University of Languages and International Studies

Faculty of English Language Teacher Education

DIVISION OF ENGLISH FOR SPECIAL PURPOSES

COURSE GUIDE

Course tittle: Project Management

LECTURERS

1. Nguyễn Thị Thanh Vân, MA

Position: Lecturer Email: [email protected]

2. Nguyễn Thụy Phương Lan, Dr

Position: Lecturer Email: [email protected]

3. Lê Thị Hồng Duyên, Dr

Position: Lecturer Email: [email protected]

4. Hoàng Thị Mỵ, MBA

Position: Lecturer Email: [email protected]

5. Cấn Thị Chang Duyên, MA

Position: Lecturer Email: [email protected]

6. Trần Thu Hà, MA

Position: Lecturer Email: [email protected]

7. Bùi Minh Trang, MSc

Position: Lecturer Email: [email protected]

8. Nguyễn Thanh Thủy, MIB

Position: Lecturer Email: [email protected]

9. Dương Thị Lê Dung, BA

Position: Lecturer Email: [email protected]

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COURSE INFORMATION

Program BA TEFL
Course title Project Management
Couse credit value 3
Course code ENG3079
Course status Elective
Credit hours 135
+ In-class lectures: 26
+ In-class discussion and practice: 19
+ Self-study: 90
Faculty in charge Faculty of English Language Teacher Education
COURSE DESCRIPTION

This course guides students through the fundamental project management concepts,
practices, and behavioral characteristics needed to successfully launch, lead, and realize
benefits from projects. It logically follows the project life cycle and examines the technical
and sociocultural dimensions of project management. Effective project managers possess
the skills necessary to manage teams, schedules, risks, budgets, scope, and stakeholders to
produce a desired outcome. Special attention is given to critical success factors required to
overcoming resistance to change. The course simulates a project in its project team
framework, group accountability, and schedule deadlines.

COURSE OBJECTIVES

1. GENERAL OBJECTIVES
This course aims to introduce students to fundamental concepts and steps related to project
management During this course, students will have the opportunity to familiarize
themselves with different activities involved in understanding and applying the theory in
managing a project .

2. SPECIFIC OBJECTIVES
By the end of the course, students are expected to be able to:
In terms of knowledge

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  explain how projects are managed through the project life cycle
 understand and apply some project management techniques
 understand roles and necessary skills and qualities of a project manager
 Identify and use key performance metrics for project success
 Understand how to manage project cost, quality, and delivery
 Engage and lead effective project management teams in your organization
 Impart project management knowledge, tools, and processes to your colleagues
 Recognize and mitigate the early seeds of failure in the project life cycle
In terms of skills
 enhance communicative skills, problem solving skills and presentation skills
 have the skills of collecting, analyzing, synthesizing, evaluating data and information
to critically analyze problematic economic situations
 enhance team working skill including team management skill and cooperation
 develop appropriate independent study skills and collaborative skills in language
learning

In terms of attitudes
 gain interest in and develop appropriate concern about managing a project
 be self-aware of ability and virtue that are necessary to enhance knowledge and skills
related to managing projects
 have ability to determine the drive for future career development as project
managers

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DETAILED CONTENTS

CHAPTER 1. OVERVIEW OF PROJECT MANAGEMENT

1.1. Definition of a project
1.2. Definition of project management
1.3. Processes of project management
1.4. Factors affecting project success
1.5. Major phases of a project
CHAPTER 2. THE ROLES OF THE PROJECT MANAGEMENT
2.1. What is managing?
2.2. Who are project managers?
2.3. Leadership vs management
2.4. Qualities of project managers
2.5. Responsibilities of project managers
CHAPTER 3. PLANNING THE PROJECT
3.1. Steps of planning a project
3.2. Plan ingredients
3.3. Procedure to create an effective project plan
CHAPTER 4. INCORPORATING STAKEHOLDER MANAGEMENT IN THE PROJECT PLANNING
PROCESS
4.1. Who are stakeholders
4.2. Prioritizing Stakeholders
4.3. Engaging Key Stakeholders
4.4. Stakeholder Alignment and Communication
4.5. Managing Multicultural Stakeholders
4.6. Management Adjustments Based on the Stakeholder’s Culture
4.7. The Five Cultural Dimensions
4.8. Working with remote, external Stakeholders
4.9. Uniting Stakeholders
CHAPTER 5. DEVELOPING A MISSON, VISION, GOALS AND OBJECTIVES FOR THE PROJECT
5.1. Defining the problem
5.2. The real Mission of every project
5.3. Developing project objectives
5.4. The benefits of reducing barriers
5.5. The Nature of objectives
5.6. Assessing project risks

