LUE4001 Professional Communication in English for Arts & Humanities

Assignment 4 - Business proposal

Comprises 25% of your final course grade

Due date: Week 14

For this assignment, you need to:

1. In order to ensure approval and funding for your project, please send a proposal
to Ms. Keri Ryan, the Learning and Interpretation curator at M+.
2. Review the case study materials for M+ (videos, relevant tasks, references, etc.).
3. Provide an analysis of a problem or problems associated with the research
question(s) and identify possible solutions, which can be recommended to M+.
4. Demonstrate how the solutions proposed effectively address the problems
identified.
5. Provide a workable timeline for implementing the solutions proposed as well as
a realistic budget.
6. Apply the generic conventions of business proposals including format and
organisation as well as language use.

Length of the proposal excluding all the preliminary pages, references and appendices
should be:
Groups of 4 2,000-2,500 words
Groups of 5 2,500-3,000 words
Groups of 6 3,000 -3,500 words
This assignment is group assessed.
For more details about grading, see the Marking Scheme below.
The proposal should address the following:
Find a creative and stimulating way to pique the interest of younger audiences in M+'s
art collection. Your proposal must address this challenge. Are you able to make M+'s
young visitors fall in love with its art through your educational program or workshop?
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The scenario
You have now chosen the M+ program or activity that you will commit to after
completing Assignment 3. Write your formal proposal idea for the chosen program or
activity. It is your responsibility to develop a comprehensive program or activity in this
proposal aimed at educating young visitors on the existing art collections at M+. As you
conduct your research, you must be aware of the strengths and weaknesses of the
existing programs at M+ and use your findings to enhance your final report. Also, you
should investigate what successful educational programs and activities have been
implemented in museums around the world. In order to effectively communicate the
contents of your proposal and to effectively help the reader fully comprehend, your
proposal should contain quality diagrams, visual images, etc. to allow them to visualize
what you are trying to describe.
Your proposal should include the following elements:
1. A cover email message.
2. A title page.
3. A table of contents.
4. An introduction (background+ a statement of need)
5. Goals and objectives.
6. Discussion of Solutions proposed and action plan.
7. A visual capturing the key idea of your education program.
8. A timeline.
9. A budget.
10. A conclusion.
11. An appendix or appendices (optional).

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Submitting your work through Turnitin:

Turnitin requires that your group proposal be submitted as a single Word document
(including any appendices). Alternatively, if you feel that the Word version affects
the quality of your presentation, you are welcome to submit a PDF version of the
proposal.
Turnitin is an online system that compares your writing to the content published on the
internet as well as previous writings that have been submitted by students.
To learn how to upload your work to Turnitin via the Moodle page, please read this short
document produced by the Lingnan University Teaching and Learning Centre:
www.ln.edu.hk/f/upload/51707/Submitting-a-Turnitin-assignment_2020-v1.pdf
An Originality Report is produced by Turnitin, as shown near the end of the document.
Make necessary revisions to your essay if plagiarized text is highlighted in your report
and resubmit your work again before the due date. (Note that the Originality Report
generation for resubmissions will be delayed by twenty-four hours).
For more information about how your work will be graded, please review the assessment
rubrics carefully.

Use of AI technology
Please note that Lingnan University allows the use of generative AI such as ChatGPT in assessed
work in their assignments if they declare such use. The university expects students to uphold
academic integrity at all times. Students must utilise Generative AI tools in a responsible and
ethical manner, fully recognising both their potential and limitations. For more details, students
should consult the Teaching and Learning Centre (TLC)’s handbook, “Best Practice for Ethical
and Responsible Use of Generative AI.” In addition, students using ChatGPT must adhere to the
University’s data privacy and security policies.

