MN1705 difference between the concepts of ‘the formal organization’ and ‘the informal organization’.
Assessed Essay
Students taking the course must write a 1500 word essay, which counts for 40% of the
assessment of this course, on the following topic:
Explain the difference between the concepts of ‘the formal organization’ and ‘the
informal organization’. What are the similarities and differences between Scientific
Management and Human Relations Theory in terms of these concepts?
The recommended reading for this essay is that shown for Week 2 in the reading list and
the workshop reading for Week 3.
All essays should contain a full list of works referred to (not included in the word count),
and must be entirely your own unaided work. Plagiarism – using the words of anyone
other than yourself unquoted and without attribution – is checked for using specialist
software and will result in a reduced mark (which may be zero) or, in some
circumstances, more severe penalties. In addition to the guidance you will already have
received on plagiarism, there is information available on Moodle
A good essay has the following characteristics:
It demonstrably makes use of readings (not just the textbook) and course material
and references them: an essay is not just your opinion but should be based on the
existing studies of the topic
It is not simply a re-hash of lecture notes
It makes an argument, rather than just being a list of points, and that argument can
include, but should not be limited to, your own opinion
It is structured rather than being a string of haphazard ideas
It makes best use of the words available: as you write and re-read what you have
written, ask yourself whether every word is relevant to the question
| Element | First class (100-85) (85,88,92,95,98,100) | First class (84-70) (72,75,78, 82) | Upper second (69-60) (62,65,68) | Lower second (59-50) (52,55,58) | Third (49-40) (42,45,48) | Condonable Fail (39-30) (32,25,38) | Fail (29-0) (2,5,8,12,15,18,22, 25, 28) |
| 1. Quality of the introduction | Comprehensive introduction that discusses the question requirements and sets out the essay structure and how the question will be answered | Detailed and clear introduction that discusses the question, sets out the essay structure and how the question will be answered | Clear introduction which interprets the question, and provides a structure overview and approach to the question | Basic introduction which shows some attempt at interpreting the question and providing a brief structure | Short or limited introduction to the essay | Fragmented introduction | No or little introduction |
| 2. Quality of discussion and analysis | Sophisticated discussion and analysis of key theories and concepts | Thorough discussion and analysis of key theories and concepts | Clear discussion and analysis of key theories and concepts | Appropriate discussion and analysis of relevant key theories and concepts | Discussion and analysis of some key theories and concepts | Limited discussion and analysis, with, with little or no connection to relevant theories and concepts | Poor discussion and analysis, largely irrelevant content |
| 3. Use of examples to support discussion and analysis | Highly coherent, excellent synthesis, critical use of examples to support analysis | Coherent, excellent synthesis, and incisive use of examples to support analysis | Clear, analytical use of examples to support explanations | Appropriate examples used to support answer, but more descriptive than analytic | Examples used, but passively, without much description or analysis | Examples are used inconsistently and may be inappropriate | Examples are not used to support the essay answer |
| 4. Quality of summary and conclusion | Critical and comprehensive summary of the essay findings and examples | Balanced, detailed and strong summary of the essay findings and examples | Coherent and fluent summary, but more detail could be provided on the analysis, discussion and examples | An appropriate summary that briefly covers basic explanations, discussions and examples | A limited summary that covers some of the explanations, discussions and examples | A fragmented summary that does not systematically cover the discussions, explanations and examples | Little or no conclusion. Weak summary and coverage |
| 5. Academic writing style | Incisive, fluent, few errors of spelling, punctuation and/or grammar | Incisive, fluent, no significant errors of spelling, punctuation and/or grammar | Fluent style, few errors of spelling, punctuation and/or grammar | Simple style, some errors of spelling, punctuation and/or grammar | Simple style, strewn with errors of spelling, punctuation and/or grammar | Inadequate style, with significant errors of spelling, punctuation and/or grammar | Inadequate style, with significant errors of spelling, punctuation and/or grammar |
| 6. Structure and organisation | Highly coherent structure, excellent synthesis of sources and examples, very innovative | Coherent structure, excellent synthesis of sources and examples, evidence of innovation | Coherent structure, sufficient synthesis, of materials to enable a solid interpretation | Appropriate structure, fair synthesis, but a mechanical presentation | Simple, but sufficient structure to communicate, formulaic arguments | Weak or indistinct structure, where the argument can be difficult to follow | Inadequate structure, with no sense of logical argument |
| 7. Quality of references and sources | Overwhelming evidence of in-depth independent reading beyond recommended sources | Significant evidence of in-depth reading, some evidence of independent reading | Substantial coverage of recommended materials, evidence of reading beyond lectures and texts | Limited further reading, adequate coverage of recommended texts, over-reliance on internet sources | Limited evidence of further reading, heavily reliant on a small number of academic sources, lecture notes and internet sources | No evidence of further reading, beyond lecture notes | No evidence of further reading |
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