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MGT601_Assessment_1_Brief Page 1 of 6

ASSESSMENT 1 BRIEF

Subject Code and Title MGT601 Dynamic Leadership

Assessment Case Study Analysis

Individual/Group Individual

Length Up to 1,500 words

Learning Outcomes a) Explore and reflect on self-development as a leader to

build self-awareness

e) Demonstrate the technique of reflective and reflexive

practice as a means of continuous learning and self-

development.

Submission 12-week duration:

Due by 11:55 pm AEST/AEDT Sunday, end of Week 4

6-week duration:

Due by 11:55 pm AEST/AEDT Sunday, end of Week 2

Weighting 25%

Total Marks 25 marks

Task

Emotional intelligence (EI) is a critical skill in the workplace. In this assessment students will have the

opportunity to demonstrate their understanding of the impact of their own personal EI competencies

using the Genos Model in leadership and decision making by analysing a real-life scenario and providing

recommendations for how these are best handled.

Case Study

You are a manager at a software development company. Your friend Sarah, a project manager, has been

tasked with launching a new product line. She faces an issue with Steven, a middle-aged senior software

engineer who has been struggling with a personal issue that has been affecting his work. He has been

coming in late, missing deadlines, and seems generally disengaged. Sarah has tried to talk to him about it,

but he has been evasive and defensive.

Sarah is ambitious and has an enviable reputation for getting results. She’s never missed a deadline, and

while some find her ruthless, most admire her strength.

MGT601_Assessment_1_Brief Page 2 of 6

Steven has been with the company for a very long time. He was the second employee ever hired by the
company and has been through all the highs and lows that a successful start-up experiences. He has
foregone opportunities to work for other companies (for a much higher salary) because he really
appreciates the culture of the workplace that he has played a significant role in creating.

Sarah has turned to you for guidance and advice.

Specifically, you should:

1. Summarise the advice you would give to Sarah to enable her to engage with Steven in an emotionally

intelligent style with direct alignment with, and reference to the Genos Emotional Intelligence Model,

the appropriate Genos Competencies and specific behaviours identified within the Genos

competency.

2. Provide an analysis of your own Genos results. Identify behaviours within Genos competencies that

are strengths and weaknesses using the Genos 'traffic light method'. Identify and discuss the

specific behaviours within your own competencies that would support (strengths) or hinder

(weaknesses) your approach if you were in Sarah’s situation.

3. Using the resources and readings provided in this subject, what do you most need to learn or develop

to enhance your strengths and weaknesses identified in your Genos Emotional Intelligence Survey for

effective leadership, and how you might go about developing these.

You must submit a copy of your Genos report (PDF) when you upload your completed assignment

submission to MyLearn.

Reflexive Writing – First Person

This is a reflexive writing task. You must write in the first person, because this is about YOU, your

reflections and your interpretations. (e.g.“I considered this result to be….. because it had a big impact

on my… and it helped me to understand").

It is important that you be as specific as possible, referring to the Genos Model, Genos Competencies

and specific behaviours identified within each Genos competency. Reference the page number from

your Genos Survey results. Include brief

All other principles of academic writing apply, including strict referencing, acknowledgement of the

work of others and avoidance of plagiarism.

A brief guide to Reflective Writing is available at:

Torrens University Australia Academic Skills. (03.11.2021). Reflective writing.

https://library.torrens.edu.au/academicskills_ap/reflective

examples to illustrate your points and try to select examples that enable you to demonstrate
learning against the attributes in the rubric.

MGT601_Assessment_1_Brief Page 3 of 6

Referencing

You must include a list of specific references that you have actually used in researching your report. For

this assessment, a minimum of three journal articles, academic papers or textbooks is expected.

References to any secondary sources or web sites are additional. Your references must demonstrate

meaningful engagement with the readings and resources from the subject modules and topics. The

reference list is not included in the word count.

The sources included in your reference list need to have actually been consulted in the drafting of

the assignment and must contain the information attributed to them.

It is essential that you use APA7 style for citing and referencing research. Failure to do so may

impact on the grade you receive for your assessment. Please see more information on referencing in the

Academic Skills Web Site. (n.d.) https://library.torrens.edu.au/academicskills/home

Assessment Support

For a range of additional resources and support to help you complete your assessment, please consult the
Study Support page on the Student Hub.

