Demonstrate an understanding of the main theories in consumer behaviour and how these can be applied in marketing endeavours.

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Assessment Information This assignment is designed to assess the following learning outcomes: Students must be able to: *Demonstrate an understanding of the main theories in consumer behaviour and how these can be applied in marketing endeavours. * Understand the psychological underpinnings of consumer behavior *Produce a critical analysis of a contemporary issue in consumer behavior This assignment is an individual assignment. Coursework Questions: The coursework comprises of a 2250-word individual essay on the below topic: Using theories of consumer behavior discuss and analyse how cultural values and social class influence pro-environmental consumption. A penalty of 10% of the mark is applied if the word limit is exceeded more than 10% or is below the limit by more than 10% Criteria for Assessment Class Mark range Guidelines Class I 90 – 100% 80 – 89% 70 – 79% In addition to that for 70 – 79% below, an outstanding answer that could hardly be bettered. High degree of understanding, critical/analytic skills and original research, where specified. Outstanding in all respects. In addition to that for 70 – 79% below, the answer will demonstrate an excellent level of understanding, presence of clear description, critical/analytical skills or research, as appropriate. Answer entirely relevant to the assignment set. Answer will demonstrate clear understanding of theories, concepts, issues and methodology, as appropriate. There will be evidence of wide-ranging reading and/or research, as appropriate, beyond the minimum recommended. Answers will be written/presented in a clear, well-structured way with clarity of expression. At level 3, evidence of independent, critical thought would normally be expected. Class II : I 65 – 69% 60 – 64% Answer demonstrating a very good understanding of the requirements of the assignment. Answer will demonstrate very good understanding of theories, concepts, issues and methodology, as appropriate. Answer will be mostly accurate/appropriate, with few errors. Little, if any, irrelevant material may be present. Reading beyond the recommended minimum will be present where appropriate. Well organised and clearly written/presented. A good understanding, with few errors. Some irrelevant material may be present. Well organised and clearly written/presented. Some reading/research beyond recommended in evidence.

Briefly explain the Genesis account of creation (first two     chapters). The point is not to retell all aspects of the story in     detail, but just to make the message of the Bible clear.

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In this assignment, you will summarize beliefs about the origin of   the universe and life, including what Christians believe, what you   believe, and how people’s beliefs about origins might impact how they live.

After reflecting on chapters 1 and 2 of Genesis, create a 15-slide   presentation covering the following topics, paying particular emphasis   on item three:

  1. Briefly explain the Genesis account of creation (first two     chapters). The point is not to retell all aspects of the story in     detail, but just to make the message of the Bible clear.
  2. Explain and support your interpretation of the origin of the     universe. Here you may want to address evolution, age of the earth,     and whether or not it can be reconciled with the message of the   Bible.
  3. Express how your understanding of the origin of the     universe impacts your worldview, specifically your view of God, of     humanity, and responsibility to care for the earth.

The first slide will be the title slide including your name and   course information. The last slide(s) will be your list of references.   You may use the textbook, the lecture, or other scholarly references.   Cite all sources, including the Bible, as you would in an essay. The   in-text citations should be placed on the actual slides in the   presentation so the audience can see them. Put basic content on the   actual slides and elaborate on all your points in the slide notes.   Also, utilize the attached “Origins Presentation Template”   to complete the assignment.

In an effort to keep the file sizes reasonable, use no more than   four low-resolution images. As in all aspects of this course, show   respect for all other views, with no condescension. Keep your   presentation positive and focused on what you believe, not on what you   do not believe.

Use two to four resources, in addition to the Bible.

While GCU style is not required for the body of this assignment,   solid academic writing is expected, and documentation of sources   should be presented using GCU formatting guidelines, which can be   found in the GCU Style Guide, located in the Student Success Center.

Make sure you include a naysayer to show possible objections to your own argument, and address the “so what” factor: why does this issue matter?  

