Assignment Requirements
2000 business 7day
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Business Communications
Advertising campaign and pitch
For this assignment, students are asked ‘To research, design and justify an advertising campaign suited to print, online and outdoor environments for a product made by Apple
Students are asked to submit
– Hard copies of slides for a PowerPoint presentation: appropriately designed slides equivalent to 750 words
– Script/notes, to accompany your slide-show, which outlines, explains, and justifies the logic behind your campaign; the design, appearance, ‘message’ of the adverts; suggests suitable outlets (ie where/how they should be displayed, and how long for); and specifies the campaign’s target audience (500 words)
– Reflective review (750 words) of the teaching and learning, research and drafting processes informing your finished work. It should explore the logic/intentions behind your campaign’s ‘message’, and explain how this is reflected in the adverts you have designed; how and why you think the adverts will succeed in delivering that message; how and why you developed your design(s); how and why you chose your specified outlets and target audience; how long your campaign will last and why.
Total word count: equivalent to 2000 words
Submission arrangements: It is not possible to submit PowerPoint slides on TurnitIn. Students are therefore asked to ensure that they make sure that a hardcopy of their slides is included in the submission to their Seminar tutor. The rest of the work should be submitted via Turn-It-In as usual. Please ensure that hard copies include your NAME, STUDENT NUMBER AND TUTOR’S NAME ON THE FRONT COVER. Slides should be securely fastened together and include a name and student number to identify them in case of need.
Assessment Criteria for Assignment 3 (The following questions are those that your lecturers will ask when they mark the work detailed in the guidance above. )
Q1. How appropriate, effective, coherent and persuasive are the powerpoint slides?
Over 70%
|
The slides represent an imaginatively designed, coherent and persuasive advertising campaign, and make a very stylish and highly effective visual contribution to the presentation overall. |
60-69% | The slides represent a sensibly-designed, well-planned and effective campaign. They work well visually, separately and together. |
50-59% | The slides show evidence of thoughtful design and planning. Effort has been made to ensure that they work visually, separately and together. |
40-49% | Some attempt, not always successful, has been made to design and plan the slides and the campaign they represent. They sometimes work visually, separately and together. |
30-39% | Hardly any attempt has been made to design and plan the slides and the campaign they represent. They rarely work visually, separately or together. |
Under 30% | None of the slides meet any of the above criteria in any respect. |
Q2. Do the notes ‘sell’ the campaign in a coherent and persuasive way? Do they describe, explain and justify the campaign in ways and with materials appropriate to their managerial audience?
Over 70%
|
They ‘sell’ (or ‘pitch’) the campaign in an original, powerful and sophisticated way; they describe, explain and justify their overall ideas, and the design and logic behind each of their three adverts, with eloquence, insight and commercial and/or creative flair |
60-69% | They ‘sell’ the campaign in a sensible and convincing way; they describe, explain and justify their overall ideas, the design and content of the three adverts, and the commercial logic informing both campaign and adverts, with confidence, care and thought. |
50-59% | They sometimes ‘sell’ the campaign/adverts quite persuasively, although ideas are not always clearly or convincingly explained, and the sense of audience/commercial agenda may waver. |
40-49% | They make an attempt to ‘sell’ the campaign/adverts although explanations are sometimes confused or hard to follow, and audience-awareness is typically patchy. |
30-39% | There is hardly any attempt to ‘sell’, explain or justify the campaign/adverts in any clear or coherent way; there is very little if any demonstrable awareness of the audience. |
Under 30% | There is no attempt to ‘sell’, explain or justify the campaign/adverts in any clear or coherent way; nor any evidence of audience-awareness. |
Q3. How well do the notes and slides work together?
Over 70%
|
The slides and notes work extremely well together: the two sets of materials (visual and textual) are clearly inter-related and have plainly been designed to complement and support each other. |
60-69% | The slides and notes work effectively together: effort has been made to ensure that the two sets of materials (visual and textual) complement and support each other. |
50-59% | Work has been done to ensure that the slides and notes work together: the two sets of materials (visual and textual) mostly complement and support each other. |
40-49% | The slides and notes sometimes work together: the two sets of materials (visual and textual) sometimes complement and support each other. |
30-39% | The slides and notes occasionally support each other, but there is very little if any attempt to ensure the inter-relation of visual and textual elements of the presentation. |
Under 30% | There is no attempt to relate the visual and textual elements of the presentation.. |
Q4. Does the reflective statement reflect fully on the teaching, learning and assessment process for this teaching block? Does it incorporate an action plan?
Over 70%
|
The statement reflects fully, thoughtfully and with independent-mindedness on the teaching, learning and assessment process for this assessment element; it incorporates a mature and well-judged set of proposals for future action |
60-69% | The statement reflects fully and thoughtfully on the teaching, learning and assessment process for this assessment element, and incorporates clear proposals for future action |
50-59% | The statement mostly reflects fully and thoughtfully on the teaching, learning and assessment process for this assessment element; it suggests future action |
40-49% | The statement attempts to reflect on the teaching, learning and assessment process for this assessment element; it may hint at possible future action |
30-39% | The statement barely reflects on the teaching, learning and assessment process for this assessment element; it may not mention possible future action |
Under 30% | There is no attempt to reflect on the teaching, learning and assessment process for this assessment element; there is no mention of possible future action |
Q5. Is the use of English, including spelling, grammar, punctuation and vocabulary accurate and effective throughout Assignment 3?
Over 70%
|
The use of English, including spelling, grammar, punctuation and vocabulary is sophisticated and free from error, throughout mini-portfolio 3. |
60-69% | The use of English, including spelling, grammar, punctuation and vocabulary is very good throughout the mini-portfolio. The writing is almost error-free and can be clearly understood. |
50-59% | The use of English, including spelling, grammar, punctuation and vocabulary is generally sound overall. The writing has some errors but can be understood. |
40-49% | The use of English, including spelling, grammar, punctuation and vocabulary is patchy; the writing has a number of errors but can be partly understood |
30-39% | The use of English, including spelling, grammar, punctuation and vocabulary has very significant errors and is very difficult to understand |
Under 30% | The writing has such serious errors that it cannot be understood. |
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