Hong Kong Shue Yan University

Department of English Language & Literature

Semester 2, 2023-2024

Course Title: English Writing II

Course Code: ENG 212
Year of Study: 2
Number of Academic Credits: 3
Number of QF Credits: 12
Duration in Weeks: 15
Contact Hours per Week: Lecture (2 Hours) Tutorial (1 Hour)
Pre-requisites: Nil
Prepared by: Dr Anora Yu

Course Aims
This course aims to equip students with essential English language strategies required for the
workplace. The course focuses on written and spoken communication skills essential for
profession-related contexts. It also aims to offer students a variety of simulated tasks and real-
life language activities set in various workplace scenarios.

Course Outcomes, Teaching Activities, Assessment and QF Credits

Course Intended Learning Outcomes

Course Intended Learning Outcomes (CILOs)
Upon completion of English Writing II students should be able to:
CILO1 demonstrate communication skills in various workplace scenarios
CILO2 prepare for meetings, pre-meeting and post-meeting tasks confidently
CILO3 plan and write an effective application letter and résumé for job hunting
CILO4 analyse the community needs relevant to a selected workplace

Teaching and Learning Activities (TLAs)

TLA1 Lectures
Weekly lectures discuss the professional genres and linguistic strategies required for
the workplace.
TLA2 Tutorials
Weekly tutorials offer students ample opportunities to use target language in various
profession-related tasks, simulated activities and small-group discussions to reflect
on their own learning process.
TLA3 Conducting a Group Project
Students work in groups of 3-4. Select a workplace of their discipline/ interest, for
example, a social centre, a museum, or an accounting firm. Launch a new service or
product that might benefit the workplace, the profession and/or the community at
large.
Assessment Tasks (ATs) Weighting
 Group Individual
AT1 Meetings (20%)
Simulated Meeting (10%)
In Week 7, students work in groups of 6-8. In 20 minutes, 10%
they hold/ attend a simulated meeting in English
following a given agenda and acting out assigned roles.
Minutes (10%)
In Week 8, students submit the minutes of the meeting 10%
individually after attending a simulated meeting.
AT2 Job Hunting (40%)
Application Letter and Résumé (20%)
In Week 10, students search for a suitable authentic job 20%
advertisement, prepare an application letter and a résumé.
Simulated Panel Interview (20%)
In Week 11, students form groups of 3-4. Two/three of
them are on the interview panel while one performs as an 20%
interviewee. After 5 minutes, they rotate their role until
all group members have attended the simulated interview
in the role of interviewer (10%) and interviewee (10%).
AT3 Group Project: Launching a New Service/ Product for
a Workplace/ Profession (30%)
Students work in groups of 3-4. They select a workplace
of their discipline/ interest, for example, a social centre, a
museum or an accounting firm. They research community
needs related to the workplace and develop a new service
or product that the workplace or the profession can
provide to meet community needs.
Project Plan (10%)
In Week 4, students present their project plan in a group Project
presentation (5 minutes per group) to the class listing Plan
information such as, but not limited to, the following: 10%
Project aims and objectives, the target workplace/
profession for research, its current service/ product range,
target customers/ users, its community needs, the chosen
project methodology, the expected outcome, the division
of labour, the timeline, etc.
In Week 6, student submit a one-page project plan after
receiving feedback from the teachers at the group
presentation.
Project Presentation & Report (20%)
1200 -1500 words
In Week 13-14, students present the full report in a Group Project
Presentation (20 minutes per group) outlining the details Written Presentation
of the new service/ product, the implementation process, Report 10%
how the new item is going to benefit the workplace/ 10%
profession/ community.
In Week 15, students submit a group written report after
feedback offered by the teachers.
 AT4 Participation (10%)
Students demonstrate their efforts in previewing the 10%
course materials before class, engaging in class, and
reviewing the course after class.
TOTAL 100%

Alignment of Course Intended Learning Outcomes, Teaching and Learning Activities and
Assessment Tasks
Course Intended Learning Teaching and Learning Assessment Tasks
Outcomes Activities
CILO1 TLA 1, 2, 3 AT 1, 2, 3, 4
CILO2 TLA 1, 2 AT 1, 4
CILO3 TLA 1, 2 AT 2, 4
CILO4 TLA 1, 2, 3 AT 3, 4

