Chat with us, powered by LiveChat Instructions: Students will write a 2500-3000 word (about 10 pages in the main body) properly formatted APA paper (including a title page and references page, but no abstract) that evaluates | Wridemy

Instructions: Students will write a 2500-3000 word (about 10 pages in the main body) properly formatted APA paper (including a title page and references page, but no abstract) that evaluates

Instructions: Students will write a 2500-3000 word (about 10 pages in the main body) properly formatted APA paper (including a title page and references page, but no abstract) that evaluates/assesses the overall effectiveness of the business model used by your organization. This is the third of three assignments that draws from your association with your organization. The previous two “canvas” assignments flow into this one. Identify one or more of the building blocks from the business model canvas where modification should be recommended. Be careful to avoid bias in determining the issue/problem identified by using the canvas. Do not merely critique, but contribute to your organization’s overall success. This paper should be the culmination of the overall work you have done with the business model canvas so that all the pieces go together. 

Your final paper should include:

  • Your business model canvas – Post-It notes discussion/observations (week 2)—summarize this area, but provide the initial canvas.
  • Identification of theoretical/behavioral trends that you observe in the business model and organization (week 5)—summarize this, do not merely cut and paste.
  • Discussion of appropriate theory, metaphors, and frames with which to describe your business model in operation, as well as to identify areas needing improvement and how to get there.
  • Use of the Osterwalder/Pigneur text to evaluate and diagnose your organization’s business model, as well as an integration of the course materials into your writing and consideration.
  • Recommendations for improvements identified using the canvas, theories, and assessment tools used in this course. What are the expected outcomes.
  • Use eight scholarly sources besides our textbook (especially case studies) to undergird your assertions from peer-reviewed literature.
  • Thoroughly familiarize yourself with the assignment specs and ask questions if you are unsure of expectations.

The paper must have at least eight additional scholarly sources in addition to the course textbook. No abstract is necessary, but a title page and references page should be included. Write your paper in third person, even though you are writing about an organization that you are familiar with. To do this, write from the perspective of a scholar who observes and researches about the case. Therefore, first person should be avoided.

GRADUATE WRITING RUBRICS APUS GRADUATE PROGRAMS   GRADING SUMMARY/TOTALS (see rubric explanation in chart)

     

Management  Program       Rubric  for  Graduate  Writing  

Writing  Style  and  Grammar  -­‐  Total  Possible  Points  this  section  _20_  

    Above  Standard  =  8  

Requires  No  Improvement   Standard  =  7  pts  

Requires  Improvement   Approaching  Standard    

=  6  pts   Requires  Revision  

Failing  =  5  or  less   Requires  Significant  

Revision  

Tone,  Voice   &  Style  

Convincing  academic  and   scholarly  voice;   sophisticated  and  varied   sentence  structure;   vocabulary  and  tone  that   engages  reader  and   conveys  high  mastery  of   subject;  specific  and   appropriate  audience  is   addressed;  language  is   gender  and  culturally   sensitive.  

Strong  academic  and   scholarly  voice  that  might   be  more  consistent;   sentence  structure  and   vocabulary  may  need   variation;  language  is   gender  and  culturally   sensitive;  the  level  of   sophistication  in  this   category  is  less  than   above  standard.  

Attempts  made  to  sound     academic,  but  diction  is   occasionally   inappropriate  interfering   with  meaning;  sentence   structure  conveys   meaning,  is  average  in   complexity;   language  might  be  more   gender  and  culturally   sensitive.  

Author’s  voice  is  rarely  or   never  academic  or   scholarly,  but  instead  is   conversational  or   otherwise  inappropriate;   vocabulary  and  tone  may   be  inappropriate;   sentence  structure  is   elementary;  frivolous   word  usage  may  be   employed;  language  is   rarely  or  never  gender   and  culturally  sensitive.  

GRADUATE  WRITING  RUBRIC   Possible   Score(s)   Value(s)   Writing  Style  and  Grammar   20     20            Tone,  Voice  &  Style     [8  pts]   8              Spelling,  Sentence  Structure  &  Mechanics     [7  pts]   7              Organization  /  Paragraph  Construction   [5  pts]   5     Manuscript  and  APA  Formatting   20     20            Manuscript  Preparation     [5  pts]   5              Manuscript  Organization     [5  pts]   5              Presentation  of  Quotations   [5  pts]   5              Presentation  of  Data   [5  pts]   5     References,  Citations,  and  Supporting  Documentation   20     20            Supporting  Documentation  (for  logic/argument)   [8  pts]   8              Sources  (scholarliness,  citation-­‐reference  match)   [7  pts]   7              Quotations,  Summary  &  Paraphrase  (proper  use)   [5  pts]   5     Critical  Thinking,  Logic,  and  Reasoning   40     40            Thesis  Statement  &  Research  Question(s)   [8  pts]   8              Argument  (academic,  original,  developed)   [8  pts]   8              Evidence  &  Support  (of  core  concepts)   [8  pts]   8              Analysis  &  Synthesis  of  Data,  Case,  or  Argument   [8  pts]   8              Conclusions,  Recommendations  &  Implications   [8  pts]   8     TOTAL  SCORE/GRADE  (percentage)   100     100  