CHAPTER 6. CREATING THE PROJECT RISK AND COMMUNICATION PLANS

1. Defining project risk Management
2. The Six-Step process for a project risk plan
3. Establishing reserves

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 4. Managing Multi project risks
5. Coordination points
6. Risk Matrix
7. Risk register
8. The Communication plan
CHAPTER 7. USING THE WORK BREAK-DOWN STRUCTURE TO PLAN A PROJECT
1. What is WBS?
2. guidelines for Developing the WBS
3. uses of the WBS
4. estimating Time, Costs, and resources
5. Suggestions for effective estimating
6. Project procurement Management
CHAPTER 8. SCHEDULING PROJECT WORK
1. A Brief history of Scheduling
2. Network Diagrams
3. The reason for Scheduling
4. Constructing an Arrow Diagram
CHAPTER 9. PRODUCING A WORKABLE SCHEDULE
1. Schedule Computations
2. using the Network to Manage the project
3. Converting Arrow Diagrams to Bar Charts
4. Assigning resources to Tasks
5. Resource Availability
CHAPTER 10. PROJECT CONTROL AND EVALUATION
1. Achieving Team Member Self-Control
2. Characteristics of a project Control System
3. Project evaluation
CHAPTER 11. THE CHANGE CONTROL PROCESS
1. Sources of Change
2. The Six Steps in the Change Control process
3. The Change Control Form
4. Thresholds
5. The Change Control log

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 6. The project Spin-off
7. Embracing Change
CHAPTER 12 PROJECT CONTROL USING EARNED VALUE ANALYSIS
1. Measuring progress
2. Measuring project performance/Quality
3. Earned Value Analysis
4. Responding to Variances
5. Acceptable Variances
6. Using percentage Complete to Measure progress
CHAPTER 13. MANAGING THE PROJECT TEAM
1. Team Building
2. Team issues
3. Stages in a Team’s Development
4. A Final Suggestion
CHAPTER 14. THE PROJECT MANAGER AS A LEADER
1. understanding leadership Characteristics
2. understanding leadership Styles
3. Creating project Constituents
4. Motivation
5. Project leadership and the Team environment
CHAPTER 15. CLOSING THE PROJECT
1. Two Types of project Closure
2. reviewing Your project Closure Checklist
3. Dealing with premature project Closure
CHAPTER 16. HOW TO MAKE PROJECT MANAGEMENT WORK IN YOUR COMPANY
1. Suggestions to make project management work

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MATERIALS

1. COMPULSORY MATERIAL
Joseph J. Heagney .(2015) Fundamentals of Project Management (5th Edition) . American
Management Association.

2. RECOMMENDED READING
Project Management Institute A Guide To The Project Management Body Of Knowledge
PMBOK Guide, Sixth Edition, ISBN 978-1-62825-184-5 Newtown Square Pennsylvania
USA.
Larson, E.W. and Gray, C.F. (2018), Project management the managerial process, (7th
edition) , McGraw-Hill Education
Kim H. (2018) Project Management Jumpstart (4th edition)
Christine P. (2013) . The Practical Guide to Project Management . Bookboon.com.
WEEKLY SCHEDULE
WEEK 1. Orientation & Chapter 1. Overview of project management
Class Time/
Main content Students’ preparation
organization Place
Theory In class  Study the course guide
Exercise In class carefully
Practice In class  Definition Of A Project  Read Chapter 1 +2
 Definition Of Project Management
 Processes Of Project Management
 Factors Affecting Project Success
 Major Phases Of A Project

Self-study At home  Take notes to answer the provided questions to summarize the main content of chapter 1

WEEK 2. PROJECT INITIATION (1) : chapter 5

Class Time/
Main content Students’ preparation
organization Place
Theory In class  Notes on the main content
Exercise In class of Chapter 5
Practice In class  Developing A Vision, Mission, Goals, And Objectives For The Project
 Resources, Constraints, And Assumptions
Self-study At home  Take notes on the provided questions to summarize the main content of chapter 5

WEEK 3. PROJECT INITIATIATION (2) : chapter 5

Class Time/ Main content Students’ preparation

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 organization Place
Theory In class  Notes on the main content
Exercise In class of Chapter 5
Practice In class  Scope statment
 Deliverables
 Stakeholders
 Project Manager As A Leader
 Case study: Part 1 – Group 1 presentation
Self-study At home  Take notes on the provided questions to summarize the main content of chapter 5

