CA/LED520 Cross-Cultural Communication and Leadership Case Assignment The Case in this course is an experiential Case that is integrated through the entire course. You will be engaging in a cultural a

LED520 Module 1 Case Study Checklist (Rev. 7-7-23)
INSTRUCTIONS FOR STUDENT: After you complete your references section in your assignment, copy and paste this grading rubric to your Word document and use it as a checklist to help make sure you covered all the required content, structure, and mechanical expectations.
Content (Student should structure the paper into sections below.) Student should use mark the box below as a checklist.			Student Notes
Section 1- Introduction ( Use this header): describes what the memo is going to be about; it mentions the upcoming sections.
Section 2- “CQ as a Capacity” Summary ( Use this header): Answer the following questions: What is the main point of the reading(s) on this topic? What is the argument that the author is making and what evidence does he provide? What are the conclusions?
Section 3- “CQ as a Capacity” Critical Thinking ( Use this header): In this section, answer the following questions: Do you agree with the author’s conclusions? Did the evidence support the author’s conclusions—or an alternate explanation? What are the exceptions to the author’s argument? Explain why you agree or disagree—the “why” is more important that the “what.”
Section 4- “Developmental Continuum of Cultural Sensitivity” Summary ( Use this header): Answer the following questions: What is the main point of the reading(s) on this topic? What is the argument that the author is making and what evidence does he provide? What are the conclusions?
Section 5- “Developmental Continuum of Cultural Sensitivity” Critical Thinking ( Use this header): In this section, answer the following questions: Do you agree with the author’s conclusions? Did the evidence support the author’s conclusions—or an alternate explanation? What are the exceptions to the author’s argument? Explain why you agree or disagree—the “why” is more important that the “what.”
Section 6- “Key Components of CQ” Summary ( Use this header): Answer the following questions: What is the main point of the reading(s) on this topic? What is the argument that the author is making and what evidence does he provide? What are the conclusions?
Section 7- “Key Components of CQ” Critical Thinking ( Use this header): In this section, answer the following questions: Do you agree with the author’s conclusions? Did the evidence support the author’s conclusions—or an alternate explanation? What are the exceptions to the author’s argument? Explain why you agree or disagree—the “why” is more important that the “what.”
Section 8- References ( Use this header): has at least 2 peer-reviewed/scholarly references from the databases within the CyberLibrary. The references are also integrated within the paper.
Section 9- Grading Rubric ( Use this header): contains this grading rubric.
Organization / Development Student should use mark the box below as a checklist.			Student Notes
The 9 required sections are organized separately in sequence as listed in the Content section.
The memo is at least 4 full pages in length (excluding references and headers) size 12 Times New Roman font with double spacing text.
Each section is labelled with the header prescribed above.
Mechanics Student should use mark the box below as a checklist.			Student Notes
Formatting or layout and graphics are pleasing to the eye (font, colors, spacing).
Rules of grammar, word usage, punctuation, capitalization, and spelling are followed.
Sentences are complete, clear, varied, and concise with proper syntax.
Used size 12 Times New Roman font for main body text and References.
Used double spacing between sentences and in References section.