Distribution of Notional Learning Hours/ QF Credits

Activity Notional Learning Hours (NLHs)
(a) Contact Hours
Lecture 26
Tutorial 13
Consultation 1
TOTAL: 40
(b) Self-Study Hours
Reading 20
Library Research 20
Written Assignments 20
Preparation for Assessment Tasks 10
(e.g., meetings, interviews, presentations)
Group Preparation for Project Work 10
TOTAL: 80
Total NLHs: (a)+(b) 120
QF Credits: (Total NLHs/10) 12

Resources
Principal Reading
Guffey, M. E., Du-Babcock, B., & Loewy, D. (2016). Essentials of business communication:
An Asian edition (3rd ed.). Australia: Cengage Learning Asia Pte Ltd.

Supplementary Readings
Adler, R. B., & Elmhorst, J. M. (2019). Communicating at work: Strategies for success in
business and the professions (12th ed.). Boston, MA: McGraw Hill.
Argenti, P. A. (2013). Corporate communication (6th ed.). New York: Irwin McGraw Hill,
Inc.
Cornelissen, J. (2011). Corporate Communication: A Guide to Theory and Practice (3rd ed.).
Sage.
Downes, C. (2008). Cambridge English for job-hunting. Cambridge: Cambridge University
 Press.
Ellet, W. (2007). The case study handbook: How to read, discuss, and write persuasively
about cases. Boston, Massachusetts: Harvard Business School Press.
Kuiper, S., & Clippinger, D. (2013). Contemporary business reports (5th ed.). Mason, OH:
Southwestern Cengage Learning.
Marsen, S. (2007). Professional writing: The complete guide for business, industry and IT.
(2nd ed.). Basingstoke: Palgrave.
McCarthy, M., McCarten, J., Clark, D., & Clark, R. (2009). Grammar for business.
Cambridge: Cambridge University Press.
Netzley, M., & Snow, C. (2001). Guide to report writing. Upper Saddle River, NJ: Prentice
Hall.
O'Quinn, K. (2006). Perfect phrases for business letters: Hundreds of ready-to-use phrases
for writing effective business letters, memos, e-mail, and more. New York: McGraw-
Hill.

Academic Honesty

You are expected to do your own work. Dishonesty in fulfilling any assignment undermines
the learning process and the integrity of your university degree. Engaging in dishonest or
unethical behaviour is forbidden and will result in disciplinary action, specifically a failing
grade on the assignment with no opportunity for resubmission. A second infraction will result
in an F for the course and a report to University officials. Examples of prohibited
behaviour include, but are not limited to:

 Cheating – an act of deception by which a student misleadingly demonstrates that s/he

has mastered information on an academic exercise. Examples include, but are not
limited to:
 Copying or allowing another to copy a test, quiz, paper, or project;
 Submitting a paper or major portions of a paper that has been previously
submitted for another class without permission of the current instructor;
 Turning in written assignments that are not your own work (including
homework);
 Plagiarism – the act of representing the work of another as one’s own without giving
credit:
 Failing to give credit for ideas and material taken from others;
 Representing another’s artistic or scholarly work as one’s own;
 Fabrication – the intentional use of invented information or the falsification of
research or other findings with the intent to deceive.

To comply with the University’s policy, any written work has to be submitted to
VeriGuide.
Proposed Weekly Schedule
Week Topic Suggested Readings Assessment
Group Individual
1-3 Course Overview Guffey, Du-Babcock, & Short tasks on
Loewy (2016) workplace
Workplace Chapter 2: correspondence
correspondence Writing for Business
e.g., but not limited Audiences
to: Chapter 3:
- Formal Letters Improving Writing
- emails Techniques
- Memoranda Chapter 5:
- Notices email and Memorandums
Chapter 6:
Business Letters and
Goodwill Messages

4 Workplace Guffey, Du-Babcock, & AT3:

correspondence Loewy (2016) Group
- Reports Chapter 9: Project Plan
- Group Project Plan Informal Reports (10%)
Chapter 10:
Proposals and Formal
Reports

5-7 Meeting Adler & Elmhorst (2019) AT1:

- Agenda Chapter 8: Simulated
- Minutes Effective Meetings Meeting (10%)
- Meeting Language
- Simulated Meeting Guffey, Du-Babcock, &
- Post-meeting Loewy (2016)
Follow-up Tasks Chapter 11:
Communicating in
Meetings

8 Reading Week Guffey, Du-Babcock, & AT1:

Loewy (2016) Minutes (10%)
Chapter 4:
Revising and Proofreading
Business Messages

9-11 Job Hunting Adler & Elmhorst (2019) AT2:

- Application Letter Chapter 6: Application
- Résumé Principles of Interviewing Letter &
- Interview Skills Résumé (20%)
- Simulated Panel Guffey, Du-Babcock, &
Interview Loewy (2016) AT2:
Chapter 13: Simulated
The Job Search, Résumés, Panel
 and Job Application Interview
Letters (20%)
Chapter 14:
Employment Interviews

12-14 Presentation Skills Adler & Elmhorst (2019) AT3:

Group Project Chapter 10: Project
Presentations Developing and Presentations
Organising the (10%)
Presentation
Chapter 11:
Supporting the
Presentation
Chapter 12:
Delivering the
Presentation

Guffey, Du-Babcock, &

Loewy (2016)
Chapter 12:
Making Oral Presentations

15 Reading Week AT3:

Written
Report
(10%)
 Assessment Rubric for AT1 Simulated Meeting (Individual Assessment)
Content Organisation Fluency Lexical Presentation
Resource, Skills
Grammatical
Range and
Accuracy
Excellent The content is Organises ideas Speaks fluently Employs the Maintains eye
A, A- pertinent to the in a highly with very little language of a contact with the
meeting agenda; logical sequence language-related professional meeting
the ideas are very with excellent hesitations, meeting fully members all the
easy to follow time control repetitions or appropriately; time; seldom
and presented in creating a highly self-corrections. uses a wide range refers to notes;
a highly persuasive of vocabulary employs
professional argument. with very natural nonverbal
manner; they are and sophisticated communication
consistently control of lexical skills highly
elaborated, features; effectively.
logical and uses a wide range
supported with of structures with
examples; able to full flexibility
negotiate and and accuracy;
persuade the pronunciation is
peers highly clear and
convincingly. accurate.
Good The content is Organises ideas Speaks fluently Employs the Maintains eye
B+, B relevant to the in a logical with little language of a contact with the
meeting agenda; sequence with language-related professional meeting
the ideas are easy good time hesitations, meeting members most of
to follow and control creating a repetitions or appropriately; the time;
presented in a persuasive self-corrections. uses a wide range occasionally
professional argument. of vocabulary refers to notes;
manner; they are fluently and employs
elaborated, flexibly to nonverbal
logical and convey precise communication
supported with meanings; skills
examples; able to uses a wide range appropriately.
interact with the of structures;
peers pronunciation is
convincingly. quite clear and
accurate.
Satisfactory The content is Organises ideas Speaks slowly, Employs the Eye contact with
B-, C+, C quite relevant to with satisfactory with some language of a the meeting
the meeting logic and time hesitations, professional members is
agenda; some control creating a repetitions, self- meeting with occasionally
ideas are somewhat corrections and satisfactory used; notes are
presented in a persuasive noticeable appropriacy; uses referred to
professional argument. pauses. an adequate frequently;
manner; they are range of nonverbal
sometimes vocabulary; communication
elaborated, uses a mix of skills are
logical and simple and satisfactory.
supported with complex
examples; not structures;
always able to pronunciation is
interact with the at times clear and
peers. accurate.
Barely The content is Ideas are not Speaks slowly Employs the Eye contact with
Satisfactory not too relevant organised in a with frequent language of a the meeting
C-, D+, D to the meeting logical sequence hesitations, professional members is
 agenda; very few and time is not repetitions and meeting with barely used; most
ideas are satisfactorily self-corrections. little of the
presented in a controlled, appropriacy; uses information is
professional creating an only basic read aloud from
manner; they are argument which vocabulary notes with barely
not elaborated, is not persuasive. which may be satisfactory
logical or used repetitively nonverbal
supported with or communication
examples; unable inappropriately; skills.
to interact with uses only very
the peers at limited range of
times. structures;
unable to
pronounce
clearly and
accurately.
Unsatisfactory The content is Organisation is Speaks with long Unable to Eye contact with
F irrelevant to the illogical, time pauses; show employ the the meeting
meeting agenda; control is limited ability to language of a members is
the ideas are not unsatisfactory, link simple professional absent, and
presented in a creating an sentences and meeting information is
professional incoherent convey basic appropriately; read aloud from
manner; unable argument. messages. uses only a very notes with
to interact with limited range of unsatisfactory
the peers. vocabulary; nonverbal
errors may communication
severely distort skills.
the message;
cannot use
sentence form
except in
memorised
utterances.