Academic Integrity

All students are responsible for ensuring that their submitted work is original, adheres to academic

writing standards outlined in the Torrens University Academic Writing Guide, and is appropriately

referenced according to the guidelines provided in the Torrens University APA Referencing Guide.

Students need to have read and be aware of the Torrens University Australia Academic Integrity Policy,

Academic Integrity Procedure and subsequent penalties for academic misconduct. For more information,

please refer to the Academic Integrity guidelines and the Torrens University Library.

Students must also keep all required evidence in making an assessment; a copy of all submitted material

and any assessment drafts.

Generative AI

Please refer to the Torrens University Library for guidance on the use of Generative AI. Please speak to

your learning facilitator regarding the use of GenAI tools in your assessments.

Submission Instructions

Please read carefully. If you do not comply with all these requirements, your report will not

assessed.

1. Your report must be in Microsoft WORD.

2. You must upload a copy of your Genos Emotional Intelligence Report (in PDF format) with

your report.

[https://library.torrens.edu.au/academicskills/home](https://library.torrens.edu.au/academicskills/home)

[https://studenthub.torrens.edu.au/Hub/Study-Support](https://studenthub.torrens.edu.au/Hub/Study-Support)

[https://library.torrens.edu.au/ld.php?content_id=51100693](https://library.torrens.edu.au/ld.php?content_id=51100693)

[https://library.torrens.edu.au/ld.php?content_id=49180373](https://library.torrens.edu.au/ld.php?content_id=49180373)

[https://torrens.blackboard.com/bbcswebdav/xid-4650242_1](https://torrens.blackboard.com/bbcswebdav/xid-4650242_1)

[https://torrens.blackboard.com/bbcswebdav/xid-6153208_1](https://torrens.blackboard.com/bbcswebdav/xid-6153208_1)

[https://library.torrens.edu.au/academic_integrity](https://library.torrens.edu.au/academic_integrity)

[https://library.torrens.edu.au/academic_integrity/students/home](https://library.torrens.edu.au/academic_integrity/students/home)

[https://library.torrens.edu.au/genai/introduction](https://library.torrens.edu.au/genai/introduction)

MGT601_Assessment_1_Brief Page 4 of 6

Submit this task via Assessments > Briefs & Submissions in the main navigation menu in SUBJECT CODE:
Subject name. Please name your file using the following format:

o SubjectCode_Surname_FirstNameInitial_AssessmentNumber

e.g. MGT601_Jones_S_Assessment 2.docx

Your marked assessment can be viewed in MyLearn.

Assessment Due Dates and Late Penalties

Assessments may be submitted on or before the due date. Late penalties apply for assessments that are

submitted after the due date.

Refer to:

• Assessment Policy for Higher Education Coursework (HE) and ELICOS

Torrens University | Think Education

• Assessment Special Consideration Guidelines for Students (HE Coursework)

Torrens University | Think Education

• Student Hub for Assessment Extension Information.

Special Consideration
To apply for special consideration for a modification to an assessment task or exam due to unexpected or

extenuating circumstances, please consult the Assessment Policy for Higher Education Coursework and

ELICOS and, if applicable to your circumstance, submit a completed Application for Assessment Special

Consideration Form to your learning facilitator.

[https://torrens.blackboard.com/bbcswebdav/xid-4650246_1](https://torrens.blackboard.com/bbcswebdav/xid-4650246_1)

[https://torrens.blackboard.com/bbcswebdav/xid-3816348_1](https://torrens.blackboard.com/bbcswebdav/xid-3816348_1)

[https://torrens.blackboard.com/bbcswebdav/xid-84025609_1](https://torrens.blackboard.com/bbcswebdav/xid-84025609_1)

[https://torrens.blackboard.com/bbcswebdav/xid-84025611_1](https://torrens.blackboard.com/bbcswebdav/xid-84025611_1)

[https://studenthub.torrens.edu.au/Hub/Assessment-Extension-Info](https://studenthub.torrens.edu.au/Hub/Assessment-Extension-Info)

[https://www.torrens.edu.au/policies-and-forms](https://www.torrens.edu.au/policies-and-forms)

[https://www.torrens.edu.au/policies-and-forms](https://www.torrens.edu.au/policies-and-forms)

[https://www.torrens.edu.au/policies-and-forms](https://www.torrens.edu.au/policies-and-forms)

[https://www.torrens.edu.au/policies-and-forms](https://www.torrens.edu.au/policies-and-forms)

MGT601_Assessment_1_Brief Page 5 of 6

Assessment Rubric – Assessment 1

Assessment Criteria

High Distinction

(Exceptional)
85-100%

Distinction
(Advanced)

75 -84%

Credit

(Proficient)
65-74%

Pass
(Functional)

50-64%

Fail

(Unacceptable)
0 – 49%

Understanding of Genos Emotional

Intelligence Model and Genos

emotional intelligence competencies.

