report homework

This report is your opportunity to demonstrate what you’ve learned from the investing challenge. Use our course lexicon in your answers. Write authoritatively and with confidence; convey expertise and demonstrate your mastery of the underlying subject matter.This is not a ‘checklist’ of questions, but, is here to give you a sense of the kinds of questions you may want to address in your report:Which positions exceeded your expectations? What conditions caused this?Which positions underperformed for you? What factors created the performance gap?What role did risk play in your decisions, and in the outcome?What are the key things you learned from your Virtual Stock Exchange experience? How will this virtual investing experience influence your personal investing in the future?you should use my account to answer those question.when you accept this i will send you my account
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Student/Group: ___________________________________________________________
Written Report Evaluation Criteria
The numbers in the top of the boxes are percentage points in a continuum. You can assign 10% points for Purpose/Main Point, as
long as you do not give more percentage points than suggested in the leftmost box. The score will range between 0% and 100%
when you add up the numbers.
Purpose/
main point
Audience
Organization
Evidence
Sentence
style: flow of
writing
Correctness:
grammar
and writing
mechanics
Document
design/
appearance
Visuals
Excellent
10: This reader thinks
that the writer’s purpose
is clear. The document
has a clear focus.
10: The writer has
written for a clearly
defined audience, and in
this reader’s opinion has
addressed that audience
expertly.
20: This reader thinks
the report has a clear
organizational logic.
Transitions between
ideas are handled well.
20: This reader thinks
the writer has made
excellent use of
research and sources,
helping strengthen/build
the argument with this
material.
Good
8: This reader thinks the
writer’s purpose is clear
for the most part.
Fair
5: The writer often loses
focus on the main point of
the document.
8: The audience for the
document is clear. This
reader thinks that the
writer has done a good
job addressing audience.
5: The document’s
treatment of audience is
somewhat confusing.
15: The report is
organized effectively.
This reader thinks the
document’s organization
could be
refined/tightened
(headings, better
transitions, etc.).
15: This reader thinks
the writer made good use
10: This reader thinks the
document must be
organized more effectively,
as readers will be confused
or misled.
of research and sources,
citing well. In a few places
the document’s main point
could have been
strengthened with additional
evidence.
Poor
3: This reader has a difficult
time determining why the
writer has created this
document.
3: This reader thinks that
the writer’s treatment of
audience appears
unprofessional and/or it is
not clear who is being
addressed
5: This reader finds little
coherent structure in this
document. No clear rationale
is apparent for why the
document is set up the way
it is. The document is
confusing.
10: This reader thinks the
document would be
substantially strengthened
with more/better evidence,
and/or the evidence
presented is formatted in a
sloppy, distracting manner.
5: The document is weak
because of a lack of
evidence and support,
and/or the evidence used is
formatted so poorly that it’s
difficult to tell what is cited.
10: This reader thinks
the clear, concise
writing in this document
made it enjoyable to
read. The writer uses a
lot of sentence variety
and strong word
choices.
10: This reader noticed
few errors, if any. The
document is clear, and
the writer shows
considerable mastery of
the language.
8: This reader thinks the
writing in this document
is good, but perhaps the
writer could have
introduced a little more
variety and/or written in
a more concise fashion.
5: This reader thinks some
of the writing is awkward,
and/or the writer relies too
heavily on the same kind
of sentence structure.
3: This reader thinks much of
8: This reader noticed
some
grammatical/mechanical
errors, but those errors
did not interfere with the
reader’s understanding of
the document’s purpose.
3: This reader noticed many
grammatical/mechanical
errors. The reader felt the
number of errors made the
document difficult to
understand, and the reader
questioned the writer’s
professionalism because of
these recurrent mistakes.
10: This reader thinks
the document uses
design elements (white
space, titles & sub-titles
etc.) expertly to create a
professional-looking
document.
10: This reader thinks
the document uses
visuals in an expert way.
8: This reader thinks the
document is clean, but
the appearance could be
improved to aid in the
document’s clarity and/or
organization.
5: This reader noticed
numerous grammatical/
mechanical errors, and
those errors interfered at
times with the reader’s
understanding of the
document’s purpose and/or
caused the reader to
question the skill and
expertise of the writer.
5: This reader thinks the
document has an
amateurish look to it
and/or is in need of a more
professional appearance
5: The writer has missed
opportunities to use visuals
and/or has used visuals in
a sloppy, ineffective way
3: The writer needs visuals
to help clarify the
document’s purpose, and/or
the visuals are sloppy,
inaccurate, or presented in
an unethical manner.
8: This reader thinks the
writer makes good use of
visuals. Perhaps there
are additional
opportunities for the use
of such material.
the writing in this document is
awkward, repetitive, and/or
wordy. The writing was not
engaging.
3: This reader thinks the
document appears sloppy
and unprofessional, and that
sloppiness may cause
confusion.

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