    Above  Standard  =  7  

Requires  No  Improvement   Standard  =  6  pts  

Requires  Improvement   Approaching  Standard    

=  5  pts   Requires  Revision  

Failing  =  4  or  less   Requires  Significant  

Revision  

Spelling,   Sentence   Structure  &   Mechanics  

Strong  command  of   spelling  and  grammar,   including  verb  tense,   subject-­‐verb  agreement   and  punctuation;   complex  sentence   structure  with  no   mechanical  errors  to   interfere  with  meaning.  

Strong  command  of   spelling  and  grammar,   including  verb  tense,   subject-­‐verb  agreement   and  punctuation;   sentence  structures  with   few  mechanical  errors.  

Spelling  and  grammatical   errors  including  verb   tense,  subject-­‐verb   agreement,  incomplete   sentences  and   punctuation  problems   that  interfere  with   meaning.  

Rarely  or  never  makes   proper  use  of  spelling  and   grammar,  including  verb   tense,  subject-­‐verb   agreement,  complete   sentences  and   punctuation  which   greatly  interfere  with   meaning.  

    Above  Standard  =  5  

Requires  No  Improvement   Standard  =  4  pts  

Requires  Improvement   Approaching  Standard    

=  3  pts   Requires  Revision  

Failing  =  2  or  less   Requires  Significant  

Revision  

Organization  

Paragraphs  are   economical,  clear  and   concise  with  transitions,   which  flow  seamlessly   from  one  idea  to  another   and  encourage  reader  to   continue  reading.  

Paragraphs  are  clear  and   concise;  transitions  flow   from  one  idea  to  another,   but  might  be  improved.      

Lacks  clarity  and  focus  in   paragraph  construction;   transitions  are  awkward.  

Little  or  no  clarity  or   focus  in  paragraph   construction;  transitions   are  difficult  or  non-­‐ existent;  overall   presentation  is  disorderly   and  confusing.    

            WSG  Points:       Comments  or  Notes:    

Manuscript  and  APA  Formatting    -­‐  Total  possible  points  This  Section  _20_  

    Above  Standard  =  5  

Requires  No  Improvement   Standard  =  4.25  pts   Requires  Improvement  

Approaching  Standard     =  3.5  pts  

Requires  Revision  

Failing  =  3  or  less  pts   Requires  Significant  

Revision  

Manuscript   Preparation  

The  work  represents   proper  manuscript   preparation  and   presentation  in  current   editorial  style  as   determined  by  the   instructor  (APA  6th  Ed.  or   SPS  Publishing  Style),   including,  but  not  limited   to  the  use  of  margins,   font,  indents,  paragraph   format,  line  spaces,   punctuation,  and   representation  of   numbers  

The  work  often   represents  proper   manuscript  preparation   and  presentation  in   current  editorial  style  as   determined  by  the   instructor  (APA  6th  Ed.  or   SPS  Publishing  Style),   including,  but  not  limited   to  the  use  of  margins,   font,  indents,  paragraph   format,  line  spaces,   punctuation,  and   representation  of   numbers  

The  work  sometimes   represents  proper   manuscript  preparation   and  presentation  in   current  editorial  style  as   determined  by  the   instructor  (APA  6th  Ed.  or   SPS  Publishing  Style),   including,  but  not  limited   to  the  use  of  margins,   font,  indents,  paragraph   format,  line  spaces,   punctuation,  and   representation  of   numbers  

The  work  rarely  or   never  represents   proper  manuscript   preparation  and   presentation  in   current  editorial  style   as  determined  by  the   instructor  (APA  6th  Ed.   or  SPS  Publishing   Style),  including,  but   not  limited  to  the  use   of  margins,  font,   indents,  paragraph   format,  line  spaces,   punctuation,  and   representation  of   numbers  

Manuscript   Organization  

The  author  organizes  and   labels  chapters,  sections,   and  subsections  using  the   APA  recommended   heading  styles  (chapters,   sections,  and  subsections,   and  so  on)  are  included   or  represented  as  defined   by  the  assignment  or  