WEEK 4. PROJECT PLANNING (1). Chapter 7

Class Time/
Main content Students’ preparation
organization Place
Theory In class  Notes on the main content
Exercise In class of Chapter 7
Practice In class  Success Measure
 Scope management plan
 Deliverable deployment techniques
 Using the work break-down structure to plan a project
Self-study At home  Take notes on the provided questions to summarize the main content of chapter 7

WEEK 5. PROJECT PLANNING (2).Chapter 8 + 9

Class Time/
Main content Students’ preparation
organization Place
Theory In class  Notes on the main content
Exercise In class of Chapter 8,9
Practice In class  Scheduling project work
 Producing a workable schedule

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  Milestone schedule
 Networks, Duration Estimation, Critical Path (CPM/PERT)
 GANTT Chart
 Case study: Part 2 – Group 2 presentation
Self-study At home  Take notes on the provided questions to summarize the main content of chapter 7

WEEK 6. PROJECT PLANNING (3). Chapter 6

Class Time/
Main content Students’ preparation
organization Place
Theory In class  Notes on the main content
Exercise In class of Chapter 6
Practice In class  Resource Planning
 Resources And Acquisition
 Cost Estimation and Budget
 Creating the project risk and communication plans
 Case study: Part 2 – Group 3 presentation
Self-study At home  Take notes on the provided questions to summarize the main content of chapter 6
WEEK 7. TUTORIAL AND GROUP DISCUSSION
Class Time/
Main content Students’ preparation
organization Place
Theory In class  Students are divided in big groups with the same topic for Assessment  The detailed outline of the
Exercise In class task 3 report for assessment task
Practice In class  Students take turns to make a brief description of what to be covered in 3
the assignment package
 Further discussion on the final assignment package
 Case study: Part 2 – Group 4 presentation
Self-study At home  Take notes on the provided questions to summarize the main content of chapter 13

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WEEK 8. PROJECT EXECUTION (1). Chapter 13
Class Time/
Main content Students’ preparation
organization Place
Theory In class  Managing the project team  Notes on the main content
Exercise In class  Project Human Resource management of Chapter 13
Practice In class  Project communication management
Self-study At home  Take notes on the provided questions to summarize the main content of chapter 13

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WEEK 9. PROJECT EXECUTION (2).
Class Time/
Main content Students’ preparation
organization Place
Theory In class  Project quality management  Notes on the main content
Exercise In class  Procurement management in supplementary
Practice In class  Case study: Part 3 – Group 5 presentation materials
Self-study At home  Take notes on the provided questions to summarize the main content in supplementary materials

WEEK 10. PROJECT CONTROL AND EVALUATION. Chapter 10

Class Time/
Main content Students’ preparation
organization Place
Theory In class  Achieving Team Member Self-Control  Notes on the main content
Exercise In class  Characteristics of a project Control System of Chapter 10 +11
Practice In class  Project evaluation
 Sources of Change
 The Six Steps in the Change Control process
 The Change Control Form
 Thresholds
 The Change Control log
 The project Spin-off
 Embracing Change
Self-study At home  Take notes on the provided questions to summarize the main content of chapter 10 +11

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WEEK 11. PROJECT CONTROL USING EARNED VALUED ANALYSIS. Chapter 12
Class Time/
Main content Students’ preparation
organization Place
Theory In class  Measuring progress  Notes on the main content
Exercise In class  Measuring project performance/Quality of Chapter 12
Practice In class  Earned Value Analysis
 Responding to Variances
 Acceptable Variances
 Using percentage Complete to Measure progress
 Case study: Part 4 – Group 6 presentation
Self-study At home  Take notes on the provided questions to summarize the main content of chapter 12

WEEK 12. PROJECT CLOSEOUT. Chapter 15. Closing the project + Chapter 16. How to make project management work in your company
Class Time/
Main content Students’ preparation
organization Place
Theory In class  Two Types of project Closure  Notes on the main content
Exercise In class  reviewing Your project Closure Checklist of Chapter 15+16
Practice In class  Dealing with premature project Closure
 Suggestions to make project management work
Mini test (20%)
Case study: Part 5- Group 7 presentation
Self-study At home  Take notes on the provided questions to summarize the main content of chapter 15+16

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WEEK 13. PROJECT PREPARATION
Class Time/
Main content Students’ preparation
organization Place
Self-study At home  Prepare the final version of the project to be presented and submitted in week 14 and 15