Assessment Rubric for AT1 Meeting Minutes (Individual Assessment)

Content
Excellent All the essential discussion items of the
A, A- meeting are presented extremely clearly; all the
required agenda items are entered; the main
points of each agenda item are recorded highly
succinctly and systematically in the minutes.
Good Many essential discussion items of the meeting
B+, B are presented clearly; most of the required
agenda items are entered; the main points of
each agenda item are recorded succinctly and
systematically in the minutes.
Satisfactory Some essential discussion items of the meeting
B-, C+, C are presented quite clearly; some of the
required agenda items are entered; the main
points of each agenda item are recorded quite
succinctly and systematically in the minutes.
Barely Only some parts of the discussion items of the
Satisfactory meeting are presented; not all the required
C-, D+, D agenda items are entered; some main points of
the agenda items are not recorded properly in
the minutes.
Unsatisfactory The minutes are not presented properly; many
Lexical Resource,
Grammatical Range and Accuracy
Demonstrates exceptional fluency through
varied sentence structures, precise word choice
and proper grammar; consistently uses standard
professional writing conventions in presenting
the minutes.
Demonstrates fluency through varied sentence
structures, precise word choice and proper
grammar; uses standard professional writing
conventions in presenting the minutes at times.
Demonstrates satisfactory fluency through
sentence structures, word choice and grammar;
uses standard professional writing conventions
in presenting the minutes with some errors.
Demonstrates little fluency through sentence
structures, word choice and grammar; barely
uses standard professional writing conventions
in presenting the minutes.
Lacks fluency through sentence structures,
 F of the required agenda items are not entered; word choice and grammar; unable to use
the main points of each agenda item are not standard professional writing conventions in
recorded properly in the minutes. presenting the minutes.

Assessment Rubric for AT2 Application Letter & Résumé (Individual Assessment)
Content Lexical Resource,
Grammatical Range and Accuracy
Excellent All the essential parts of the application letter Demonstrates exceptional fluency through
A, A- and résumé such as personal particulars, varied sentence structures, paragraphing, flow
education and work experience are presented of ideas, and transitions; consistently uses
extremely clearly; a lot of supporting standard professional writing conventions in
information is presented; the applicant will be word choice, spelling, grammar, capitalisation,
invited for an interview. punctuation, and usage.
Good Many of the essential parts of the application Demonstrates fluency through varied sentence
B+, B letter and résumé such as personal particulars, structures, paragraphing, flow of ideas, and
education and work experiences are presented transitions; uses standard professional writing
clearly; some supporting information is conventions in word choice, spelling, grammar,
presented; the applicant will likely be invited capitalisation, punctuation, and usage at times.
for an interview.
Satisfactory Some essential parts of the application letter Demonstrates satisfactory fluency through
B-, C+, C and résumé such as personal particulars, varied sentence structures, paragraphing, flow
education and work experiences are presented of ideas, and transitions; minimally uses
rather clearly; little supporting information is standard professional writing conventions in
presented; the applicant may be considered for word choice, spelling, grammar, capitalisation,
an interview. punctuation, and usage.
Barely Essential parts of the application letter and Demonstrates little fluency through sentence
Satisfactory résumé such as personal particulars, education structures, paragraphing, flow of ideas, and
C-, D+, D and work experiences are not presented clearly; transitions; barely uses standard professional
not much supporting information is presented; writing conventions in word choice, spelling,
the applicant is on the waiting list. grammar, capitalisation, punctuation, and usage.
Unsatisfactory Many essential parts of the application letter Lacks fluency through varied sentence
F and résumé such as personal particulars, structures, paragraphing, flow of ideas, and
education and work experiences are not transitions; unable to use standard professional
available; no supporting information is writing conventions.
presented; the applicant will not be considered
for an interview.