Recommendations and advice to

Sarah based on the Genos Model.

30%

Provides exceptional

recommendations

demonstrating a highly

nuanced and

sophisticated

understanding of the

Genos Emotional

Intelligence Model and

its application in

leadership, with original

insights.

Brief comparison with

other, similar,

psychometric tests.

Includes supporting

references.

Provides comprehensive

recommendations firmly

grounded in the Genos

Model, demonstrating a

deep understanding of

Genos emotional

intelligence in leadership.

Includes brief links with

similar concepts /

models. Includes

supporting references.

Clear understanding

of the Genos Model

and competencies

and behaviours.

Provides well-defined

recommendations and

advise based on key

components of the Genos

model. Includes

supporting references.

Basic understanding of

the Genos Model /

competencies and

behaviours. Provides

some recommendations

and / or advice loosely

aligned with some

elements of the Genos

Model. Includes

supporting references.

Limited or no

understanding of the

Genos Model. Provides

limited or no

recommendations or

advice to Sarah based on

the Genos Model.

Does not include

supporting references.

Interpretation and analysis of own

Genos results using the Traffic Light

method and the implication for

Genos Emotional Intelligence in

leadership

50%

Provides exceptional

and insightful analysis

of own results.

Demonstrates a

highly nuanced and

sophisticated

application of Genos

Emotional

Intelligence in

leadership and own

Provides a well-developed

and insightful analysis of

own results demonstrating

a deep understanding of

the Genos Emotional

Intelligence Model in

leadership. Identifies own

key strengths and

weakness.

Identifies own specific

Provides well-defined

analysis of own results

applying the Genos

Model and traffic light

method. Includes brief

examples grounded in

the Genos Model to

illustrate key behaviours

within specific Genos

competencies. Identifies

own specific behaviours

Provide some analysis

loosely aligned with

some elements of the

Genos Model and traffic

light method. Discusses

some own specific

behaviours that might

help or hinder Sarah.

Provides little or no

analysis or own Genos

results based on the

Genos Model using the

traffic light method.

MGT601_Assessment_1_Brief Page 6 of 6

capacity to influence.

Demonstrates high level

of critical thinking with

new insights and deep

learning from own

Genos results.

Genos behaviours to

help or hinder Sarah.

Demonstrates openness

in reflection on learning

from the results.

that might help or

hinder Sarah.

Written presentation and

integration of theories and

frameworks from the subject

modules

Accurate referencing

20%

Communicates

eloquently, coherently

and concisely.

Meaning is always easy

to follow. Insightful,

persuasive with

professional

presentation. Engages

and sustains the

audience’s interest.

Flawless grammar,

spelling and

punctuation.

Insightful and

perceptive.

Discerningly integrates

theories and

frameworks from the

subject.

Accurate, relevant

referencing.

Communicates coherently

and concisely.

Meaning is mostly

easy to follow. Clear,

logical and

persuasive.

Accurately captures

and integrates some

new key insights and

learnings with

theories and

framework from the

subject.

Occasional minor errors

present in spelling,

grammar and/or

punctuation.

Accurate, relevant

referencing.

Communicates in a

coherent and readable

manner. Adheres to the

given format. Mostly

easy to follow,

structured and

sequenced in a logical

way.

Occasional errors present

in spelling, grammar

and/or punctuation.

Discussion integrated

with the subject content

supported with mostly

accurate references.

Communicates

in a mostly

readable

manner.

Meaning is sometimes

difficult to follow.

Some errors in spelling,

grammar and/or

punctuation Begins to

integrate theories and

frameworks from the

subject. Min 3 scholarly

source in the reference

list

Little clear logic flow or

structure.

Difficult to follow.

Many errors in spelling,

grammar, and/or

punctuation.

No integration of

theories and

frameworks from the

subject.

Less than 3 scholarly

sources in the reference

list.