CENTRE FOR ENGLISH & ADDITIONAL

LANGUAGES: GENERIC GRADE DESCRIPTORS
Grade A: Excellent (100 – 88)

Overall, a very impressive and excellent piece of work. Includes the majority of the
following features:

 Demonstrates an understanding and achievement of the task which is outstanding relative

to the course requirements, and is always relevant.
 Original perspective on the problems in question. Contextualization of sources and
viewpoints and comprehensive evaluation of contributions. Insightful application of relevant
theories in addressing the issues/questions/tasks.
 Use of wide range of relevant sources, which are integrated and critically evaluated.
 Well-structured and organized with a clearly developed line of reasoning. Appropriate
length.
 Referencing follows consistent academic conventions with all references fully and accurately
cited.
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 Clear, articulate style with accurate spelling, word choice and grammar.

Grade A-: An impressive piece of work that narrowly misses the requirements for an A
grade (88 – 80)
Grade B+ (80 – 75)

Grade B: Good (75 – 70)

Overall, a good and commendable piece of work. Includes the majority of the following
features:

 Demonstrates understanding and achievement of the task that is significantly above the
course requirements. Presentation of points and arguments relevant to the question or
task.
 Sustained commentary on evidence and materials used. Inclusion of appropriate critical
perspective. Use of theoretical models in a relevant way to address the
issues/questions/tasks.
 Sound understanding of main sources of literature, well summarized and used in a critical
and relevant way.
 Clear structure and presentation. Control of length.
 Generally consistent and accurate referencing.
 Generally accurate spelling, word choice and grammar.

Grade B- (70 – 65)

Grade C+ (65 – 60)

Grade C: Fair (55 – 60)

Overall, a satisfactory piece of work. Includes the majority of the following features:

 Achievement that satisfactorily meets the course requirements. Understands main point of
the task. Most points and arguments presented are relevant to the question or task.
 Adequate commentary on evidence and materials used. Some evidence of critical
awareness. Use and understanding of theoretical models, but in a fairly pedestrian way.
 Adequate range of source material consulted. Clear understanding of the literature used.
 Good structure and presentation, minor problems in organization do not impede
communication. Control of length
 Generally consistent referencing.
 Comprehensible spelling, word choice and grammar, inaccuracies do not impede meaning.

Grade C- (55 – 50)

Grade D+ (50 – 45)

Grade D: Marginal Pass (40 – 45)

Overall, a bare pass. Includes the majority of the following features:

 Achievement that minimally meets the course requirements. Understanding of basic

concepts and effort made to relate them to the question or task.

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LUE4001 Professional Communication in English for Arts & Humanities

 Argument mainly descriptive points and/or points which requires greater substantiation.
More development of ideas needed to sustain an argument. Identification of main issues,
but little critical awareness.
 Some evidence of reading and understanding of the literature, but range and /or relevance
very limited.
 Attempt made at coherent presentation, but ideas not well integrated. Length may be
considerably off target.
 Some attempt at consistent referencing.
 Comprehensible spelling, word choice and grammar, although inaccuracies may sometimes
impede meaning.

Grade F: Failure (40 – 0)

Overall, a very poor piece of work. Includes the majority of the following features:

 Achievement that does not meet the course requirements. Inadequate or misunderstanding
of task. Purely descriptive account with little or no analysis.
 Irrelevant comments and/or assertions, which are not supported by meaningful evidence.
Little evidence of integration of various sources to sustain an argument. Lack of any critical
or appreciative framework.
 Few relevant sources used and/or little use of literature.
 Unstructured presentation and/or lack of coherence, which impedes understanding. Length
problematic.
 Little or no attempt at consistent referencing.
 Major inaccuracies in grammar, word choice and spelling.

NB: The assessment criteria and grade descriptors are designed to be used holistically, that is,
separate scores are not given for each criterion. Marking is a two-step process. Firstly, markers
review the submission using the specific (contextualized) criteria for this particular assignment.
Then, markers refer to the generic grade descriptors to determine which grade is appropriate for the
submission.