WEEK 14. REVISION

Class Time/
Main content Students’ preparation
organization Place
Practice In class  Students present their final project and submit their report

WEEK 15. REVISION

Class Time/
Main content Students’ preparation
organization Place
Practice In class  Students present their final project and submit their report

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COURSE POLICY

Students are supposed to:

 complete all the requirements of the course as transcribed in the course guide;
 submit all the assignments on time. In case of late submission, 10% of the total point
is deducted for 1 day late; 20% for 2 days late. Students who are three days behind
the deadline will receive mark 0;
 attend at least 80% of the total class hours. If a student is absent for more than 20%
of the total class hours, he/she is no longer qualified for the course, which is
equivalent to mark 0 for the final assignment;
 actively prepare for the class as guided in the course outline;
 actively participate in in-class discussions and presentations; and
 refrain from discussing things irrelevant to the lessons.

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ASSESSMENTS

1. IN-CLASS CONTINUOUS ASESSMENT

Assessment task Weight Requirements and Justifications
1.1. Minitest 20% Requirements:
 This mini test covers topics and key questions which
are given and specified in chapters 10-16.
 Individually, students sit for ONE 60-minute test
which is taken place in Week 12 and consists of
multiple-choice, true/ false, gap filling and open-
ended questions.
Justifications:
The assessment gives students a chance to check their
knowledge about project management and then apply the
principles/ theories they have acquired into solving some
phenomenon.

1.2. Case 20% Requirements:

study  Students are divided into 7 groups to complete the
requirements of a case study
 The case study is a start-up project divided into 5
phases
 Students work in group to complete tasks according
to the requirements of each phase
 Each group prepares a short presentation
(approximately 20 minutes) to address the tasks
assigned for each phase
 Presentations will be conducted in weeks 3, 5, 6, 7,
9, 11 and 12.
Justifications:
Students are expected to understand the theoretical
knowledge and apply the learnt theory to address given
tasks. They have a chance to practice some of the project

17
 management skills they are developing as part of the
course.
1.3. Report on 60% Requirements:
team project  Students are divided into 7 groups to complete this
final assignment.
 Each group chooses one project that is directly
related to the studied content. Their task is to kick-
start the project and compose a final report.
Justifications:
The assessment allows students to follow the project life
cycle and apply what they have learnt to design what is
really happening in their own case. Also, students are
exposed to the real world by searching for, reading and
evaluating the feasibility of their projects. Finally, students
review how to compose a formal final report in project
management.

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2. DETAILED DESCRIPTION OF ASSESSMENT TASKS
ASSESSMENT TASK 1. MINI TEST

 The mini test is held in week 12. Students have a paper-based test in 60 minutes.
 There will be NO MAKE-UP QUIZ to those who are absent from the class.
 There are 50 test items including multiple-choice, true/ false, gap filling and open-ended
questions.
 These items focus on different aspects covered in the course from chapter 8 to chapter
16.
ASSESSMENT TASK 2. CASE STUDY

 Students are divided into 7 groups to complete the requirements of a case study
 The case study is a start-up project divided into 5 phases
 Students work in group to complete tasks according to the requirements of each
phase
 Each group prepares a short presentation (approximately 20 minutes) to address the
tasks assigned for each phase
 Presentations will be conducted in weeks 3, 5, 6, 7, 9, 11 and 12.
ASSESSMENT TASK 3. REPORT ON TEAM PROJECTS
DETAILED DESCRIPTION AND PROCEDURE
The ultimate goal is to have students review the specific concepts, principles and theories in
project management that they have learnt in class and apply them to real-life events.
Each group of students chooses one project for this final assignment and starts
implementing various steps in the project lifecycle for their projects from the beginning of
the semester. They are expected to follow three stages as below:
STAGE 1. IMPLEMENTING THE PROJECT
The first stage is conducted from week 1 to week 12. In this stage, students have to:
 group the project team and choose one team project
 learn theories and techniques in different stages of a project from week 2-12, after
that, team members have to finish related activities as well as documents in their
own project
 prepare questions and find out problems which may occur during their project
implementation to be discussed with their teacher and classmates in the tutorial in
Week 7
NOTE:

19
  The project may not be fully completed. Grading can be done based on students’
project procedure.
 The project outcome is highly welcomed. 1-2 marks can be added to the total of the
final report due to the outcome perfection.
STAGE 2. COMPOSING THE REPORT
 compose a final project report containing all parts that are going to be developed.
The report should base on the provided tentative template, but each point should be
fully developed and articulated. The paper should be coherent and the logic should
be transparent.
 submit all parts of the assignment by stapling everything (all project documents and
report) together in week 15

