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Identifying a suitable format for an audience and conveying information effectively are valuable skills in any professional context. Efficient communication of information and logical organization allow your reader to absorb your message with as few barriers as possible

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INTRODUCTION
Identifying a suitable format for an audience and conveying information effectively are valuable skills in any professional context. Efficient communication of information and logical organization allow your reader to absorb your message with as few barriers as possible. Producing text that adheres to appropriate stylistic and grammatical standards will help you demonstrate professionalism.
For this task, you will write a short report with a central purpose using a specific expository structure. You may use one of the sample topics or choose a topic of your own. Your report should be well organized and should present information in a logical sequence with a clear beginning and end.
REQUIREMENTS
Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. The similarity report that is provided when you submit your task can be used as a guide.
You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.
Tasks may not be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc., unless specified in the task requirements. All other submissions must be file types that are uploaded and submitted as attachments (e.g., .docx, .pdf, .ppt).
A. Compose a report (suggested length of 2–3 pages) using one of the following expository structures:
cause or effect (e.g., describe possible causes or effects of stress in the workplace)
solution proposal (e.g., propose one or more possible solutions for low employee morale)
compare and contrast (e.g., compare and contrast two products commonly used in your chosen field)
process or procedure analysis (e.g., explain a procedure or process related to your company or field)
Note: These topics are suggestions only. You are free to choose your topic.
1. Include the following components in your report:
a. an introduction
b. a thesis statement
c. transitions
d. appropriate development of the body of the report
e. a conclusion
B. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.
C. Demonstrate professional communication in the content and presentation of your submission.
File Restrictions
File name may contain only letters, numbers, spaces, and these symbols: ! – _ . * ‘ ( )
File size limit: 200 MB
File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z
RUBRIC
A:REPORT
NOT EVIDENT
The submission does not include a report.
APPROACHING COMPETENCE
The submission includes a report, but it does not use 1 of the given expository structures.
COMPETENT
The submission includes a report using 1 of the given expository structures.
A1A:INTRODUCTION
NOT EVIDENT
The submission does not include an introduction.
APPROACHING COMPETENCE
The submission includes an introduction, but it does not establish the topic or scope of the report.
COMPETENT
The submission includes an introduction that establishes the topic and scope of the report.
A1B:THESIS
NOT EVIDENT
The submission does not include a thesis statement.
APPROACHING COMPETENCE
The submission includes a thesis statement, but it is not appropriate for the chosen expository structure or does not align with the body of the report, or it is vague or unclear.
COMPETENT
The submission includes a clear and specific thesis statement that is appropriate for the chosen expository structure and aligns with the body of the report.
A1C:TRANSITIONS
NOT EVIDENT
The submission does not include transitions.
APPROACHING COMPETENCE
The submission includes transitions, but they do not logically connect paragraphs or ideas in an organized manner or do not contribute to the logical flow of information in the report.
COMPETENT
The submission includes transitions that logically connect paragraphs and ideas in an organized manner and contribute to the logical flow of information in the report.
A1D:APPROPRIATE DEVELOPMENT
NOT EVIDENT
The submission does not develop the body of the report.
APPROACHING COMPETENCE
The submission develops the body of the report, but it is missing essential features of the type of expository structure chosen in part A. Or it does not include examples or details to support the thesis.
COMPETENT
The submission develops the body of the report, and it includes essential features of the type of expository structure chosen in part A, as well as examples and details to support the thesis.
A1E:CONCLUSION
NOT EVIDENT
The submission does not include a conclusion.
APPROACHING COMPETENCE
The submission includes a conclusion, but it does not summarize the report without introducing new information.
COMPETENT
The submission includes a conclusion that summarizes the report without introducing new information.
B:SOURCES
NOT EVIDENT
The submission does not include both in-text citations and a reference list for sources that are quoted, paraphrased, or summarized.
APPROACHING COMPETENCE
The submission includes in-text citations for sources that are quoted, paraphrased, or summarized and a reference list; however, the citations or reference list is incomplete or inaccurate.
COMPETENT
The submission includes in-text citations for sources that are properly quoted, paraphrased, or summarized and a reference list that accurately identifies the author, date, title, and source location as available.
C:PROFESSIONAL COMMUNICATION
NOT EVIDENT
Content is unstructured, is disjointed, or contains pervasive errors in mechanics, usage, or grammar. Vocabulary or tone is unprofessional or distracts from the topic.
APPROACHING COMPETENCE
Content is poorly organized, is difficult to follow, or contains errors in mechanics, usage, or grammar that cause confusion. Terminology is misused or ineffective.
COMPETENT
Content reflects attention to detail, is organized, and focuses on the main ideas as prescribed in the task or chosen by the candidate. Terminology is pertinent, is used correctly, and effectively conveys the intended meaning. Mechanics, usage, and grammar promote accurate interpretation and understanding.

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