Assessment Rubric for AT2 Simulated Panel Interview: The Role of an Interviewer (Individual
Assessment)
Content Organisation Fluency Lexical Presentation
Resource, Skills
Grammatical
Range and
Accuracy
Excellent Demonstrates Organises Speaks fluently Uses a wide Maintains eye
A, A- excellent questions and with very little range of contact with the
questioning responses in a language-related vocabulary with interviewee and
skills; able to highly logical hesitations, very natural and the panel
respond to sequence. repetitions or sophisticated members all the
interviewee’s self-corrections. control of lexical time; employs
answers very features; nonverbal
well; able to ask uses a wide range communication
relevant and of structures with skills highly
challenging full flexibility effectively.
follow-up and accuracy;
questions; pronunciation is
responds to the clear and
 ending questions accurate.
very well.
Good Demonstrates Organises Speaks fluently Uses a wide Maintains eye
B+, B good questioning questions and with little range of contact with the
skills; able to responses in a language-related vocabulary interviewee and
respond to logical sequence. hesitations, fluently and the panel
interviewee’s repetitions or flexibly to members most of
answers quite self-corrections. convey precise the time;
well; able to ask meanings; employs
relevant follow- uses a wide range nonverbal
up questions; of structures; communication
responds to the pronunciation is skills
ending questions quite clear and appropriately.
quite well. accurate.

Satisfactory Demonstrates Organises Speaks slowly, Uses an adequate Eye contact with
B-, C+, C satisfactory questions and with some range of the interviewee
questioning responses in a hesitations, vocabulary; and the panel
skills; able to fairly logical repetitions, self- uses a mix of members is
respond to sequence. corrections and simple and occasionally
interviewee’s noticeable complex used; nonverbal
answers at times; pauses. structures; communication
able to ask few pronunciation is skills are
follow-up at times clear and satisfactory.
questions; accurate.
responds to the
ending questions
satisfactorily.
Barely Demonstrates Does not always Speaks slowly Uses only basic Eye contact with
Satisfactory barely organise with frequent vocabulary the interviewee
C-, D+, D satisfactory questions and hesitations, which may be and the panel
questioning responses in a repetitions and used repetitively members is
skills; unable to logical sequence. self-corrections. or barely used;
respond to inappropriately; nonverbal
interviewee’s uses only very communication
answers at times; limited range of skills are barely
unable to ask structures; satisfactory.
follow-up unable to
questions well; pronounce
not responds to clearly and
the ending accurately.
questions well.
Unsatisfactory Does not Questions and Speaks with long Uses only a very Eye contact with
F demonstrates responses are not pauses; show limited range of the interviewee
questioning organised or limited ability to vocabulary; and the panel
skills; unable to logical. link simple errors may members is
respond to sentences and severely distort absent; nonverbal
interviewee’s convey basic the message; communication
answers at all; messages. cannot use skills are
unable to ask sentence form unsatisfactory.
follow-up except in
questions; not memorised
responds to the utterances.
ending questions
at all.