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Major Writing Project 2

Major Writing Project 2:  Entering a Conversation (4 pages)

Instructions:  Choose one of the sets of essays listed below (Kelly and Gladstone together make up a “set”; Carr and Thompson together make up a “set,” etc.).  Your essay should include summaries of both of the authors’ arguments (“they say”); your argument should point out how the authors agree and disagree; and your argument should include your own response to the issues the two essays raise (“I say”).  The “I say” is your own argument concerning the issues.

  • Make sure you include a naysayer to show possible objections to your own argument, and address the “so what” factor: why does this issue matter?
  • Make sure you use proper formatting (MLA or APA style, double-spaced, Times or Times New Roman font, 12 point, paragraphs indented).
  • Make sure you have a proper heading at the top of the first page (name, etc.)
  • Your paper should be about 4 pages.
  • Plagiarism will not be tolerated.
  • I recommend you take a look at the Grading Guide (below), which explains how I will grade your papers.
  • MWP 2 is due Friday, January 12, by 11:59pm.  Click the link below to submit your paper.

Recommended structure:  For this paper you have four pages to work with and you need to include, in effect, five major parts:

  1. Introduction: includes basic information about authors, a very brief summary of authors’ ideas (a sentence or two), a brief statement of your argument (or thesis statement), and a brief explanation of why your argument matters
  2. Summary of 2 authors, with quotes as evidence
  3. Summary of how they agree/disagree; provide quotes if necessary
  4. Your own opinion and your reasons for your opinion (which includes at least one naysayer); provide quotes as evidence
  5. Conclusion:  includes a return sentence, a restatement of your argument, and a developed explanation of why your argument matters

Note that those are five parts, not paragraphs (exceptions: the introduction and the conclusion are usually one paragraph each).  What could this look like?  Here’s an example:  After the brief introductory paragraph (where you introduce your topic, basic information about your authors with brief summaries of authors’ ideas, a sense of your argument and perhaps why your argument matters), you might have a summary of one author (1 paragraph), then a summary of the second author (1 paragraph).  Then you might have one paragraph that explains how they agree or disagree (though you can already allude to that in the summary paragraphs through phrases like “Unlike Turkle, Wortham asserts that…”).  Note that the paragraph that explains how the two authors agree or disagree is still “they say,” since you’re not yet putting forward your own opinion on the issues.  At that point you’ll have written about 2 pages.  Then you write your own argument (“I say”) in relation to what they say (about a page and a half).  At that point you’ve written about 3.5 pages.  Then you end with one short concluding paragraph, where you wrap it up with a return sentence and again explain why it matters.

Keep in mind: this way of structuring this assignment is only a suggestion; it doesn’t have to be exactly like that.  But hopefully this gives you an idea of what this kind of paper could look like.

Sets

Set 1:

Kevin Kelly, “Better than Human: Why Robots Will – and Must – Take Our Jobs” (299)

Brooke Gladstone and Josh Neufeld, “The Influencing Machines” (330)

Set 2:

Nicholas Carr, “Is Google Making Us Stupid?” (313)

Clive Thompson, “Smarter than You Think:  How Technology Is Changing Our Minds for the Better” (340)

Set 3:

Sherry Turkle, “No Need to Call” (373)

Jenna Wortham, “I Had a Nice Time with You Tonight.  On the App.” (393)

Set 4:

Michaela Cullington, “Does Texting Affect Writing?” (361)

Malcolm Gladwell, “Small Change: Why the Revolution Will Not Be Tweeted” (399)

Grading Guide: I will use the following grading guide to grade your papers.  Think of it as a “cheat sheet,” but without the “cheating” part.  It’ll help you figure out how to get a good grade on MWP 2.

Introduction (10 points)

Includes basic information about the authors as well as the full titles of essays; includes a brief summary statement about essays; includes a clear thesis statement (summary of “I say” in relation to “They Say”).

