Description

DB 8002 – Introduction to Doctoral Studies in Business

Assignment 1

Marketing – Article Deconstruction

This assignment, your first research paper, builds on the readings in this unit, as well as the information from the second discussion activity in Unit 2. Please use the APA pre-formatted template provided in the Resources.

The headings below are mirrored in the pre-formatted APA template. This type of APA formatting for this assignment will include the following sections:

Introduction

  • Always begin all doctoral research papers by describing the purpose of the paper including the specifics of what will be covered in the body. Typical length is 150–200 words.

Theory–Article Deconstruction

  • Apply MEAL Plan to deconstruct the three assigned articles:
    • Main points for each article. Include at least three but no more than five points.
    • Evidence. What type of data is presented? Is it factually supported or an opinion? What are the sources of data?
    • Analysis. What type of analysis, evaluation, or application are presented in the article?
    • Linking. How well do the authors in each of the articles convey their ideas, facts, analysis and support? This gets at readability of each article.
  • Typical length: 300 words for each article.
  • For more information on this form of deconstruction, consult the MEAL Plan document, linked in the Resources.

Case Study Application

  • Please review the MarketLine Report on the Fortune 500 company selected for your second discussion post for Unit 2.
  • Based on your analysis of the three assigned articles compared to the MarketLine Report, present your assessment of the relative marketing effectiveness of the Fortune 500 company selected.
  • Typical length: 300 words.

Conclusion

  • What conclusions can be drawn from the theories presented and the evidence applied to your case study organization? The conclusion is typically 200 words.
  • This section of every paper pulls together theory and application.

Learner Option

  • For those of you that want to build competencies faster, you have the option of preparing a table in the Theory section of the paper.
  • Insert a table that compares each of the three articles, using MEAL Plan Paragraph Analysis. How are they alike? How are they different?
  • Your faculty instructor will provide feedback on effectiveness.

Submission Requirements

Your submitted paper must meet the following requirements:

  • Correlate your responses to the text readings and assigned articles.
  • Use all the assigned readings for this unit and the MarketLine Report used for completing second discussion post for Unit 2.
  • Be a minimum of 1200 words in length: this is three double-spaced pages, excluding the cover page and listing of references.
  • Follow current APA guidelines for style and format, including a cover page and headings.

Note: Your instructor may also use the Writing Feedback Tool to provide feedback on your writing. In the tool, click the linked resources for helpful writing information.

Resources

Due Date: Unit 3
Percentage of Course Grade: 15%.

CRITERIA

NON-PERFORMANCE

BASIC

PROFICIENT

DISTINGUISHED

Deconstruct scholarly articles noting the main points, evidence, analysis, and linking presented in the articles.
20%

Does not deconstruct scholarly articles noting the main points, evidence, analysis, and linking presented in the articles.

Deconstructs scholarly articles noting the main points, evidence, analysis, and linking presented in the articles, but the deconstruction is incomplete.

Deconstructs scholarly articles noting the main points, evidence, analysis, and linking presented in the articles.

Deconstructs scholarly articles noting the main points, evidence, analysis, and linking presented in the articles, and provides effective article analysis.

Conduct business data base searches using appropriate search engines.
16%

Does not conduct business data base searches using appropriate search engines.

Conducts limited searches sometimes using appropriate search engines.

Conducts business data base searches using appropriate search engines.

Conducts business data base searches using appropriate search engines and provides relevant applied key word and search phrases.

Assess the relative marketing effectiveness of a selected Fortune 500 or a Global Fortune 500 company.
16%

Does not assess the relative marketing effectiveness of a selected Fortune 500 or a Global Fortune 500 company.

Assesses the relative marketing effectiveness of a selected Fortune 500 company or a Global Fortune 500, but the assessment is incomplete.

Assesses the relative marketing effectiveness of a selected Fortune 500 or a Global Fortune 500 company.

Assesses the relative marketing effectiveness of a selected Fortune 500 or a Global Fortune 500 company, and provides relevant examples for a specific context.