**## MGT601_Assessment1_Brief_FINAL1.pdf**

MGT601_Assessment_1_Brief Page 1 of 6

ASSESSMENT 1 BRIEF

Subject Code and Title MGT601 Dynamic Leadership

Assessment Case Study Analysis

Individual/Group Individual

Length Up to 1,500 words

Learning Outcomes a) Explore and reflect on self-development as a leader to

build self-awareness

e) Demonstrate the technique of reflective and reflexive

practice as a means of continuous learning and self-

development.

Submission 12-week duration:

Due by 11:55 pm AEST/AEDT Sunday, end of Week 4

6-week duration:

Due by 11:55 pm AEST/AEDT Sunday, end of Week 2

Weighting 25%

Total Marks 25 marks

Task

Emotional intelligence (EI) is a critical skill in the workplace. In this assessment students will have the

opportunity to demonstrate their understanding of the impact of their own personal EI competencies

using the Genos Model in leadership and decision making by analysing a real-life scenario and providing

recommendations for how these are best handled.

Case Study

You are a manager at a software development company. Your friend Sarah, a project manager, has been

tasked with launching a new product line. She faces an issue with Steven, a middle-aged senior software

engineer who has been struggling with a personal issue that has been affecting his work. He has been

coming in late, missing deadlines, and seems generally disengaged. Sarah has tried to talk to him about it,

but he has been evasive and defensive.

Sarah is ambitious and has an enviable reputation for getting results. She’s never missed a deadline, and

while some find her ruthless, most admire her strength.

MGT601_Assessment_1_Brief Page 2 of 6

Steven has been with the company for a very long time. He was the second employee ever hired by the
company and has been through all the highs and lows that a successful start-up experiences. He has
foregone opportunities to work for other companies (for a much higher salary) because he really
appreciates the culture of the workplace that he has played a significant role in creating.

Sarah has turned to you for guidance and advice.

Specifically, you should:

1. Summarise the advice you would give to Sarah to enable her to engage with Steven in an emotionally

intelligent style with direct alignment with, and reference to the Genos Emotional Intelligence Model,

the appropriate Genos Competencies and specific behaviours identified within the Genos

competency.

2. Provide an analysis of your own Genos results. Identify behaviours within Genos competencies that

are strengths and weaknesses using the Genos 'traffic light method'. Identify and discuss the

specific behaviours within your own competencies that would support (strengths) or hinder

(weaknesses) your approach if you were in Sarah’s situation.

3. Using the resources and readings provided in this subject, what do you most need to learn or develop

to enhance your strengths and weaknesses identified in your Genos Emotional Intelligence Survey for

effective leadership, and how you might go about developing these.

You must submit a copy of your Genos report (PDF) when you upload your completed assignment

submission to MyLearn.

Reflexive Writing – First Person

This is a reflexive writing task. You must write in the first person, because this is about YOU, your

reflections and your interpretations. (e.g.“I considered this result to be….. because it had a big impact

on my… and it helped me to understand").

It is important that you be as specific as possible, referring to the Genos Model, Genos Competencies

and specific behaviours identified within each Genos competency. Reference the page number from

your Genos Survey results. Include brief

All other principles of academic writing apply, including strict referencing, acknowledgement of the

work of others and avoidance of plagiarism.

A brief guide to Reflective Writing is available at:

Torrens University Australia Academic Skills. (03.11.2021). Reflective writing.

https://library.torrens.edu.au/academicskills_ap/reflective

examples to illustrate your points and try to select examples that enable you to demonstrate
learning against the attributes in the rubric.

MGT601_Assessment_1_Brief Page 3 of 6

Referencing

You must include a list of specific references that you have actually used in researching your report. For

this assessment, a minimum of three journal articles, academic papers or textbooks is expected.

References to any secondary sources or web sites are additional. Your references must demonstrate

meaningful engagement with the readings and resources from the subject modules and topics. The

reference list is not included in the word count.

The sources included in your reference list need to have actually been consulted in the drafting of

the assignment and must contain the information attributed to them.

It is essential that you use APA7 style for citing and referencing research. Failure to do so may

impact on the grade you receive for your assessment. Please see more information on referencing in the

Academic Skills Web Site. (n.d.) https://library.torrens.edu.au/academicskills/home

Assessment Support

For a range of additional resources and support to help you complete your assessment, please consult the
Study Support page on the Student Hub.

