Presentation Marking Rubric Individual essay marking rubric Criteria HD/ High Distinction D/ Distinction CR/ Credit PA/ Pass NN/ Fail 1. Comprehension (The ability to understand the purpose of the...

Write a 2000 word essay by addressing the 3 questions in the file i attached


Presentation Marking Rubric Individual essay marking rubric Criteria HD/ High Distinction D/ Distinction CR/ Credit PA/ Pass NN/ Fail 1. Comprehension (The ability to understand the purpose of the assignment and fulfil the requirements with relevant information) 14 marks Has understood and responded to each of the task requirements appropriately. Engages with A wide range of both creatively and judiciously, demonstrating imagination and conceptual flair. Has understood and responded to most task requirements appropriately. A range of relevant, information sourced, demonstrating initiative, engagement, and curiosity, which is reflected in the quality of the assignment. Has understood some task requirements and attempted to respond appropriately. A limited range of relevant, additional information sourced, demonstrating engagement and curiosity, and enhancing the quality of the assignment. Limited understanding of the task was evident, but some requirements are missing. Student engages with prescribed texts only, and in a limited fashion. No identification of additional, relevant information, demonstrating limited engagement and curiosity, which limits the quality of the assignment. No evidence that the student has understood what is required in this task. Insufficient engagement with prescribed texts. No identification of additional, relevant information, demonstrating an absence of curiosity and engagement, critically limiting the quality of the assignment. 2. Depth of analysis (The ability to demonstrate coherent theoretical knowledge in depth) 10 marks Student displays considerable conceptual flair. Sophisticated and novel insights made possible by highly advanced analysis and synthesis skills. Mastery of abstract concepts demonstrated. Contextualised and nuanced understanding of existing theory and practice concerning IHRM. Student displays advanced analytical and synthesis capability. Ideas within the assignment are integrated and coherent, and allow the student to offer insights that build upon existing ideas. Advanced understanding of existing theory and practice concerning IHRM. Student displays sound analytical and synthesis skills. Assignment is coherent, fulfils the assignment requirements, and displays a sound understanding of existing theory and practice concerning IHRM. Student displays limited analysis and synthesis of ideas, and only partially responds to the assignment requirements. Coherence of ideas is patchy and understanding of existing theory and practice concerning IHRM is superficial. Student’s work is descriptive, rather than analytic, and does not synthesise ideas to respond to the assignment requirements. Assignment is incoherent and does not demonstrate an understanding of existing theory and practice concerning IHRM. 3. Structure (The ability to structure information & ideas to reveal patterns, themes, and insights logically) 4 marks Cohesive structure consistently encourages reader-engagement with the content. New information from research is synthesised and presented under themes to address the assessment question. Cohesive paragraph structure supports engagement with the content. Uses discrete paragraphs to respond to the prescribed questions but new information from research is structured into themes linked to the assessment question. Information organised mostly logically in an essay structure. Generally cohesive paragraph structure. Some effort to structure new information from research into themes to address the assessment question. Has used an essay structure to organise information logically. But has presented response as a series of discrete paragraphs based on the summary of main ideas from each article. Limited or no attempt at an essay structure. Information presented randomly or as a series of question/answers only. No sense of cohesion between ideas. 4. Written expression (The ability to transmit the knowledge and ideas to the readers) 6 marks Uses discipline-specific language appropriate for an academic or professional audience. Writing is fluent and uses appropriate paragraph/sentence structures. No critical language errors. Includes discipline-specific language sufficient for an academic or professional audience. Writing is generally fluent and uses mostly appropriate paragraph/sentence structures. Minor errors usually do not interfere with meaning, but some editing and proofreading is required. Some discipline-specific language included to meet general expectations of an academic or professional audience. Writing is generally clear and mostly uses appropriate paragraph/sentence structures. Editing and proofreading would reduce errors and improve clarity. Limited use of discipline-specific language which may not always meet expectations of an academic or professional audience. Inconsistent paragraph and sentence structures. Errors are frequent. Little evidence of proofreading or editing. Limited vocabulary. Little or incorrect use of discipline-specific language. Consistent and numerous errors in writing (grammar, paragraph and sentence structure) make reading difficult. Not appropriate for an academic or professional audience. No evidence for editing or proofreading. 5. Research and referencing skills (The ability to utilize and correctly attribute the sources) 6 marks Uses academic research skills to select 10 or more current, credible and authoritative academic references. The student has considered how the articles relate directly to assessment requirements. Uses Harvard/APA referencing style and in-text citations with no errors. Uses academic research skills to locate 8 or more current, credible and authoritative academic references. Uses Harvard/APA referencing style and in-text citations with few errors. Uses academic research skills to source 6 or more current, credible and authoritative Academic references. Uses Harvard/APA referencing style and in-text citations, but with consistent errors. Uses academic research skills to source 4 academic references. Limited attempt at using Harvard/APA referencing style. In-text citations show consistent errors throughout. Has not located 4 academic references or selected refences do not meet the task requirements. Uses general web searches to locate online webpages or articles. Little or no attempt to use a referencing style or include in-text citations.