STAGE 3. MAKING FINAL PRESENTATION
 Prepare for a final presentation in week 14 or 15 which focusses on the project (title,
aim, expected outcome, procedure), your challenges and gains when implementing the
project
 Make a presentation in maximum 30 minutes to:
 Present project background (project title, rationales for choosing the project, vision,
mission, goals and objectives, scope statement, key deliverables, project boundaries,
stakeholders, project human resource)
 Summarize results from the planning phase of the project (scope planning –
deliverable deployment, WBS; schedule planning – milestone schedule, CPM/PERT,
Gantt chart; resource planning – cost estimation, risk management planning,
communication planning)
 Review team members’ roles, responsibilities, your quality control tools, challenges
faced and your solutions during the executing phase of your project
 Summarize the results of the project. State your achievements, completed
deliverables, key products produced…
 Lead a Q&A session in 10 minutes
 print 1 evaluation form of presentation for the teacher

On the presenting day, other students in the class have to:

(1) listen attentively to the presentation
(2) be ready with the notes with questions to presented groups

20
a. COMPONENTS OF PROJECT REPORT
 The template for an end project report is provided in the separate file.
 All other documents in different stages of the project must be included in the final
report

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a. MARKING RUBRICS FOR PRESENTATION

Criteria 1-2 3-4 5-6 7-8 9-10

 Ideas are scattered and need  Ideas are sufficient and  Ideas are sophisticated,
developing. developed. substantial, and well-developed.
 Unclear or no evidence of  Evidence of learning stretch is  Evidence of learning stretch is
learning stretch is clearly communicated. clearly communicated with
communicated.  Evidence that student created details and elaboration.
Content
 Unclear or no evidence is the product is clearly provided.  Evidence that student created
Students explain how
provided that student created  Analysis of project and the product is clearly
they learned
(ex. mentoring, the product. conclusion about what was communicated with details and
fieldwork, research)  *Analysis of project and learned are generally based on elaboration.
and what they conclusion about what was mentoring, fieldwork, and, if  Analysis of project and
learned by learned are not based on applicable, research. conclusion about what was
completing mentoring, fieldwork, and, if  Link between research paper learned are clearly based on
their project
applicable, research. and fieldwork is clearly mentoring, fieldwork, and, if
35%
 Link between research paper communicated.. applicable, research.
and fieldwork is not  Link between research paper
communicated. and fieldwork is clearly
communicated with details and
elaboration
Delivery  Student does not speak clearly,  Student sufficiently engages  Student fully engages the
Students engage their audibly, and/or uses unsuitable the audience by speaking audience by speaking clearly and
audience through pace. clearly, and uses suitable confidently, and skillfully uses
voice, eye contact, and
 Student uses eye contact and volume, pace, and inflection. volume, pace, and inflection to
movement
25% movement that detracts from  Student incorporates enhance the presentation.
the delivery of the message. appropriate eye contact and  Student consistently uses eye
 Focus is not maintained. movement into the contact and movement to focus
 Hold no eyes contact with presentation. attention and interest

22
 audience, as entire report is  Focus is maintained. effectively.
read from notes.  Display minimal eye contact  Clear focus is maintained.
 Speak in low volume and/or with audience, while reading  Hold attention of entire
monotonous tone, which mostly from notes. audience with the use of direct
causes audience to disengage.  Speak in uneven volume with eye contact, seldom looking at
little or no inflection. notes.
 Smooth and effective delivery.
 Speak with fluctuation in volume
and inflection to maintain
audience interest and emphasize
key points.
 Topic is not introduced clearly.  Topic is introduced clearly.  Topic is introduced clearly and
 Conclusion is missing or does  Conclusion ties up most loose creatively.
Organization and not tie up loose ends. ends.  Satisfying conclusion provides a
Composition  Organization often detracts  Organization sometimes sense of closure.
Organization and
from content. detracts from content.  Organization enhances the
communication
 Little or no variety of sentence  Variety of sentence structure is content.
conventions allow the
audience to structure is evident. evident.  Variety of well-constructed
follow the presentation.  Presentation is not connected  Presentation is mostly sentences is evident and is used
20% or fluid. connected and fluid. throughout the presentation.
 Presentation is creative,
connected, and fluid.
 There are inconsistencies in  The expression is clear and  The learner has outstanding
clarity and expression fluent throughout. clarity and fluency of expression
throughout.  Makes strategic use of throughout.
Demonstration/  Use of demonstration/ demonstration/technology to  Makes excellent use of
Technology technology is/are ineffective demonstration/technology to
express information and
10%
and/or detract(s) from the enhance understanding of enhance and deepen the
audience’s understanding. presentation audience’s understanding.

