Groups: Leadership Analysis Papers
Purpose: This group assignment is designed to stimulate students' critical thinking, provide in depth knowledge of course topics, and challenge students to use academic research to illuminate a position.
Skills: Critical thinking and writing are skills essential to effective communication, problem solving, and analysis of leadership. Your work will be evaluated for critical thinking skills that will enable you to create tighter, better reasoned, and more compelling analyses and arguments. This rubric represents a brief overview of the main points to bear in mind as you prepare your analysis.
Task
Written Papers – Papers are to be no more than 2000 word (not including references). APA 6th edition formatting style is required. Font – Times New Roman 12-point, 1-inch margins – top bottom left and right, double-spaced and pages numbered. At least 5 academic research sources must be cited to support your theory, position, and conclusion. Your references should be sourced from the UNLV database of academic journals. Please do not use magazines, newspapers, internet, or TV, sources because these sources are subject to false and misleading assertions. Your paper should be outlined in 5 sections that use the following headers:
The first page will be a title page formatted based on APA 6th edition standards to include the title, GROUP NUMBER, course section, and date. No group member names are to be listed on the title page. All members of the group will be awarded the same grade for the paper unless the leader suggests otherwise.
Leadership Analysis Rubric
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Insufficiently Developed 60% |
Adequately Developed 80% |
Substantially Developed 100% |
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Theory 25% Identifies and appropriately uses theories to support position. |
Does not identify or apply clear theories.
Does not accurately link theories to the position. |
Identifies theories and applies them to the position.
Identifies only the basics of the theory. |
Identifies and correctly applies clear and appropriate theories that address subsidiary, embedded, or implicit aspects of the position.
Identifies not only the basics theories but digs deeper to display in-depth knowledge of theories. |
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Position 15% Identifies and argues the GROUP’S position as it relates to the position. |
Fails to clarify the established or presented position relative to the group perspective and position. |
Identifies and presents a position and uses limited information. |
Identifies and argues the group position passionately, drawing support from academic research. |
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Main Points 30% Uses logic-based structure for each main point |
Less than three ideas/main points are explained and/or they are poorly developed. Logic is incoherent. Examples are inappropriate. |
Three or more main points relate to the conclusion. Logic is coherent, yet under-developed. Examples are adequate. |
Well-developed main points/topic sentences that relate directly to the conclusion. Supporting examples are concrete and detailed. Main points are developed with clear logic, drawing support from academic research. |
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Conclusion 20% Identifies key assumptions and rebuttals |
The conclusion merely repeats information provided in the paper. Objections are not appropriate. The rebuttal is missing or poorly developed.
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The conclusion is clear and is somewhat supported by main points. Objections are offered, but not well-reasoned. The rebuttal adequate, but not strong. |
200
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APA Format 10% |
Between 6 and 10 instances of style errors |
5 or fewer instances of style errors |
Model document of APA 6th edition: Correct punctuation, citation, tables, figures, format of each reference, capitalization, use of italics, abbreviations, headings, quotations, numbers/stats, etc. |