Assessment Rubric for AT2 Simulated Panel Interview: The Role of an Interviewee (Individual
 Assessment)
Content Organisation Fluency Lexical Presentation
Resource, Skills
Grammatical
Range and
Accuracy
Excellent Responses are Organises ideas Speaks fluently Uses a wide Maintains eye
A, A- consistently in a highly with very little range of contact with the
relevant and logical sequence language-related vocabulary with interviewers all
information is with excellent hesitations, very natural and the time;
well-elaborated, time control repetitions or sophisticated employs
demonstrating creating a highly self-corrections. control of lexical nonverbal
excellent persuasive features; communication
research into the argument. uses a wide range skills highly
company, a deep of structures with effectively.
understanding of full flexibility
the job applied and accuracy;
and an excellent pronunciation is
ability to respond clear and
to questions. accurate.
Good Responses are Organises ideas Speaks fluently Uses a wide Maintains eye
B+, B relevant and in a logical with little range of contact with the
information is sequence with language-related vocabulary interviewers
elaborated, good time hesitations, fluently and most of the time;
demonstrating control creating a repetitions or flexibly to employs
good research persuasive self-corrections. convey precise nonverbal
into the argument. meanings; communication
company, a good uses a wide range skills
understanding of of structures; appropriately.
the job applied pronunciation is
and an ability to quite clear and
respond to accurate.
questions.
Satisfactory Responses are Organises ideas Speaks slowly, Uses an adequate Eye contact with
B-, C+, C rather relevant with satisfactory with some range of the interviewers
and information logic and time hesitations, vocabulary; is occasionally
is rather control creating a repetitions, self- uses a mix of used; nonverbal
elaborated, somewhat corrections and simple and communication
demonstrating persuasive noticeable complex skills are
some research argument. pauses. structures; satisfactory.
into the pronunciation is
company, some at times clear and
understanding of accurate.
the job applied
and a fair ability
to respond to
questions.
Barely Responses are Ideas are not Speaks slowly Uses only basic Eye contact with
Satisfactory not too relevant organised in a with frequent vocabulary the interviewers
C-, D+, D and information logical sequence hesitations, which may be is barely used;
is not too and time is not repetitions and used repetitively nonverbal
elaborated, satisfactorily self-corrections. or communication
demonstrating controlled, inappropriately; skills are barely
limited research creating an uses only very satisfactory.
into the argument which limited range of
company, little is not persuasive. structures;
understanding of unable to
the job applied pronounce
and little ability clearly and
to respond to accurately.
 questions.
Unsatisfactory Responses are Organisation is Speaks with long Uses only a very Eye contact with
F irrelevant and not illogical, time pauses; show limited range of the interviewers
much control is limited ability to vocabulary; is absent;
information is unsatisfactory, link simple errors may nonverbal
given, creating an sentences and severely distort communication
demonstrating a incoherent convey basic the message; skills are
lack of research argument. messages. cannot use unsatisfactory.
into the sentence form
company, no except in
understanding of memorised
the job applied or utterances.
an inability to
respond to
questions.

Assessment Rubric for AT3 Group Project Plan: Launching a New Service/ Product for a Workplace/
Profession (Group Assessment)
Content Structure Presentation Teamwork
Excellent The project group The plan is very clear, The major ideas and The project group
A, A- demonstrates a concise and has a supporting details are works very well as a
thorough highly logical listed and sub-divided team; the plan shows a
understanding of the structure and flow of very clearly and high level of
project requirements; ideas. systematically. coherence and
has thoroughly presentation
reviewed the chosen consistency.
workplace/ profession;
produces a highly
viable and innovative
plan.
Good The project group The plan is clear, The major ideas and The project group
B+, B demonstrates an concise and has a supporting details are works well as a team;
understanding of the logical structure and listed and sub-divided the plan shows a good
project requirements; flow of ideas. clearly and sign of coherence and
has sufficiently systematically. presentation
reviewed the chosen consistency.
workplace/ profession;
produces a viable and
innovative plan.
Satisfactory The project group The plan is quite clear, Some major ideas and The project group
B-, C+, C demonstrates a fair concise and has a supporting details are works quite well as a
understanding of the simple structure and listed and sub-divided team; the plan shows
project requirements; flow of ideas. clearly and some coherence and
has briefly reviewed systematically. presentation
the chosen workplace/ consistency.
profession; produces a
simple plan.
Barely The project group The plan is not too A few major ideas and The project group does
Satisfactory demonstrates some clear, concise or supporting details are not work too well as a
C-, D+, D understanding of the logical. listed and sub-divided team; the plan shows a
project requirements; but they are not too low level of coherence
has not reviewed the clear or systematic. and presentation
chosen workplace/ consistency.
profession deeply;
produces a very simple
plan.
Unsatisfactor The project group does The plan is not clear The major ideas and The project group does
 y not demonstrate any and difficult to follow. supporting details are not work as a team;
F understanding of the not listed and sub- the plan does not show
project requirements; divided clearly or any coherence or
has not reviewed the systematically. presentation
chosen workplace/ consistency.
profession; produces
an unsatisfactory plan.