Academic Integrity

All students are responsible for ensuring that their submitted work is original, adheres to academic

writing standards outlined in the Torrens University Academic Writing Guide, and is appropriately

referenced according to the guidelines provided in the Torrens University APA Referencing Guide.

Students need to have read and be aware of the Torrens University Australia Academic Integrity Policy,

Academic Integrity Procedure and subsequent penalties for academic misconduct. For more information,

please refer to the Academic Integrity guidelines and the Torrens University Library.

Students must also keep all required evidence in making an assessment; a copy of all submitted material

and any assessment drafts.

Generative AI

Please refer to the Torrens University Library for guidance on the use of Generative AI. Please speak to

your learning facilitator regarding the use of GenAI tools in your assessments.

Submission Instructions

Please read carefully. If you do not comply with all these requirements, your report will not

assessed.

1. Your report must be in Microsoft WORD.

2. You must upload a copy of your Genos Emotional Intelligence Report (in PDF format) with

your report.

[https://library.torrens.edu.au/academicskills/home](https://library.torrens.edu.au/academicskills/home)

[https://studenthub.torrens.edu.au/Hub/Study-Support](https://studenthub.torrens.edu.au/Hub/Study-Support)

[https://library.torrens.edu.au/ld.php?content_id=51100693](https://library.torrens.edu.au/ld.php?content_id=51100693)

[https://library.torrens.edu.au/ld.php?content_id=49180373](https://library.torrens.edu.au/ld.php?content_id=49180373)

[https://torrens.blackboard.com/bbcswebdav/xid-4650242_1](https://torrens.blackboard.com/bbcswebdav/xid-4650242_1)

[https://torrens.blackboard.com/bbcswebdav/xid-6153208_1](https://torrens.blackboard.com/bbcswebdav/xid-6153208_1)

[https://library.torrens.edu.au/academic_integrity](https://library.torrens.edu.au/academic_integrity)

[https://library.torrens.edu.au/academic_integrity/students/home](https://library.torrens.edu.au/academic_integrity/students/home)

[https://library.torrens.edu.au/genai/introduction](https://library.torrens.edu.au/genai/introduction)

MGT601_Assessment_1_Brief Page 4 of 6

Submit this task via Assessments > Briefs & Submissions in the main navigation menu in SUBJECT CODE:
Subject name. Please name your file using the following format:

o SubjectCode_Surname_FirstNameInitial_AssessmentNumber

e.g. MGT601_Jones_S_Assessment 2.docx

Your marked assessment can be viewed in MyLearn.

Assessment Due Dates and Late Penalties

Assessments may be submitted on or before the due date. Late penalties apply for assessments that are

submitted after the due date.

Refer to:

• Assessment Policy for Higher Education Coursework (HE) and ELICOS

Torrens University | Think Education

• Assessment Special Consideration Guidelines for Students (HE Coursework)

Torrens University | Think Education

• Student Hub for Assessment Extension Information.

Special Consideration
To apply for special consideration for a modification to an assessment task or exam due to unexpected or

extenuating circumstances, please consult the Assessment Policy for Higher Education Coursework and

ELICOS and, if applicable to your circumstance, submit a completed Application for Assessment Special

Consideration Form to your learning facilitator.

[https://torrens.blackboard.com/bbcswebdav/xid-4650246_1](https://torrens.blackboard.com/bbcswebdav/xid-4650246_1)

[https://torrens.blackboard.com/bbcswebdav/xid-3816348_1](https://torrens.blackboard.com/bbcswebdav/xid-3816348_1)

[https://torrens.blackboard.com/bbcswebdav/xid-84025609_1](https://torrens.blackboard.com/bbcswebdav/xid-84025609_1)

[https://torrens.blackboard.com/bbcswebdav/xid-84025611_1](https://torrens.blackboard.com/bbcswebdav/xid-84025611_1)

[https://studenthub.torrens.edu.au/Hub/Assessment-Extension-Info](https://studenthub.torrens.edu.au/Hub/Assessment-Extension-Info)

[https://www.torrens.edu.au/policies-and-forms](https://www.torrens.edu.au/policies-and-forms)

[https://www.torrens.edu.au/policies-and-forms](https://www.torrens.edu.au/policies-and-forms)

[https://www.torrens.edu.au/policies-and-forms](https://www.torrens.edu.au/policies-and-forms)

[https://www.torrens.edu.au/policies-and-forms](https://www.torrens.edu.au/policies-and-forms)

MGT601_Assessment_1_Brief Page 5 of 6

Assessment Rubric – Assessment 1

Assessment Criteria

High Distinction

(Exceptional)
85-100%

Distinction
(Advanced)

75 -84%

Credit

(Proficient)
65-74%

Pass
(Functional)

50-64%

Fail

(Unacceptable)
0 – 49%

Understanding of Genos Emotional

Intelligence Model and Genos

emotional intelligence competencies.