23
  There are a lot of pauses and  There are only traces of original  The learner has excellent
Fluency and hesitations in the presentation. voice. articulation of ideas, displaying
Pronunciation  Most of the sounds are  Some of the sounds are academic rigor and a confident
10% wrongly articulated. wrongly articulated sometimes. academic voice that impresses
the listener.

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b. EVALUATION FORM FOR PRESENTATION
Presenters’ Names: …………………………………………………………………………………. Class: ………………………………. Date: ……………………………….
Group number: ……………………………….
General comments Mark
Assessment criteria
Content
Students explain how they learned
(ex. mentoring, fieldwork, research)
and what they learned by completing
their project
35%
Delivery
Students engage their audience through
voice, eye contact, and movement
25%
Organization and Composition
Organization and communication
conventions allow the audience to
follow the presentation.
20%
Demonstration/
Technology
10%

Fluency and Pronunciation

10%

TOTAL …………/10

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 MARKING RUBRICS FOR THE FINAL PROJECT REPORT
Criteria 0-2 3-4 5-6 7-8 9-10
Organization  Report layout is not  Report is very confusing  Readers can follow the  Report is generally clear.  Report is clear and
of written addressed. and unclear. report with effort  A few minor points may logical
report  The background  Readers cannot follow it  Organization is not well be confusing  Readers can easily
information about the thought out follow line of reasoning
case is not presented
adequately, may be
repetitive or irrelevant.
Report style  Report is completely in  Report is consistently at  Report if too informal or  Style is generally  Style is appropriate for
an appropriate style. an inappropriate level. unprepared. appropriate explanation of
 Readers cannot Information is not well  Difficult to understand  May have some trouble in metagenomics results
understand points and synthesized.  Much of information explaining results or  Readers can clearly
focuses of the project.  Readers cannot lacks focus and clarity purposes of the project understand impacts and
understand the point of purposes of the project
the project
Depth of  Sections are not  Cursory discussion in all  The report shows that  The report shows that the  The report shows that
Content addressed. sections. the writer has writer has understood and the writer has fully
 Incomplete major  The report does not understood and applied applied the learnt understood and applied
stages of a project. demonstrate that the the learnt concepts to a concepts for the most the relevant concepts
writer has fully certain extent. part. into the insights.
understood and applied  Material from other  In-depth discussion and  In-depth discussion and
the learnt concepts. outweighs that of the synthesis in most sections synthesis in all sections
writer excessively. of the report. of the report.
Cohesiveness  No cohesiveness.  Does not tie together  Sometimes ties together  For the most part, ties  Ties together
 No demonstration of information. information from together information from information from all
understanding of  Report does not flow relevant sources. all relevant sources. relevant sources.
relevant issues. and appears to be  Report does not flow.  Report flows with only  Report flows from one
created from unrelated  Writing does not some disjointedness. element to the next
issues. demonstrate an  Writing demonstrates an logically.
 Writing does not understanding of the understanding of the  Writing demonstrates

26
 demonstrate any relationship among relationship among an understanding of the
understanding of the material obtained from material obtained from all relationship among
relevant issues. relevant sources. relevant sources. material obtained from
all relevant sources.
Content:  Information is so  Enough errors made  No significant errors  Information given is
Accuracy inaccurate that readers to be distracting, but are made. Readers consistently accurate.
cannot depend on the some information is Facts and calculations are
reported results and work accurate
recognize errors as correct
 Information is  Few figures are used,  Figures are poorly result of oversight  Figures and tables are
inaccurate so readers or they are so poorly prepared or used and offer advice to prepared in professional
cannot depend on the prepared that they inappropriately. correct. manner. Well
reported results and work detract from the  Too much  Figures contribute,
 No Figures are used,. report. information is organized. Main points
but not all material
 . included. stand out
is visually represented
well

Final  Little responsive to  Report poorly  Main study

synthesis  Not responsive to research questions.. addresses research  Generally responsive to questions are directly
and questions. Very little main study questions. Work
research questions. addressed and clarified
summary connection to is put in a general
related work framework of related work in the discussion.

27