Describe conclusions drawn from theory and evidence applied to a selected Fortune 500 or a Global Fortune 500 company.
16%

Does not describe conclusions drawn from theory and evidence applied to a selected Fortune 500 or Global Fortune 500 company.

Describes conclusions drawn from theory and evidence applied to a selected Fortune 500 or Global Fortune 500 company, but the description has inaccuracies.

Describes conclusions drawn from theory and evidence applied to a selected Fortune 500 or Global Fortune 500 company.

Describes conclusions drawn from theory and evidence applied to a selected Fortune 500 or Global Fortune 500 company, and provides relevant examples for a specific context.

Apply relevant APA citations formatting, headings, and reference listing.
16%

Does not apply APA form and format.

Applies limited and often incorrect use of APA citations, formatting, headings, and reference listing.

Applies relevant APA citations formatting, headings, and reference listing.

Applies relevant APA citations, formatting, and reference listing with few to no errors.

Apply effective writing style in active voice, with correct grammar, syntax, and discussion flow.
16%

Does not apply effective writing style, logic, and flow.

Applies some effective writing style elements with major gaps in use of active voice, grammar, and syntax. Paper flow is awkward and difficult to follow.

Applies effective writing style in active voice, with correct grammar, syntax, and discussion flow.

Applies effective writing style in active voice, with correct grammar, and syntax and mastery of flow including effective use of all paper elements from the introduction to the conclusion.

https://media.capella.edu/CourseMedia/DB8002/BusinessCanvasModel/wrapper.asp

THE BUSINESS MODEL CANVAS

1. Value Propositions

  • What are the critical needs?
  • What value do we deliver?
  • What bundles of products/services?
  • What is the minimum viable product?

2. Customer Segments

  • Who do we help?
  • Who are most important?
  • What are customer personas?

3. Channels

  • How does our product/service get to the customer?
  • Which channels to reach which customer segments?
  • Physical and/or mobile-web?

4. Customer Relationships

  • How do we get, keep, and grow customers?
  • How do we interact?
  • What does the target segment expect?
  • What customer touch point? Social Media?

5. Revenue Streams

  • For what value are customers willing to pay?
  • What revenue model strategy?
  • Pricing strategy? How much does each revenue stream contribute?

6. Key Resources

  • What key resources do our value propositions require?
  • Finance? Physical? Intellectual? Human?

7. Key Partners

  • Who are the key partners and suppliers?
  • What do we need from them?
  • What key activities do they perform?

8. Key Activities

  • What key activities-processes to our value prositions require?
  • Production? Supply chain? Management? Customer relationships?
  • How do we do it?

9. Cost Structure

  • What are the most important costs of the business model?
  • Which resources are the most expensive?
  • Which keys activities are most expensive?

APA Style and Format

Capella requires all students to use APA Style as a tool for formatting scholarly writing. You may use both the APA Publication Guide and Academic Writer to help you with your writing. Learn more about Academic Writer and its benefits.

In January 2019, APA Style Central changed its name to Academic Writer. Updates have been made accordingly to the content on this page.

New learners will have access to Academic Writer upon the start of their first course.

APA at Capella

Correct use of APA Style is a required element of scholarly writing at Capella. Learn more about what this means for you.

Using Academic Writer

Academic Writer integrates the APA Publication Manual in a web-based format that is free for Capella learners. Learn how and when to use Academic Writer for your APA needs.

Using the APA Publication Manual

Some programs have a heightened focus on APA style and format, requiring use of the APA Publication Manual. Determine if you may need to use the full manual, and begin to build familiarity with the layout.