Assessment Rubric for AT3 Group Written Report: Launching a New Service/ Product for a Workplace/
Profession (Group Assessment)
Content Organisation Lexical Resource, Teamwork
Grammatical Range
and Accuracy
Excellent The project group Organises ideas in a Demonstrates The project group
A, A- demonstrates thorough highly logical exceptional fluency works very well as a
research into the needs sequence; the main through varied team; the report shows
of a workplace/ ideas are very easy to sentence structures, a high level of
profession and follow and highly paragraphing, flow of coherence and
launches a highly readable in a ideas, and transitions; presentation
innovative, practical professional manner. consistently uses consistency.
and useful service/ standard professional
product for a writing conventions in
workplace/ profession; word choice, spelling,
information is grammar,
consistently relevant capitalisation,
and elaborated; shows punctuation, and
an exceptional ability usage.
to make
recommendations;
demonstrates a far-
reaching impact on the
community.
Good The project group Organises ideas in a Demonstrates fluency The project group
B+, B demonstrates good logical sequence; the through varied works well as a team;
research into the needs main ideas are easy to sentence structures, the report shows a
of a workplace/ follow and readable in paragraphing, flow of good sign of
profession and a professional manner. ideas, and transitions; coherence and
launches an uses standard presentation
innovative, practical professional writing consistency.
and useful service/ conventions in word
product for a choice, spelling,
workplace/ profession; grammar,
information is relevant capitalisation,
and elaborated; shows punctuation, and usage
a good ability to make at times.
recommendations;
demonstrates an
impact on the
community.
Satisfactory The project group Organises ideas in a Demonstrates The project group
B-, C+, C demonstrates some rather logical satisfactory fluency works quite well as a
research into the needs sequence; the main through varied team; the report shows
of a workplace/ ideas are quite easy to sentence structures, some coherence and
profession and follow and readable. paragraphing, flow of presentation
launches a practical ideas, and transitions; consistency.
and useful service/ minimally uses
product for a standard professional
workplace/ profession; writing conventions in
information is rather word choice, spelling,
 relevant and grammar,
elaborated; shows capitalisation,
some ability to make punctuation, and
recommendations; usage.
demonstrates a simple
impact on the
community.
Barely The project group Ideas are not Demonstrates little The project group
Satisfactory does not demonstrate organised in a logical fluency through does not work too well
C-, D+, D detailed research into sequence; the main sentence structures, as a team; the report
the needs of a ideas are not easy to paragraphing, flow of shows a low level of
workplace/ profession follow or readable. ideas, and transitions; coherence and
and launches not too barely uses standard presentation
practical or useful professional writing consistency.
service/ product for a conventions in word
workplace/ profession; choice, spelling,
information is not too grammar,
relevant or elaborated; capitalisation,
lacks an ability to punctuation, and
make usage.
recommendations;
demonstrates little
impact on community.
Unsatisfactory The project group Ideas are disorganised Lacks fluency through The project group
F does not demonstrate or illogical; the main varied sentence does not work as a
research into the needs ideas are not available. structures, team; the report does
of a workplace/ paragraphing, flow of not show any
profession and does ideas, and transitions; coherence or
not launch a practical unable to use standard presentation
or useful service/ professional writing consistency.
product for a conventions.
workplace/ profession;
information is
irrelevant; does not
show any ability to
make
recommendations;
does not demonstrate
any impact on
community.