The  author  often   organizes  and  labels   chapters,  sections,  and   subsections  using  the   APA  recommended   heading  styles  (chapters,   sections,  and  subsections,   and  so  on)  are  included   or  represented  as  defined  

The  author  sometimes   organizes  and  labels   chapters,  sections,  and   subsections  using  the   APA  recommended   heading  styles  (chapters,   sections,  and  subsections,   and  so  on)  are  included   or  represented  as  defined  

The  author  rarely  or   never  organizes  and   labels  chapters,   sections,  and   subsections  using  the   APA  recommended   heading  styles   (chapters,  sections,   and  subsections,  and  

required  by  the  instructor   by  the  assignment  or   required  by  the  instructor  

by  the  assignment  or   required  by  the  instructor  

so  on)  are  included  or   represented  as   defined  by  the   assignment  or   required  by  the   instructor  

Presentation   of  Quotations  

Line  and  block  quotations   are  properly  formatted   and  cited  correctly  

Line  and  block  quotations   are  often  properly   formatted  and  cited   correctly  

Line  and  block  quotations   sometimes  are  properly   formatted  and  cited   correctly  

Line  and  block   quotations  are  not  or   are  rarely  properly   formatted  and  cited   correctly  

Presentation   of  Data  

Tables,  charts,  graphs,   and  figures  are  relevant,   labeled  and  formatted   correctly,  and  represent   the  data  accurately  

Tables,  charts,  graphs,   and  figures  are  often   relevant,  labeled  and   formatted  correctly,  and   represent  the  data   accurately  

Tables,  charts,  graphs,   and  figures  are   sometimes  relevant,   labeled  and  formatted   correctly,  and  represent   the  data  accurately  

Tables,  charts,  graphs,   and  figures  are  not  or   are  rarely  relevant,   labeled  and  formatted   correctly,  and   represent  the  data   accurately  

            APA  Points:       Comments  or  Notes:  

References,  Citations,  and  Supporting  Documentation  -­‐  Total  possible  points  _20_  

    Above  Standard  =  8  

Requires  No  Improvement   Standard  =  7  pts  

Requires  Improvement   Approaching  Standard    

=  6  pts   Requires  Revision  

Failing  =  5  or  less   Requires  Significant  

Revision  

Supporting   Documentatio n  

The  document  shows   significant  support  for  the   logic  or  argument  with  a   variety  of  peer  reviewed   scholarly  work  with   limited  use  of  non   scholarly  work  and  is   inclusive  of  a  broad  and   deep  range  of  scholars,   including  critique  and   opposition  

The  document  often   shows  support  for  the   logic  or  argument  with  a   variety  of  peer  reviewed   scholarly  work  with  some   use  of  non  scholarly  work   and  is  somewhat   dependent  on  a  limited   range  of  scholars,   including  critique  and   opposition  

The  document   sometimes  shows   support  for  the  logic  or   argument  with  a  variety   of  peer  reviewed   scholarly  work  with  some   use  of  non  scholarly  work   and  is  often  dependent   on  a  limited  range  of   scholars,  including   critique  and  opposition  

The  document  rarely   or  never  shows   support  for  of  logic  or   argument  with  a   variety  of  peer   reviewed  scholarly   work,  and  or  is  reliant   on  non  scholarly  work,   or  a  limited  range  of   scholars,  including   critique  and   opposition  

    Above  Standard  =  7  

Requires  No  Improvement   Standard  =  6  pts  

Requires  Improvement   Approaching  Standard    

=  5  pts   Requires  Revision  

Failing  =  4  or  less   Requires  Significant  

Revision  

Sources  

Sources  are  scholarly,   accurate,  and  relevant   All  citations  are  listed  in   the  reference  section  and   all  references  are  cited     The  reference  section  is   accurate  

Sources  are  often   scholarly,  accurate,  and   relevant   All  citations  are  listed  in   the  reference  section  and   all  references  are  cited   The  references  section  is   often  accurate  

Sources  are  sometimes   scholarly,  accurate,  and   relevant  to  use  in  the   paper   Most  citations  are  listed   in  the  reference  section   and  most  references  are   cited   the  reference  section  is   sometimes  inaccurate  

Sources,  when  used,   are  rarely  or  never   scholarly,  accurate,   and  relevant   Few  citations  are   referenced,  several   references  are  not   cited   The  reference  section   is  inaccurate    

    Above  Standard  =  5  

Requires  No  Improvement   Standard  =  4  pts  

Requires  Improvement   Approaching  Standard    

=  3  pts   Requires  Revision  

Failing  =  2  or  less   Requires  Significant  

Revision  

Quotation,   Summary  &   Paraphrase  

Proper  use  and  relevance   of  quotation,   summarization,  and   paraphrasing  throughout  