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Business proposal (25% of the final mark)

Name of Student: _________________________________________________

Section: _____

A / A- (100 – 80) B+ / B / B- (80 - 65) C+ / C / C- (65 – 50) D+ / D (50 - 40) F (0 – 40) Marks
(*IELTS 8) (*IELTS 7) (*IELTS 6) (*IELTS 5) (*IELTS 4)
The proposal evidences a very The proposal evidences a clear The proposal evidences a somewhat clear The proposal evidences a The analysis of the organization,
insightful analysis of the analysis of the organization and the analysis of the organization and the somewhat unclear analysis of the the materials in the case study
organization and the materials materials in the case study. The materials in the case study. The organization and the materials in and the audience are entirely
in the case study. The problem(s) and solution(s) discussed problem(s) and solution(s) discussed the case study. The problem(s) and flawed. The problem(s) and
problem(s) and solution(s) have been well researched and the have been somewhat well researched and solution(s) discussed have been solution(s) proposed have not
discussed have been thoroughly intended audience has been the intended audience has been somewhat somewhat poorly researched and been researched at all and the
researched and the intended considered. considered. the intended audience has not been justification in the solution(s) is
audience has been very well considered. missing.
considered. The solution(s) and The solution(s) and recommendations
recommendations proposed have proposed have been somewhat clearly The solution(s) and The message communicated is
The solution(s) and been clearly explained and justified. explained and justified. The message has recommendations proposed have unclear.
recommendations proposed The message has been been somewhat communicated clearly been somewhat unclearly
have been very clearly communicated clearly and in and in somewhat sufficient detail. explained and justified. The No timeline and budget have
Content

explained and justified. The sufficient detail. message has been not been been included or these are
(40%)

message has been The timeline and budget for implementing communicated clearly and in incomplete.
communicated very clearly, The timeline and budget for the solutions proposed are somewhat insufficient detail.
thoroughly, and yet concisely. implementing the solutions practical, achievable, and appropriate. No visual has been included or if
proposed are practical, achievable, The timeline and budget for included is ineffective and not
The timeline and budget for and appropriate. The visual(s) is/are somewhat clear, implementing the solutions integrated with the text.
implementing the solutions effective and well integrated with the text. proposed are not practical,
proposed are very practical, The visual(s) is/are clear, effective achievable, and appropriate.
achievable, and appropriate. and well integrated with the text.
The visual(s) is/are somewhat
The visual(s) is/are very clear, unclear, ineffective and poorly
highly effective, and very well integrated with the text
integrated with the text.

The proposal is very clearly and The proposal is clearly and The proposal is somewhat clearly and The overall organization of the More than two sections in the
coherently organized, including coherently organized, including all coherently organized, including all its proposal is flawed, with two proposal are missing or
all its sections. its sections. sections. One of the sections may be sections missing or defective. defective.
missing or defective and/or there may be There are frequent overlaps
Ideas progress very logically Ideas progress logically throughout. occasional overlaps between the sections. between the sections. The arrangement of ideas is
throughout. entirely confusing.
Clear and effective paragraphing Ideas progress somewhat logically The arrangement of ideas is often
Organization
& Coherence

Very clear and effective throughout. throughout. confusing. There is no attempt at

paragraphing throughout. paragraphing.
Good use of topic continuity and Somewhat clear and effective Paragraphing is generally
Excellent use of topic continuity cohesive devices. paragraphing throughout. ineffective. -The text is incoherent and
and cohesive devices. generally incomprehensible.
Somewhat good use of topic continuity Topic continuity and cohesive
and cohesive devices. devices are seldom applied.

It requires effort to understand the

text.

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The format of the proposal is The format of the proposal is quite There are some flaws in the format of the The format of proposal is often The format is so flawed that one
very effective. It entirely effective. Only one feature in the proposal. Two features in the style guide flawed. More than two features in cannot recognize a proposal.
are missing or poorly done. the style guide are missing or
Format

(5%) adheres to the style guide (see style guide is missing or poorly done. poorly done.
Appendix 1).