Additional APA Resources

Explore additional resources related to APA, and learn about tools to help manage your in-text citations and references.

https://fortune.com/fortune500/

http://web.a.ebscohost.com.library.capella.edu/ehost/detail/detail?vid=0&sid=8bf7c0d8-2752-479f-b6d3-f4456c53624f%40sessionmgr4008&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl#AN=120357398&db=bth

http://web.a.ebscohost.com.library.capella.edu/ehost/detail/detail?vid=0&sid=06573901-a46e-4a3a-9fe9-a3623fec8a05%40sdc-v-sessmgr03&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl#AN=119129832&db=bth

https://search-proquest-com.library.capella.edu/docview/1778414422?accountid=27965

Writing Feedback Tool

Capella faculty use the Writing Feedback Tool to provide learners with supplemental writing feedback and information about writing resources to develop Writing Skills.

The Writing Feedback Tool facilitates assessment of five core writing skills, aligned to Capella’s Writing Standards. These writing skills are known as the POETS writing skills.

  1. Address assignment purpose
    Related Competency: Compose a text that articulates meaning relevant to the main topic, scope, and purpose of the prompt.
  2. Develop strong organization
    Related Competency: Develop text using organization, structure, and transitions that demonstrate understanding of relationship between main and subtopics.
  3. Incorporate appropriate evidence
    Related Competency: Integrate into text appropriate use of scholarly sources, evidence, and citation style.
  4. Use scholarly tone
    Related Competency: Apply in text the standard writing conventions for the discipline, including structure, voice, person and tone.
  5. Develop grammatically sound sentence structure
    Related Competency: Produce text with minimal grammar, usage, spelling, and mechanical errors.

Within your courses or related to specific assignments, you may have seen these five Writing Skills in the Writing Feedback Tool. You can use the information you receive from the tool to create a study plan and work towards your writing goals. Developing these five Writing Skills are important to your success.

The tables below illustrate the performance levels associated with each Writing Skill. You may receive other feedback from your instructor in addition to the items below.

Purpose

Related Competency: Compose a text that articulates meaning relevant to the main topic, scope, and purpose of the prompt.

Performance Measurement

Faculty Selection

Feedback

Resources

Beginning

This text is unrelated to the assignment prompt.

It doesn’t look to me like this text addresses the assignment prompt. Please review the assignment prompt and/or upload the correct assignment. It may be helpful to study Capella’s expectations for responding to various prompts. You might also benefit from reviewing the prewriting strategies of the writing process.

Developing

This text is related to the assignment prompt but does not demonstrate an understanding of the main topic, scope, and purpose.

The connection between this text and the assignment prompt is unclear to me. To develop this connection, consider revisiting the prewriting stage of the writing process. It may also be helpful to narrow your focus and develop an outline.

Skilled

This text responds to the assignment prompt and appropriately addresses the main topic, scope, and purpose.

This text addresses various parts of the assignment prompt. Continue creating strong texts by making sure your thesis statement addresses the various main and subtopics presented in the assignment description.

Advanced

This text presents a focused response to the assignment prompt and demonstrates a thorough understanding of the main topic, scope, and purpose.

This text fully addressed the purpose of the assignment and provided adequate information about all subtopics, creating unity and coherence. Consider revision strategies to further strengthen future texts.

Organization

Related Competency: Develop text using organization, structure, and transitions that demonstrate understanding of relationship between main and subtopics.

Performance Measurement

Faculty Selection

Feedback

Resources

Beginning

This text does not include a thesis statement and is organized inappropriately for the assignment.

This text was organized inappropriately for the assignment. It is important that you organize your text into paragraphs with clear main topics. Additionally, make sure to incorporate strong introduction and conclusion paragraphs. It might be helpful to study tactics for organizing a paper.

Developing

The thesis statement in this text is unclear and/or the text is presented in paragraphs with unclear main idea(s) and/or transitional phrases.

This text will be strengthened by including a more specific thesis statement and/or further developing the main idea, evidence, analysis, and/or linking information in each paragraph. Consider reverse outlining your text to strengthen your organization.

Skilled

This text includes a thesis statement and is organized into paragraphs, with clear main ideas and effective transitional phrases.