Recommendations and advice to

Sarah based on the Genos Model.

30%

Provides exceptional

recommendations

demonstrating a highly

nuanced and

sophisticated

understanding of the

Genos Emotional

Intelligence Model and

its application in

leadership, with original

insights.

Brief comparison with

other, similar,

psychometric tests.

Includes supporting

references.

Provides comprehensive

recommendations firmly

grounded in the Genos

Model, demonstrating a

deep understanding of

Genos emotional

intelligence in leadership.

Includes brief links with

similar concepts /

models. Includes

supporting references.

Clear understanding

of the Genos Model

and competencies

and behaviours.

Provides well-defined

recommendations and

advise based on key

components of the Genos

model. Includes

supporting references.

Basic understanding of

the Genos Model /

competencies and

behaviours. Provides

some recommendations

and / or advice loosely

aligned with some

elements of the Genos

Model. Includes

supporting references.

Limited or no

understanding of the

Genos Model. Provides

limited or no

recommendations or

advice to Sarah based on

the Genos Model.

Does not include

supporting references.

Interpretation and analysis of own

Genos results using the Traffic Light

method and the implication for

Genos Emotional Intelligence in

leadership

50%

Provides exceptional

and insightful analysis

of own results.

Demonstrates a

highly nuanced and

sophisticated

application of Genos

Emotional

Intelligence in

leadership and own

Provides a well-developed

and insightful analysis of

own results demonstrating

a deep understanding of

the Genos Emotional

Intelligence Model in

leadership. Identifies own

key strengths and

weakness.

Identifies own specific

Provides well-defined

analysis of own results

applying the Genos

Model and traffic light

method. Includes brief

examples grounded in

the Genos Model to

illustrate key behaviours

within specific Genos

competencies. Identifies

own specific behaviours

Provide some analysis

loosely aligned with

some elements of the

Genos Model and traffic

light method. Discusses

some own specific

behaviours that might

help or hinder Sarah.

Provides little or no

analysis or own Genos

results based on the

Genos Model using the

traffic light method.

MGT601_Assessment_1_Brief Page 6 of 6

capacity to influence.

Demonstrates high level

of critical thinking with

new insights and deep

learning from own

Genos results.

Genos behaviours to

help or hinder Sarah.

Demonstrates openness

in reflection on learning

from the results.

that might help or

hinder Sarah.

Written presentation and

integration of theories and

frameworks from the subject

modules

Accurate referencing

20%

Communicates

eloquently, coherently

and concisely.

Meaning is always easy

to follow. Insightful,

persuasive with

professional

presentation. Engages

and sustains the

audience’s interest.

Flawless grammar,

spelling and

punctuation.

Insightful and

perceptive.

Discerningly integrates

theories and

frameworks from the

subject.

Accurate, relevant

referencing.

Communicates coherently

and concisely.

Meaning is mostly

easy to follow. Clear,

logical and

persuasive.

Accurately captures

and integrates some

new key insights and

learnings with

theories and

framework from the

subject.

Occasional minor errors

present in spelling,

grammar and/or

punctuation.

Accurate, relevant

referencing.

Communicates in a

coherent and readable

manner. Adheres to the

given format. Mostly

easy to follow,

structured and

sequenced in a logical

way.

Occasional errors present

in spelling, grammar

and/or punctuation.

Discussion integrated

with the subject content

supported with mostly

accurate references.

Communicates

in a mostly

readable

manner.

Meaning is sometimes

difficult to follow.

Some errors in spelling,

grammar and/or

punctuation Begins to

integrate theories and

frameworks from the

subject. Min 3 scholarly

source in the reference

list

Little clear logic flow or

structure.

Difficult to follow.

Many errors in spelling,

grammar, and/or

punctuation.

No integration of

theories and

frameworks from the

subject.

Less than 3 scholarly

sources in the reference

list.