REW Writer ***!!!ONLY!!!****
Instructor feedback from first post.
You had a good attempt at this assignment. I am not certain if you understood the assignment requirements. One value (that is important to you) needed to be discussed for each level (Individual, etc.). The paper seemed to go into a different direction discussing Spirit Airlines. Please review the returned assignment and grading rubric.
Due Date: Jul 02, 2017 13:00 Max Points: 150
Details:
Write a paper of 1,250-1,500 words that presents your complete personal model of leadership. Be sure to incorporate the instructor's feedback from the draft of Part 1. The three parts involved in creating your personal model of leadership are as follows:
Select the basic values that will provide the foundation of your model and identify the leadership behaviors that will result from those values. Be sure to select values from all four of the levels: individual, interpersonal, organizational, and societal (be sure to incorporate the feedback from your instructor from your previous draft).
Identify how your personal model of leadership helps you create a sense of meaning and purpose for yourself, others, organizations, and society.
Identify the impact of your contributions to self, others, organizations, and society.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center.
Benchmark Assignment- Personal Model of Leadership - Part 2
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| 1 | 2 | 3 | 4 | 5 | |
| 70.0 %Content |
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| 30.0 % Selection of Foundational Values From 4 Levels (Individual, Interpersonal, Organizational, and Societal) and Discussion of Relationship to Leadership Behaviors | Selection of foundational values and discussion of relationship to leadership values is missing or incomplete. | Selection of foundational values and discussion of relationship to leadership values is insufficiently developed. Values may be missing from one or more levels and/or the connection between values and leadership behaviors is unclear. | Values from each of the four levels are clearly identified and there is an adequate discussion of the connection between values and leadership behaviors. The connection between some values and leadership behaviors may be slightly unclear. | Values from each of the four levels are clearly identified and there is a specific connection made between each value and corresponding leadership behaviors. | Values from each of the four levels are clearly identified and there is a specific connection made between each value and corresponding leadership behaviors. Discussion demonstrates sophisticated understanding of how leadership behaviors are influenced by one's values. | |
| 70.0 %Content |
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| 20.0 % Identification of How a Personal Model of Leadership Helps Create a Sense of Meaning and Purpose for Self, Others, Organization, and Society | Identification of how personal model of leadership helps create a sense of meaning and purpose for self, others, organizations, and society is missing or incomplete. | Identification of how personal model of leadership helps create a sense of meaning and purpose for self, others, organizations, and society is insufficiently developed. | Identification of how personal model of leadership helps create a sense of meaning and purpose for self, others, organizations, and society is adequately developed. Discussion of meaning for one or two perspectives may need additional development. | Identification of how personal model of leadership helps create a sense of meaning and purpose for self, others, organizations, and society is well-developed. Some specific examples are included. | Identification of how personal model of leadership helps create a sense of meaning and purpose for self, others, organizations, and society is compellingly developed with multiple specific examples. | |
| 70.0 %Content |
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| 20.0 % Identification of Impact of Contributions to Self, Others, Organization, and Society | Identification of impact of contributions to self, others, organization, and society is missing or incomplete. | Identification of impact of contributions to self, others, organization, and society is insufficiently developed. | Identification of impact of contributions to self, others, organization, and society is adequately developed. Discussion of impact for one or two perspectives may need additional development. | Identification of impact of contributions to self, others, organization, and society is well-developed. Some specific examples are included. | Identification of impact of contributions to self, others, organization, and society is compellingly developed with multiple specific examples. | |
| 20.0 %Organization and Effectiveness |
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| 7.0 % Thesis Development and Purpose | Paper lacks any discernible overall purpose or organizing claim. | Thesis and/or main claim are insufficiently developed and/or vague; purpose is not clear. | Thesis and/or main claim are apparent and appropriate to purpose. | Thesis and/or main claim are clear and forecast the development of the paper. It is descriptive and reflective of the arguments and appropriate to the purpose. | Thesis and/or main claim are comprehensive. The essence of the paper is contained within the thesis. Thesis statement makes the purpose of the paper clear. | |
| 20.0 %Organization and Effectiveness |
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| 8.0 % Argument Logic and Construction | Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent. | Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. | Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Introduction and conclusion bracket the thesis. | Argument shows logical progression. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. | Clear and convincing argument presents a persuasive claim in a distinctive and compelling manner. | |
| 20.0 %Organization and Effectiveness |
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| 5.0 % Mechanics of Writing (includes spelling, punctuation, grammar, language use) | Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used. | Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) and/or word choice are present. Sentence structure is correct but not varied. | Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed. | Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech. | Writer is clearly in command of standard, written, academic English. | |
| 10.0 %Format |
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| 10.0 % Paper Format (use of appropriate style for the major and assignment) | Template is not used appropriately, or documentation format is rarely followed correctly. | Appropriate template is used, but some elements are missing or mistaken. A lack of control with formatting is apparent. | Appropriate template is used. Formatting is correct, although some minor errors may be present. | Appropriate template is fully used. There are virtually no errors in formatting style. | All format elements are correct. | |
| 100 % | ||||||
