is a fundamental step in gaining
\nthe fullest benefit from an academic course. Only in an essay is ones ability to adopt an informed and
\ncoherent perspective on an issue put to a proper test. Believe it or not learning these skills can be fun
\nand a great source of pride. So all power to your analytical imaginations and off you go………………
\nCreating a Reasoned Argument
\nWhat kinds of features make some arguments strong, well founded and persuasive, while others are
\nweak and unconvincing, or even baseless?
\nWhat is an argument?
\nAn argument is the sequence of reasons that together from an inter linked chain which establishes
\nthe content and force of the position put forward.
\nWhat is the appraisal process?
\nEssentially, when considering an argument the following process is gone through:
\n1. The initial claim is identified
\n2. The foundations of that claim are then probed, i.e.;
\n\uf0b7 question the grounds on which rational support can be given to the claim
\n\uf0b7 the solidity, reliability and relevance of the beliefs and evidence are then tested
\nThe value of an argument has to do with the reliability and trustworthiness other facts, grounds,
\nevidence and so on that are put forward as contribution to the argument. But also, of the links
\nbetween the different elements of an argument. In a well conducted argument you do have to
\nproduce enough reasons, you must also produce those reasons at the right time and in a cohesive
\nmanner if they are to do the job they are required to do.
\nPage | 13
\nWhat are the components of an argument?
\nToulmin, Rieke and Janik suggest that an effective argument contains 6 elements (Toulmin, etal,
\n1979)
\nClaims
\nGrounds
\nWarrants
\nBacking
\nModal Qualifiers
\nPossible Rebuttals
\nClaims
\nWhen a claim is put forward, it invites the reader to consider some form of destination (i.e.,
\nconclusion). The reader therefore will question the claim by considering:
\n1. What exactly is it you are claiming?
\n2. Where precisely do you stand on this issue?
\n3. What position are you asking me to agree with as the outcome of your argument?
\nIn other words they attempt to clarify in their own mind what it is you are asking of them
\nGrounds
\nHaving clarified the claim, it is then necessary to consider what kind of underlying foundation is
\nproposed if the claim is to be accepted as solid and reliable. The next set of questions therefore
\nhave to do with these foundations:
\n1. What information are you going on?
\n2. What grounds is your claim based on?
\n3. Where must I begin if I am to see whether I can take the step you propose and so end by
\nagreeing to your claim?
\nRemember, the claim under consideration can be no stronger than the grounds that provide its
\nfoundation.
\nWarrants
\nKnowing what grounds a claim is founded on is only the first step towards being clear about the
\nclaim\u2019s solidity and reliability. Next it is necessary to check whether those grounds really do provide
\ngenuine support for the claim put forward, or whether it is based on irrelevant information. The
\nnext series of questions therefore are:
\n1. Given the starting point, how do you justify the move from these grounds to that claim?
\n2. What road do you take to get from this starting point to that destination?
\nBacking
\nWarrants in themselves cannot be taken on trust. Once the principle being relied on is identified the
\nnext set of questions the reader will as are:
\n1. Is this really a good move to make?
\n2. Does this route take me to the required destination securely and reliably?
\n3. What other general information do you have to back up your trust in this particular warrant?
\nSo aside from the facts that are given as grounds for an argument, its is also necessary to find out
\nwhat the general body of information, or backing that is presumed by the warrant provided in the
\nargument.
\nPage | 14
\nModal Qualifiers
\nNot all arguments support their claims or conclusions with the same degree of certainty. Some
\nwarrants lead to the required conclusion invariably, other do so conditionally or with qualifications –
\nusually, possibly and so on. So, it is necessary to ask:
\n1. Just how reliably does this warrant lend weight to the given step from grounds to claim
\n2. Does it support it with qualifications, or does it give at most, the basis for a more or less risky
\nbet?
\nMost practical reasoning is concerned with what is probably, presumably or possibly the case rather
\nwith certainties alone. So it is necessary to look at the different kinds of qualifying phrases (modals)
\nand their characteristics.
\nPossible rebuttals
\nUnless faced by one of those rare arguments in which the central step from grounds to claim
\nrepresent as a certainty, it is also necessary to know under the circumstances the argument might
\nlet us down. So, the final set of questions are:
\n1. What kinds of factors or conditions throw us off?
\n2. What possibilities might upset this argument?
\n3. What assumptions are we relying on in trusting this step?
\nOnly having faced these possibilities, are we really entitled to ignore them.
\nConclusion
\nReasoning in not a way of arriving at ideas, it is a way of testing ideas critically. In probing the
\nfoundations of a claim, you are looking for the rational a merits of the arguments presented to
\ninvestigate and consider the relevance adequacy and soundness of the considerations that are put
\nforward. The claim, that originally formed the unsupported starting point for discussion now
\nbecomes, after critical analysis, a more or less adequately supported destination, or a conclusion.
\nPutting forward on its own a claim simply as your opinion cannot stand up to this critical analysis
\nand so becomes discredited.
\nPage | 15<\/p>\n
———————<\/p>\n
ASSESSMENT GUIDE FOR MBA STUDENTS AT GCU Coursework One (60 percent )<\/p>\n
“Scenario planning exercise” is the title of your coursework.<\/p>\n
“Examine the strategic position of an organization of your choice critically, focusing on the<\/p>\n
The organization’s and its strategic position are influenced by key environmental elements.<\/p>\n
Carry out a scenario planning activity to come up with three possible scenarios.<\/p>\n
as a result of changes in the CORE environmental forces Each scenario’s possible impact should be highlighted.<\/p>\n
could have on the organization’s future strategic position and what actions it takes<\/p>\n
a company could take”<\/p>\n
For this assignment, you must submit a copy of your slides to Turnitin via GCULearn. The in-text link<\/p>\n
system will be clearly identified. Submission of slides is by 1pm UK time Friday 11th<\/p>\n
March 2022. All<\/p>\n
members of the group must present.<\/p>\n
Late submissions or<\/p>\n","protected":false},"excerpt":{"rendered":"
MBA GCU ASSESSMENT GUIDE Coursework One (60%) Your coursework one is as follows: \u201cScenario planning exercise\u201d \u201cCritically evaluate the strategic position of an organization of\u2026<\/p>\n","protected":false},"author":3,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[9033,7586,1386,7589,9034,9031,7587,7588,7584,7585,9032],"tags":[8809,7838,8811,8808,8813,8807,8806,8814,8810,8812],"class_list":["post-107684","post","type-post","status-publish","format-standard","hentry","category-assignment-help-uae","category-best-dissertation-writing-service-in-australia","category-best-research-paper-writing-services-in-usa","category-capstone-project-writing-service","category-cheap-essay-writing-services-china","category-essay-writing-service-usa","category-legitimate-phd-dissertation-writing-services-usa","category-term-paper-writing-service","category-thesis-writing-service-in-canada","category-uae-best-dissertation-writing-help-service","category-write-my-essay-australia","tag-best-master-thesis-writing-service","tag-best-thesis-writing-services","tag-cheap-thesis-writing-services","tag-master-thesis-help","tag-master-thesis-writing-service","tag-thesis-help-online-free","tag-thesis-writing-help-online","tag-thesis-writing-services-cost","tag-thesis-writing-services-near-me","tag-thesis-writing-services-reviews"],"_links":{"self":[{"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/posts\/107684","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/users\/3"}],"replies":[{"embeddable":true,"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/comments?post=107684"}],"version-history":[{"count":0,"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/posts\/107684\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/media?parent=107684"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/categories?post=107684"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/tags?post=107684"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}