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2 pagesIdentify two critical stakeholders in the external environment that would affect the profitability of
the U.S. Airline industry. Explain why they can affect the profitability and what can be done by a
firm to improve the firm’s profitability.
critical_thinking_rubric.pdf

writing_rubric.pdf

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CRITICAL THINKING RUBRIC
Critical Thinking and Logical Analysis – Upon graduation from Suffolk, students will be able to demonstrate information literacy, use analytical reasoning in problem-solving and
decision-making situations, understand and employ theories, processes, and systems, and think and reflect critically.
4
Identifies core components of the
issue. Explores their complexity and
recognizes possible interdependence.
3
Identifies core components of the issue.
Explores their complexity.
2
Identifies some, but not all, of the core
components of the issue.
1
Unsuccessfully attempts to identify
the core components of the issue.
Thoroughly identifies key data and
assumptions.
Adequately identifies key data and
assumptions.
Adequately identifies some key data
and/or assumptions.
Inadequately identifies key data
and/or assumptions.
Multiple
perspectives
(if applicable)
Recognizes multiple perspectives and
explains how they differ and why they
matter.
Recognizes multiple perspectives;
identifies how they differ but not
necessarily why they matter.
Recognizes more than one perspective,
but does not identify how they differ or
why they matter.
Unsuccessfully attempts to identify
more than one perspective.
Argumentation
and analysis
Argument is relevant and focused; has
a well-crafted, systematic approach to
reach conclusions; stands up to
empirical, logical, conceptual, or
compositional scrutiny.
Argument is mostly organized and
focused; has a systematic approach to
reach conclusions; mostly stands up to
empirical, logical, conceptual, or
compositional scrutiny.
Argument is vague in places but
addresses main issue; shows some
relationships between evidence and
conclusions; uses some evidence, but is
not consistently thorough, logical, or
sound.
Argument is vague and unfocused;
uses evidence inadequately or
illogically to reach conclusions.
Methodologies:
theories,
processes,
systems, tools
Effectively selects and applies the
most relevant methodology to the
given issue.
Selects a relevant methodology, but has
some faults in application.
Selects relevant methodology, but
poorly applies it.
Selects inappropriate methodology
or has many faults in application.
Information
Literacy
Information is taken from credible
source(s) with enough interpretation /
evaluation to develop a
comprehensive analysis or synthesis;
viewpoints of experts are questioned
thoroughly.
Information is taken from credible
source(s) with enough interpretation /
evaluation to develop a coherent
analysis or synthesis; viewpoints of
experts are subject to questioning.
Information is taken from source(s) with
some interpretation / evaluation, but
not enough to develop a coherent
analysis or synthesis; some sources may
not be credible; viewpoints of experts
are taken as mostly fact, with little
questioning.
Information is taken from
source(s) without any
interpretation, evaluation, or
analysis of their credibility;
viewpoints are taken as fact,
without questioning.
Issue
(problem,
question, or
challenge)
Key Data and
Assumptions
(qualitative or
quantitative)
Shared Curriculum Assessment Committee
Updated 12.22.2016
WRITING RUBRIC
Context,
Audience and
Purpose
Structure and
Organization
Arguments
Supported by
Evidence
Grammar and
Style
Professional
and
Disciplinary
Conventions
(If applicable)
4
Demonstrates a thorough
understanding of context,
audience, and purpose.
3
Demonstrates adequate
consideration of context, audience,
and purpose.
2
Demonstrates basic awareness of
context, audience, and purpose.
1
Demonstrates minimal attention to
context, audience, and purpose.
Discipline specific terminology (if
applicable) is used succinctly and
effectively.
Strong organization of material
makes it easy to identify the thesis
and follow the supporting
arguments, examples, and
evidence.
Uses credible, relevant sources to
develop sophisticated ideas, claims,
or arguments; cites a sufficient
number of sources to support
claims or arguments.
Discipline specific terminology (if
applicable) is used correctly.
Discipline-specific terminology (if
applicable) is sometimes used
incorrectly.
Discipline specific terminology (if
applicable) is used incorrectly or is
lacking.
Uses credible, relevant sources to
develop ideas, claims, or
arguments; cites a sufficient
number of sources to support
claims or arguments.
Weak organization of material
makes it somewhat difficult to
identify the thesis and follow the
supporting arguments, examples,
and evidence.
Uses some credible and/or relevant
sources to develop ideas, claims, or
arguments; cites a minimal number
of sources to support claims or
arguments.
Poor organization of material
makes it difficult to identify the
thesis and follow the supporting
arguments, examples, and
evidence.
Attempts to use sources to develop
ideas, claims, or arguments but the
sources may not be credible; cites
an insufficient number of sources to
support claims or argument.
Thoroughly evaluates the quality
and appropriateness of all evidence
or ideas cited (if applicable).
Evaluates the quality and
appropriateness of most evidence
or ideas cited (if applicable).
Evaluates the quality and
appropriateness of some evidence
or ideas cited (if applicable).
Thoroughly incorporates counterevidence or counter-arguments (if
applicable).
Provides counter-evidence or
counter-arguments (if applicable).
Provides some counter-evidence or
counter-arguments (if applicable).
Insufficiently attempts to evaluate
the quality and appropriateness of
evidence or ideas cited (if
applicable).
Uses language that consistently
conveys meaning with clarity,
precision, and concision; is virtually
free of errors in grammar, spelling,
and syntax.
Document meets all formatting and
citation rules.
Uses language that generally
conveys meaning with clarity,
precision, or concision; has few
errors in grammar, spelling, or
syntax.
Document violates few formatting
and citation rules.
Uses language that inconsistently
conveys meaning because of lack of
clarity, precision, or concision; has
patterns of errors in grammar,
spelling, or syntax.
Document violates some formatting
and citation rules.
Tables, graphs, illustrations, or
other diagrams (if applicable) are
designed effectively and
incorporated appropriately.
Tables, graphs, illustrations, or
other diagrams (if applicable) are
present.
Tables, graphs, illustrations, or
other diagrams (if applicable) are
present, but are distracting,
confusing, or irrelevant.
Shared Curriculum Assessment Committee
Organization of material makes it
possible to identify the thesis and
follow the supporting arguments,
examples, and evidence.
Insufficiently attempts to provide
counter-evidence or counterarguments (if applicable).
Uses language that impedes
meaning because of lack of clarity,
precision, or concision; has
persistent errors in grammar,
spelling, or syntax.
Document does not follow basic
formatting and citation rules.
Tables, graphs, illustrations, or
other diagrams (if applicable) are
missing where needed.
Updated 12.22.2016

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