A wide range of academic / A good range of academic / A sufficient range of academic / A limited range of academic / A basic range of vocabulary
specialized vocabulary used in specialized vocabulary used in specialized vocabulary used in conveying specialized vocabulary used in used, often repetitively and
conveying the message clearly, conveying the message conveying the message somewhat clearly and conveying the message. Lexical inappropriately for the task (the
precisely and appropriately in the message clearly, and appropriately in terms of register. Lexical errors [word choice, spelling message is not sufficiently clear
terms of register. Lexical errors errors [word choice, spelling and/or word and/or word formation] are often
appropriately in terms of and there is no evidence of use
(word choice, spelling and/or formation] are sometimes found and found and often hinder
*Use of Lexis

word formation) are very rare, register. Lexical errors (word choice, occasionally hinder comprehension. comprehension. of the academic
(20%)

although there may be very spelling and/or word formation) are register). Lexical errors [word
minor inaccuracies that do not occasionally found but do not choice, spelling and/or word
impede comprehension impede comprehension greatly. formation] are frequent and
whatsoever. completely hinder
comprehension.

A wide variety of complex A variety of complex and simple Some complex and simple sentence -A limited range of sentence Mostly simple sentence
sentence structures used sentence structures used adequately structures used somewhat successfully in structures used clumsily or structures are used. When
skillfully in conveying the in conveying the message clearly and conveying the message clearly and inaccurately and impeding attempted, complex sentence
*Use of Grammar

message clearly and effectively. effectively. Minor errors found in effectively. Some errors found in complex conveying the message clearly and structures are often
Errors rarely found, even in complex sentences and in sentences, and in punctuation and effectively. Frequent grammatical
ungrammatical. Frequent
(20%)

complex sentences. Effective punctuation, but these do not hinder occasionally hinder comprehension. and punctuation errors, which can
use of punctuation throughout. comprehension greatly. often hinder comprehension. grammatical and punctuation
errors which completely hinder
comprehension.

Penalty 1: _______% (5% per late day) Penalty 2: ______ % (length -5%) Penalty 3: ______ % (copying) TOTAL MARK: / 100%
Note: Deduct 5% from the total possible mark (100%) for each instance of copying of more than 5 words consecutively (without acknowledging the source), excluding formulaic

expressions, proper names and technical terms. For serious plagiarism, 0 marks will be awarded for the assessment.

* When referring to the IELTS score equivalences shown in this mark scheme, students should note the following:

 These scores should be taken as approximate matches to selected aspects of the IELTS mark scheme, not as accurate predictions of students’ likely performance in an IELTS test.
 IELTS uses specially designed assessment tasks for writing and speaking which are not exactly the same as this assignment, for this reason scores may be different in this assignment to those done in an
IELTS test.
 IELTS is a test carried out in a limited time under examination conditions, therefore students’ performance in the test may differ from their performance in longer homework assignments.
 For more detailed information about IELTS or preparation for the test, students should take the elective course LUE3004 IELTS Preparation (https://www.ln.edu.hk/ceal/courses/LUE3004.pdf) or
contact English Language Support Services (ELSS https://elss.ln.edu.hk/elss) for information about IELTS Practicum sessions and other resources to help you prepare for the test.
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LUE4001 Professional Communication Skills in English for Arts & Humanities (2022, Term 1)

Appendix 1

Proposal Format

1. Font type and font size are appropriate and consistent all along.
2. The cover page is correctly formatted.
3. The table of contents is correctly formatted.
4. The pages are numbered.
5. In-text citations are included, wherever needed.
6. Tables, charts, and figures are appropriately used and formatted (i.e., in-text citation included,
headings included).
7. Spacing between paragraphs and lines is appropriately used.
8. Punctuation is appropriately and consistently used all along.
9. There are no single-sentence paragraphs.
10. There are no big gaps between sections.
11. Headings and sub-headings (if any) are appropriately used in each section.
12. Sections are correctly ordered.
13. References follow the APA formatting conventions.
14. Appendices (if any) are appropriately used.
15. The required visual is effectively integrated in the text of the proposal.