This text includes a thesis statement that supports the organization of the text, and the main topics in each of paragraphs are clear. You might further develop your paragraphs by including more appropriate evidence, analysis, and/or linking information. To develop your paragraphs, study MEAL plan guidelines.

Advanced

This text reflects a strong thesis statement. Additionally, this text is organized with skillful transitions into paragraphs with clear main ideas, sufficient evidence, analysis, and linking information.

The organization of this text reflects a strong thesis statement. Additionally, the text is organized with skillful transitions into paragraphs with clear main ideas, sufficient evidence, analysis, and linking information. Another step to support strong organization is to consider peer review.

Evidence

Related Competency: Integrate into text appropriate use of scholarly sources, evidence, and citation style.

Performance Measurement

Faculty Selection

Feedback

Resources

Beginning

This text included some plagiarized information.

This text includes plagiarized information or language. Please take some time to study Capella’s Academic Honesty policy and make sure you correctly cite all ideas from external sources. It is also important that you ensure the sources you cite are credible.

Developing

This text lacks synthesis of information from sources and/or the credibility of the sources is questionable, with many flaws in APA citation style.

This text includes evidence, but the credibility of and/or citation of some of those sources falls short of academic standards. Consider your research strategies by visiting Capella’s library, and study citation guidelines regarding quoting, paraphrasing, or summarizing material from outside sources.

Skilled

The included evidence was integrated and synthesized from outside sources, most of which are scholarly, with minimal flaws in APA citation style.

The evidence in this text is integrated and/or synthesized, and there were very few errors in APA citation style. It might be helpful to use APA Style Central to polish your in-text citations and reference page format.

Advanced

The evidence in this text was integrated and synthesized skillfully. Additionally, the sources chosen are credible. Keep your APA skills up to date by regularly visiting APA Style Central.

The evidence in this text was integrated and synthesized skillfully. Additionally, the sources chosen are credible. Keep your APA skills up to date by regularly visiting APA Style Central.

Tone

Related Competency: Apply in text the standard writing conventions for the discipline, including structure, voice, person and tone.

Performance Measurement

Faculty Selection

Feedback

Resources

Beginning

Text uses language inappropriate for the intended audience.

This text included language that was inappropriate for the intended audience. Consider your academic voice as a scholar at Capella and study the Writing Center’s resources on developing a scholarly voice.

Developing

This text does not meet writing conventions for the discipline and lacks appropriate voice, person, and/or tone for the intended audience.

This text lacks appropriate voice, person, and/or tone for the intended audience. In your writing process, consider the expectations of your audience. Additionally, it may be helpful to study the Writing Center’s resources on developing a scholarly voice.

Skilled

This text meets writing conventions for the discipline and there were minimal issues in appropriate use of voice, person, or tone for the intended audience.

This text appropriately addressed the intended audience. To polish your text, focus on establishing the appropriate context and incorporate these guidelines into future texts.

Advanced

This text exhibits strict adherence to writing conventions for the discipline and uses appropriate voice, person, and tone for the intended audience.

Your text skillfully demonstrates writing conventions for the discipline and uses appropriate voice, person, and tone for the intended audience. Continue developing these skills by incorporating strong context in each of your writing assignments.

Sentence Structure

Related Competency: Produce text with minimal grammar, usage, spelling, and mechanical errors.

Performance Measurement

Faculty Selection

Feedback

Resources

Beginning

Text meaning is unclear due to errors in sentence structure, grammar, usage, word choice, spelling, or mechanics in 75% or more of text.

The majority of the ideas in this text were not written in complete sentences. It will be important to participate in a grammar refresher and to study sentence structure guidelines

Developing

Text meaning is interrupted due to sentence structure, grammar, usage, word choice, spelling, or mechanical errors in 25%-75% or more of text.

Many of your ideas are communicated in grammatically unsound sentences. So that the meaning of your messages is communicated clearly, study sentence structure guidelines and practice sentence revision to strengthen your text.

  • Consider Sentence Structure and Variety
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