Critical Review/Article Analysis

Unit II Article Review
Weight: 10% of course grade
Grading Rubric
Due: Tuesday, 03/02/2021 11:59 PM (CST)
Instructions
Critically review the article below:
To access the article below, you must first log into the myCSU Student Portal and access the ABI/INFORM Collection database found in the CSU Online Library.

Vanderberg, A., & Capodagli, B. (2015). The “Ottawa way” thrives. Public Management, 97(6),
14-18.

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THIS ARTICLE REVIEW IS FOR BBA 2026/ORGANIZATIONAL COMMUNICATION

In the review, be sure to include an analysis of the article. Provide details and evidence to back up your analysis from the article. What are some of the significant points used in the article to support the premise? Why are these points significant to the way communication affects strategic planning?
Use the standard five-paragraph format (introduction/body/conclusion). APA format should be used. The article review should be a minimum of two pages in length. Content, organization, and grammar/mechanics will be evaluated.

Unit II Article Review
Criteria Achievement Level
Level 1 Level 2 Level 3 Level 4 Level 5
Topic
(10 points)
0 – 5
The article is not related to course topics and is not conducive to engagement with course topics.
6 – 6
The article may be tangentially related to some course topics. Has the potential to offer some engagement with course topics.
7 – 7
The article is somewhat related to course topics. Has the potential to offer substantial engagement with course topics.
8 – 8
The article is related to course topics. Has the potential to contribute some analysis and offer substantial engagement with course topics.
9 – 10
The article is clearly related to course topics. Has the potential to contribute significant analysis and substantial engagement with the course topics.
Identification of Premise and Supporting Points (Argument)
(30 points)
0 – 17
More than one of the following are missing or insufficiently analytical: accurate identification of article premise, relevance to the course, and significant points in support of the premise and/or field; those that are included need improvement.
18 – 20
One of the following is missing or is insufficiently analytical: accurate identification of article premise, relevance to the course, and significant points in support of the premise and/or field.
21 – 23
Includes an identification of article premise, relevance to the course, and significant points in support of the premise and/or field, but one or more of them need improvement.
24 – 26
Includes accurate identification of article premise, relevance to the course, and significant points in support of the premise and/or field with minor errors.
27 – 30
Includes accurate identification of article premise, significant points in support of the premise, and the significance of these to the course and/or field.
Analysis
(30 points)
0 – 17
Presents an account containing little analysis or relevant argument; interpretation is not well supported. Course concepts and analytical tools are not applied appropriately.
18 – 20
Presents an account that is descriptive but contains little analysis or relevant arguments; interpretation is not well supported. Course concepts and analytical tools are not applied appropriately.
21 – 23
Presents an analysis containing relevant arguments; interpretation is not thoroughly supported and not compelling. Course concepts and analytical tools are sometimes applied appropriately.
24 – 26
Presents a thorough analysis with effective arguments; interpretation is both reasonable and compelling. Course concepts and analytical tools are often applied appropriately.
27 – 30
Presents an insightful and thorough analysis with strong arguments and evidence; interpretation is both reasonable and compelling. Course concepts and analytical tools are expertly applied.
Citations and Formatting
(10 points)
0 – 5
The majority of sources used are not academically reliable. If in-text citations and references are included, they contain major errors to APA formatting guidelines and several in-text citations are missing references and vice versa.
6 – 6
Some peer-reviewed papers are used along with non-academically reliable sources. Reference entries and in-text citations may somewhat follow APA formatting guidelines; several major errors in in-text citations or references may be present. Some in-text citations are missing references and vice-versa.
7 – 7
Most sources used are peer-reviewed papers, though two or more sources are not academically reliable. Reference entries and in-text citations show effort to follow APA formatting guidelines; several errors in in-text citations or references may be present. Most in-text citations are referenced and vice versa.
8 – 8
The number of sources meets any expressed assignment requirements, and all but one source is a peer-reviewed paper. Reference entries and in-text citations follow APA formatting guidelines and are usually correct. All in-text citations are referenced and vice versa.
9 – 10
The number of sources meets or exceeds any expressed assignment requirements. Every source used is peer-reviewed or academic in nature. Reference entries and in-text citations follow APA formatting guidelines and are free of errors. All in-text citations are referenced and vice versa.
Writing Mechanics
(10 points)
0 – 5
Writing lacks clarity and conciseness. Serious problems with sentence structure and grammar. Numerous major and/or minor errors in punctuation and spelling.
6 – 6
Writing lacks clarity or conciseness. Minor problems with sentence structure and some grammatical errors. Several minor errors in punctuation and/or spelling.
7 – 7
Writing is somewhat clear and concise. Sentence structure and grammar are adequate and mostly correct. Few minor errors in punctuation and/or spelling.
8 – 8
Writing is mostly clear and concise. Sentence structure and grammar are strong and mostly correct. There may be a few minor errors in punctuation and/or spelling.
9 – 10
Writing is clear and concise. Sentence structure and grammar are excellent. Correct use of punctuation. No spelling errors.
Organization
(10 points)
0 – 5
The organization is hard to follow; ideas are not linked together and/or may be fragmented. Lacking any logical grouping of ideas or transitions from one idea to the next.
6 – 6
The organization is mostly unclear and could be arranged in a more logical way. Some ideas are linked together, but some ideas are fragmented. There is little to no grouping of ideas or use of transitions.
7 – 7
The organization is fairly clear, but it could be arranged more logically to better support the proposed solution. Ideas are somewhat grouped together with a few transitions between groups.
8 – 8
The organization results in clarity and presents mostly logically arranged points to support the proposed solution. Ideas are grouped fairly well, and there are transitions throughout the document.
9 – 10
The organization results in clarity and presents logically arranged points to support the proposed solution. Related ideas are well grouped, and transitions between ideas flow smoothly.
[FOR INTERNAL ASSESSMENT ONLY. THIS ITEM IS NOT CONSIDERED IN THE STUDENT’S GRADE.]

Communication

Uses oral and written communication skills effectively, resulting in the use of standard English to present original thought; utilize verbal and non-verbal responses; organize and present material to specific audiences; and be persuasive in one-to-one and one-to-many idea exchanges.
(0 points)
0 – 0
The learner clearly lacks communication skills; meaning of intended message may be altogether unclear or confused; the target audience is disregarded and obviously misidentified; resulting in the non-transfer of information and/or ideas.
0 – 0
The learner attempted to communicate; however, effectiveness is hampered by confusion of the narrative’s main idea and supporting details, its purpose and/or, its target audience. Often, a lack of proficiency in the English language is evident, marked by colloquialisms and word usage errors that impede audience understanding.
0 – 0
The learner demonstrates an understanding of the main idea and purpose of the communication, yet supporting details may be limited or unrelated and there is consideration of the targeted audience. The narrative indicates an acceptable level of ability in the use of standard English, marked by some colloquialisms and other errors, which do not impede understanding.
0 – 0
The learner is competent in communication skills, demonstrating the ability to respond in a clear and concise manner; uses a variety of communication methods to inform and persuade different audiences; and exhibited proficient and effective use of the English language.
0 – 0
The learner’s communication reflects purpose for the intended audience and fully develops main ideas. The narrative is exhibited in an organized manner, focusing on content that is cohesive, with varied construction and delivered with a strong proficiency of vocabulary, grammar,

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