Proper  use  of  quotation,   summarization,  and   paraphrasing  is  often   used  throughout  

Proper  use  of  quotation,   summarization,  and   paraphrasing  is  generally   used  throughout  

Proper  use  of   quotation,   summarization,  and   paraphrasing  is  rarely   or  never  used   throughout  

            RCSD  Points:       Comments  or  Notes:  

Critical  Thinking,  Logic,  and  Reasoning  -­‐  Total  Possible  Points  This  Section  _40_  

    Above  Standard  =  8  

Requires  No  Improvement   Standard  =  6.75  pts   Requires  Improvement  

Approaching  Standard     =  6  pts  

Requires  Revision  

Failing  =  5.5  or  less   Requires  Significant  

Revision  

Thesis   Statement  &   Research   Question(s)  

Thesis  statement  or   research  question(s)  is   unbiased,  focused  and   clearly  stated  without   overstatement  or   hyperbole.  

Thesis  statement  or   research  question(s)  is   unbiased  and  clearly   stated,  but  more  precision   is  needed.  

Thesis  statement  or   research  question(s)  is   understood  or  implied,  but   lacks  clarity  and  focus  and   requires  improvement.    

Thesis  statement  or   research  question(s)   are  not  clearly  stated.      

Argument  

Academic  argument  is   original  and  dynamic,   sound  and  well  developed.  

Academic  argument  is   sound  and  developed,   however  is  less  innovative   and  dynamic.  

The  implied  academic   argument  is  sound,  but   requires  development.  

Academic  argument  is   not  developed  and   requires  significant   revision.  

Evidence  &   Support  

Information  presented  is   relevant  and  accurate;     Core  concepts  are   expressed,  explained,  and   used  correctly;  author  uses   appropriate  sources  to   support  and  defend   veracity  of  argument.  

Information  presented  is   accurate  and  most  often   relevant;  core  concepts  are   expressed,  explained,  and   used  correctly.  

Information  presented  is   generally  relevant  and   accurate;  core  concepts   are  generally  expressed,   explained  and  used   correctly,  however  more   evidence  is  needed.  

Information  presented   is  rarely  or  never   relevant  and  is   inaccurate;  core   concepts  are  rarely  or   never  expressed,   explained  and  used   correctly;  author  often   relies  on  statement  of   sources  to  defend   position.  

Analysis  &   Synthesis  of   Data,  Case,  or   Argument  

Author  is  sensitive  to,   explains,  and  responds  to   other  points  of  view,   limitations  and   assumptions  inherent  in   the  argument  or  logic   thoroughly  and  in-­‐depth;   author  conveys  broader   significance  to  community.  

Author  is  sensitive  to,   explains  and  responds  to   other  points  of  view,   limitations  and   assumptions  inherent  in   the  argument  or  logic.  

Author  attempts  to  explain   and  respond  to  other   points  of  view,  limitations   and  assumptions  inherent   in  the  argument  or  logic,   but  does  so  inadequately.  

Author  rarely  or  never   explains  and  responds   to  other  points  of  view,   limitations  and   assumptions  inherent  in   the  argument  or  logic,   or  may  do  so   inadequately;  author   may  rely  on   generalizations  to  do   the  work  of  solid   analysis.  

Conclusions,   Recommendat ions,  &   Implications  

Author  is  sensitive  to  the   implications  or  positions   taken;  conclusions  and   recommendations  are   explained  by  the  author’s   line  of  reasoning  which  has   addressed  all  thesis   statements  or  research   question(s)  proposed;   author  conveys  broader   relevance  to  community.  

Author’s  conclusions  and   recommendations  are   often  explained  by  the   author’s  line  of  reasoning   and  often  responds  to  the   thesis  statement  and  to  all   research  question(s)   proposed.  

Author’s  conclusions  and   recommendations  are   sometimes  explained     Author’s  line  of  reasoning   fails  to  respond  to  thesis   statement  or  all  research   question(s)  proposed  fully.  

Author’s  conclusions   and  recommendations   are  explained   inadequately     Author’s  line  of   reasoning  fails  to   respond  to  thesis   statement  or  research   question(s)  proposed   fully.  

            CTLR  Points:       Comments  or  Notes:  

                                    Total  Points  Earned:  

                     

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Running head: WEEK TWO-BUSINESS MODEL CANVAS 1

WEEK TWO-BUSINESS MODEL CANVAS 4

KEY

PARTNERS

OFFER

CHANNELS

CUSTOMER RELATIONSHIP

CUSTOMER

SEGMENTS

REVENUE STREAMS

COST STRUCTURE

KEY

ACTIVITIES

KEY

RESOURCES

Business Model

Advisors<

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