Module Number: BMP3006

Module Name: Practical Digital Marketing

Year/Trimester: 2020-21/Semester 1
Module Tutor/s: Bruno Cignacco/Malani Gunaratnam/Dr Sumesh Dadwal/Dr
Mushfiqur Rahman
Assessment Number 1
Assessment Type (and Written portfolio - 60%
weighting)
Assessment Name The role of digital marketing and social media
marketing – theory and examples
Assessment Submission Saturday 05 December 2020 at 23:59
Date

Learning Outcomes Assessed:

LO1: Describe the importance of the marketing function and the marketing mix
LO2: Explain elements of the communications mix
LO3: Examine how digital marketing can be used in communication strategies

Assessment Brief:

You are required to submit a portfolio of no more than 2000 words that explains the
effectiveness of digital marketing.
Part 1 (no more than 1000 words) requires you to:
 Explain what marketing is.
 Explain what the marketing mix is and where the communications mix fits
 Explain what digital marketing is.
 Explain what social media marketing is.
 Explain why digital marketing and social media marketing are all important to
contemporary businesses.

(You need to use text books and journals as sources of reference to justify your
answers and reference those sources using Harvard referencing style).

Part 2 (no more than 1000 words) requires you to:

 Present two examples of social media contents that really works and justify
why.

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  You will provide screen shots of effective campaigns which you will insert into
your word document. Established models and standards for digital marketing
should be referred to.
 You should use text books to explain why you think the social media content
is effective, referencing sources using Harvard referencing.
 Refer to the template guide provided on Moodle.

Submission Arrangements

You must submit an electronic copy.

The electronic copy maybe marked (Grade marked) on line via Turn it in so the final
version you upload must be the complete and final version.

Your portfolio should be submitted in Ariel Font 12 pt. double line spacing.

Your assignment will be checked for plagiarism. You can upload your assignment
through Moodle. Remember that this is an individual assignment, do not copy
anyone else’s work and ensure that your work is clearly referenced to avoid
suspicion of plagiarism.

Late Work & Exceeding the Word Count

Late work and an excessive word count will be penalised as outlined in the student
handbook.

Mitigating Circumstances.
If submission of your work is delayed because of mitigating circumstances, enter
these in the appropriate envelope available from the Student Centre.

See module guide for more information.

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 General Assessment Criteria for Written Assessments - Level HE3
% Relevance Knowledge Argument/Analysis Structure Presentation Written English Research/
Referencing
85- Directly relevant to Demonstrates an Makes exceptional use Coherently The presentational A very well written A wide range of
100% title. exceptional of appropriate articulated and style & layout is answer with sources drawn
knowledge/understanding ofarguments and/or logically structured. correct for the type of standard spelling upon.
(Exceptional

Expertly addresses theory and practice for FE3

theoretical models. An appropriate assignment. and grammar. Sources are cited
Quality)
Class I

the main level through the Presents a format is used. Effective inclusion of Style is clear, accurately in the
assumptions of the identification and summarycomprehensive figures, tables, plates resourceful and text and in the
title and/or the of key themes. discussion of material (FTP), where academic. reference list.
requirements of the resulting in clear, logical appropriate.
brief. and original
conclusions.
70-84% Directly relevant to Demonstrates an excellent Makes excellent use of Coherently The presentational A well written A wide range of
title. knowledge/understanding of appropriate arguments articulated and style & layout is answer with sources drawn
theory and practice for FE3 and/or theoretical logically structured. correct for the type of standard spelling upon.
(Excellent
Quality)

Addresses the main level through the models. An appropriate assignment. and grammar. Sources well cited
Class I

assumptions of the identification and summary Presents a format is used. Effective inclusion of Style is clear, and in the text and in
title and/or the of key themes. comprehensive figures, tables, plates academic. the reference list –
requirements of the summary of material (FTP), where with only minor
brief. resulting in clear, logical appropriate. errors.
conclusions.
60-69% Generally Demonstrates a very good Uses appropriate Logically The presentational A clearly written A range of
addresses the knowledge/understanding of arguments or theoretical constructed in the style & layout is answer with sources drawn
(Very Good

title/brief and covers theory and practice for FE3 models. main. An correct for the type of standard spelling upon.
Class II/i

Quality)

some key issues in level through the Clear and valid appropriate format assignment. and grammar. Style Most sources cited
sufficiently identification and summary summary of the is used. Inclusion of FTP, is clear, and accurately in the
meaningful detail. of key themes. material. Presents where appropriate. academic. text and in the
clear, logical reference list.
conclusions.
50-59% Generally, Demonstrates a good Presents largely For the most part The presentational Competently written Relevant sources
addresses the knowledge/understanding of coherent arguments. coherently style & layout is with minor lapses in drawn upon.
(Good Quality)

title/brief but theory and practice for FE3 Valid summary of the articulated and largely correct for the spelling and Some
Class II/ii

sometimes level through the material although focus logically structured. type of assignment. grammar. Style is weaknesses in
considers irrelevant identification and summary lacking in places. An acceptable Inclusion of FTP readable, and referencing
issues. of some key issues. Presents conclusions format is used. lacks selectivity. generally academic. technique.
which are fairly clear
and logical.

3
 40-49% Some degree of Demonstrates an adequate Presents basic Some attempt at The presentational Generally, Some academic
irrelevance to the knowledge/understanding of arguments, but focus articulation and style & layout is competently written sources but
(Satisfactory Quality)

title/brief. theory and practice for FE3 and consistency lacking logical structure largely correct for the although intermittent overreliance on
level. An attempt is made to in places. Some issues but gaps in type of assignment. lapses in grammar non-academic
Class III

Superficial identify and summaries key may lack clarity. coherence and Inappropriate use of and spelling pose sources.
consideration of the themes. Presents conclusions progression. FTP or not used obstacles for the
issues. which are not always An acceptable where clearly needed reader. A number of errors
clear or logical. format is used. to aid understanding. Style limits in referencing
communication and technique.
is non-academic in
places.
35-39% Significant degree of Demonstrates weaknesses Limited arguments, Poorly structured. For the type of Deficiencies in Limited sources
irrelevance to the in knowledge of theory and which lack clarity in Lack of articulation. assignment, the spelling and and poor
title/brief. Only the practice for FE3 level, with places. Format deficient. presentational style grammar makes referencing.
Borderline

most obvious issues poor understanding of key &/or layout is lacking. reading difficult.
Fail

are addressed at a themes. Presents conclusions FTP ignored in text Simplistic or

superficial level and which are neither clear or not used where repetitious style
in unclear terms. nor logical. clearly needed. impairs clarity.
Style is not
academic.
<34% Relevance to the Demonstrates a lack of Severely limited Unstructured. For the type of Poorly written with An absence of
title/brief is basic knowledge of either arguments. Lack of articulation. assignment, the numerous sources and poor
intermittent or theory or practice for FE3 Lacks clarity. Format deficient presentational style deficiencies in referencing
Fail

missing. level, with little evidence of Conclusions presented &/or layout is lacking. grammar, spelling technique.
The topic is reduced understanding. are sparse. FTP as above. and expression.
to its vaguest terms. Style is not
academic.