“They say” inhabits world-view of each author (20 points)

Each summary does not agree or disagree with author (summary inhabits worldview of author); each summary uses sophisticated signal verbs to summarize author’s points; no listing of author’s points or “closest cliché” (pp. 31, 35, 33)

Quoting: Uses quotes correctly and appropriately (20 points)

Quotes used to present “proof of evidence” (p. 42) in summary of authors’ arguments — Quotes should not be “orphans” (p. 43) — Quotes should be framed appropriately (“quotation sandwich”) (p. 46) — Quotes should be Introduced with appropriate verb (p. 47) – Indicates page number of quote (p. 48)

“I say” clearly agrees, disagrees, or combination of agrees and disagrees (20 points)

Clear “I say” statement in introduction, placed in relation to authors – Clear statements of agreement, disagreement, or both (use at least one template per author on pp. 60, 62, 64-66) – Clearly distinguishes “they say” from “I say” – Clearly signals who is saying what: Uses at least one template from pp. 72-75 – “I say” includes clear reasons for argument that are not simply summaries of authors’ arguments – Clearly plants naysayer to support “I say” argument (use at least one template from pp. 82, 83,84-85, 89).

Clearly states why the argument matters (10 points)

Uses at least one “who cares?” template from pp. 95-96; Uses at least one “so what?” template from pp. 98-99, 101 — statement why argument matters should be included in either introductory paragraph or concluding paragraph (or both)

Conclusion (10 points)

Includes at least one “return sentence” in the conclusion to remind reader of what “they say” (p. 27); includes a restatement of thesis or “I say”

Editing and tone (10 points)

No editing errors (spelling, grammar, punctuation, and formatting); Uses proper tone (formal where appropriate, informal where appropriate)

It is a peculiar sensation, this double-consciousness, this sense of always looking at one’s self through the eyes of others, of measuring one’s soul by the tape of a world that looks on in amused contempt and pity” (Du Bois – Of Our Spiritual Strings p.2).  

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You will write one long paragraph for each, with the thesis in the first sentence, at least three supporting ideas, other quotes or references to help analysis and explanation of those quotes, modern contextualization, and a concluding sentence.   Each paragraph should be 10 sentences minimum

  • The quotes from other.
  1. “Quite rightly, we do not normally take the behavior of animals as a model for how we may treat them” (Singer & Mason 773).
  2. “A land ethic, then reflects the existence of an ecological conscience, and this in turn reflects a conviction of individual responsibility for the health of the land” (Leopold – The Land Ethic p.124).
  3.  “With consistency, a great soul has simply nothing to do” (Emerson self reliance p.7).
  4. “Yet he does not know what to do with the time he saves, and spends one part of his income to kill the time he is so proud of having saved” (Fromm 331).
  5. “It is a peculiar sensation, this double-consciousness, this sense of always looking at one’s self through the eyes of others, of measuring one’s soul by the tape of a world that looks on in amused contempt and pity” (Du Bois – Of Our Spiritual Strings p.2).
  • The Quotes from the book: A world of Ideas
  1. “Let us finally consider how naïve it is altogether to say: ‘Man ought to be such and such’” (Nietzsche – Morality as Anti-Nature p.350).
  2. “It is much safer to be feared than to be loved when one of the two must be lacking” (Machiavelli  – The Qualities of The Prince p.227).
  3. “If you want to govern the people, you must place yourself below them, if you want to lead the people, you must learn how to follow them” (Lao-tzu Thoughts from the Tao-te Ching p.213-214).
  4. “For to be subject to appetite is to be a slave, while to obey the laws laid down by society is to be free” (Rousseau – The Origin of Civil Society p.253).
  5. “As I read and contemplated the subject, behold! that very discontentment which Master Hugh had predicted would follow my learning to read had already come, to torment and sting my soul to unutterable anguish”  (Douglass – From Narrative of The Life p.334).

I have attached the resources below and also highlight all of the quotes.