Assessment Rubric for AT3 Group Project Presentation: Launching a New Service/ Product for a
Workplace/ Profession (Individual Assessment)
Content Organisation Fluency Lexical Presentation
Resource, Skills
Grammatical
Range and
Accuracy
Excellent The student Organises ideas Speaks fluently Uses a wide Maintains eye
A, A- demonstrates in a highly with very little range of contact with
thorough research logical sequence language-related vocabulary with audience all the
into the needs of a with excellent hesitations, very natural and time; seldom
workplace/ time control repetitions or sophisticated refers to notes;
profession and creating a highly self-corrections. control of lexical employs
launches a highly persuasive features; nonverbal
innovative, presentation. uses a wide range communication
practical and of structures with skills highly
useful service/ full flexibility effectively.
product for a and accuracy;
 workplace/ pronunciation is
profession; clear and
information is accurate.
consistently
relevant and
elaborated; shows
an exceptional
ability to make
recommendations;
demonstrates a
far-reaching
impact on the
community.
Good The student Organises ideas Speaks fluently Uses a wide Maintains eye
B+, B demonstrates in a logical with little range of contact with the
good research into sequence with language-related vocabulary audience most of
the needs of a good time hesitations, fluently and the time;
workplace/ control creating repetitions or flexibly to occasionally
profession and a persuasive self-corrections. convey precise refers to notes;
launches an presentation. meanings; employs
innovative, uses a wide range nonverbal
practical and of structures; communication
useful service/ pronunciation is skills
product for a quite clear and appropriately.
workplace/ accurate.
profession;
information is
relevant and
elaborated; shows
a good ability to
make
recommendations;
demonstrates an
impact on the
community.
Satisfactory The student Organises ideas Speaks slowly, Uses an adequate Eye contact with
B-, C+, C demonstrates with satisfactory with some range of the audience is
some research logic and time hesitations, vocabulary; occasionally
into the needs of a control creating repetitions, self- uses a mix of used; notes are
workplace/ a somewhat corrections and simple and referred to
profession and persuasive noticeable complex frequently;
launches a presentation. pauses. structures; nonverbal
practical and pronunciation is communication
useful service/ at times clear and skills are
product for a accurate. satisfactory.
workplace/
profession;
information is
rather relevant
and elaborated;
shows some
ability to make
recommendations;
demonstrates a
simple impact on
the community.
Barely The student does Ideas are not Speaks slowly Uses only basic Eye contact with
Satisfactory not demonstrate organised in a with frequent vocabulary the audience is
C-, D+, D detailed research logical sequence hesitations, which may be barely used; most
into the needs of a and time is not repetitions and used repetitively of the
 workplace/ satisfactorily self-corrections. or information is
profession and controlled, inappropriately; read aloud from
launches not too creating a uses only very notes; nonverbal
practical or useful presentation limited range of communication
service/ product which is not structures; skills are barely
for a workplace/ persuasive. unable to satisfactory.
profession; pronounce
information is not clearly and
too relevant or accurately.
elaborated; lacks
an ability to make
recommendations;
demonstrates little
impact on the
community.
Unsatisfactory The student does Organisation is Speaks with long Uses only a very Eye contact with
F not demonstrate illogical, time pauses; show limited range of the audience is
research into the control is limited ability to vocabulary; absent, and
needs of a unsatisfactory, link simple errors may information is
workplace/ creating an sentences and severely distort read aloud from
profession and incoherent convey basic the message; notes; nonverbal
does not launch a presentation. messages. cannot use communication
practical or useful sentence form skills are
service/ product except in unsatisfactory.
for a workplace/ memorised
profession; utterances.
information is
irrelevant; does
not show any
ability to make
recommendations;
does not
demonstrate any
impact on the
community.

Assessment Rubric for AT4 Participation (Individual Assessment)

Preview, In-class engagement, and Review
Excellent Always previews the course materials before class, and is well-prepared for the class;
A, A- is always attentive in class, responds to questions and participates in class activities very actively;
makes an excellent effort to complete the assigned tasks and revise the course materials after
class.
Good Usually previews the course materials before class, and is prepared for the class;
B+, B is usually attentive in class, responds to questions and participates in class activities actively;
makes a good effort to complete the assigned tasks and revise the course materials after class.
Satisfactory Sometimes previews the course materials before class, and is prepared for the class at times;
B-, C+, C is rather attentive in class, responds to questions and participates in class activities satisfactorily;
makes a satisfactory effort to complete the assigned tasks and revise the course materials after
class.
Barely Seldom previews the course materials before class, or is unprepared for the class at times;
Satisfactory is rather inattentive in class, does not respond to questions or participate in class activities
C-, D+, D satisfactorily;
makes little effort to complete the assigned tasks or revise the course materials after class.
Unsatisfactory Hardly ever previews the course materials before class, or is unprepared for the class;
F is inattentive in class, does not respond to questions or participate in class activities at all;
makes no effort to complete the assigned tasks or revise the course materials after class.