Individual assignment:
- Submit your essay through Turnitin, addressing the question outlined below.
- Word limit is 1,500 words (not including the cover sheet, or reference list). Reports not within +/- 10% of 1,500 words will be penalised
- Attach a cover sheet (as provided on Moodle) to each assignment
- Follow the Essay structure as outlined in the Library guide available at http://top-au.libguides.com/c.php?g=438320&p=3386772
- Reference in accordance with the Harvard referencing system, as outlined in the Library guide available at http://top-au.libguides.com/c.php?g=438320&p=3308145
Harris Scarfe knew “books were cooked”.
(Sydney Morning Herald 10 Feb 2005)
Required
Write an academic essay addressing the following question:
To what extent was the accounting scandal at Harris Scarfe the result of a breach of trust by the accountants involved, and to what extent the result of poor corporate governance?
In your essay address the following:
- The key facts of the Harris Scarfe accounting scandal, and the accounting issues involved.
- The principles of ethical behaviour listed in APES 110 that were breached by the accountants at Harris Scarfe.
- The impact of the scandal on the shareholders and other stakeholders Harris Scarfe.
Refer to the Rubric on the next page for the mark allocation. You are expected to refer to at least 4 references in your essay.
| TACC 615 Rubric: Assessment Criteria and Performance Standards for Essay | ||||||
| Assessment criteria | Mark /15 | Performance Standard | ||||
| Low – Not achieved | Low but some evidence of attainment | Achieved as required but some inaccuracies and errors | Achieved as required with very few inaccuracies or errors | Exceptional attainment with additional outcomes and information | ||
| Introduction | /2 | 0-1 | 2 | 3 | 4 | 5 |
| No clear synopsis and introduction provided | Brief synopsis and introduction but incomplete and inaccurate | Synopsis and introduction provided but could be more concise and clear | Clear synopsis and introduction provided too wordy | Clear, concise and well expressed synopsis and introduction provided | ||
| Topic relevance | /2 | 0-1 | 2 | 3 | 4 | 5 |
| Topic totally irrelevant and inappropriate | Topic lacks clear relevance, could be more direct and to the point | Topic relevance appropriate but sometimes strays from the major theme | Topic appropriate and relevant | Topic appropriate and relevant with particularly relevant insights | ||
| Depth of Research | /2 | 0-1 | 2 | 3 | 4 | 5 |
| No evident research into the topic | Some research evident but few citations | Research is evident but limited. Citations appropriate to context | Research is evident and goes beyond recommended list with citations appropriate to context | Research is extensive with particularly insightful citations | ||
| Critical thinking, analysis & synthesis | /3 | 0-1 | 2 | 3 | 4 | 5 |
| Very little or no evidence of understanding of the topic | Some understanding of the topic evident but with little evidence of critical thinking and analysis | Understanding of the topic evident–some critical thinking, analysis and synthesis of available literature | Good understanding of the topic with evidence of critical thinking with deep analysis and synthesis of information | Very high understanding of the topic with insightful evaluative comments and conclusions | ||
| Conclusion | /2 | 0-1 | 2 | 3 | 4 | 5 |
| No clear conclusion provided | Brief conclusion provided but not particularly clear or relevant | Well summarized but conclusion is not particularly concise | Well summarized clear and relevant and concise conclusion | Exceptional conclusion–clear, concise and insightful | ||
| Writing style & grammar | /2 | 0-1 | 2 | 3 | 4 | 5 |
| Very poor grammatical expression and spelling errors | Low levels of writing ability evident, simple expression with many spelling and grammatical errors | Average levels of writing ability with some spelling and grammatical errors | High level of writing ability –clear concise expression with few grammatical or spelling inaccuracies | Very high level of writing ability with no grammatical or spelling errors. | ||
| Referencing | /2 | 0-1 | 2 | 3 | 4 | 5 |
| None or few references and citations | Some references but lacking in accuracy or proper use of a referencing style | Appropriate references with some inaccuracies in the use of a referencing style | As previous but with additional independent input by the writer | References accurate and go well beyond those provided by lecturer |