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MODULE NAME: MODULE CODE:

PUBLIC RELATIONS 2B PURE6222/d/p

ASSESSMENT TYPE: ASSIGNMENT 1 (PAPER ONLY)

TOTAL MARK ALLOCATION: 100 MARKS

TOTAL HOURS: 10 HOURS

By submitting this assignment, you acknowledge that you have read and understood all the rules
as per the terms in the registration contract, in particular the assignment and assessment rules in
The IIE Assessment Strategy and Policy (IIE009), the intellectual integrity and plagiarism rules in
the Intellectual Integrity Policy (IIE023), as well as any rules and regulations published in the
student portal.

INSTRUCTIONS:

1. No material may be copied from original sources, even if referenced correctly, unless it is a
direct quote indicated with quotation marks. No more than 10% of the assignment may
consist of direct quotes.
2. Make a copy of your assignment before handing it in.
3. Assignments must be typed unless otherwise specified.
4. All work must be adequately and correctly referenced.
5. Begin each section on a new page.
6. Follow all instructions on the assignment cover sheet.
7. This is an individual assignment.

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Referencing Rubric

Providing evidence based on valid and referenced academic sources Markers are required to provide feedback to students by
is a fundamental educational principle and the cornerstone of high- indicating (circling/underlining) the information that best
quality academic work. Hence, The IIE considers it essential to describes the student’s work.
develop the referencing skills of our students in our commitment to
achieve high academic standards. Part of achieving these high Minor technical referencing errors: 5% deduction from the
standards is referencing in a way that is consistent, technically overall percentage – the student’s work contains five or more
correct and congruent. This is not plagiarism, which is handled errors listed in the minor errors’ column in the table below.
differently.
Major technical referencing errors: 10% deduction from the
Poor quality formatting in your referencing will result in a penalty overall percentage – the student’s work contains five or more
of a maximum of ten percent being deducted from the percentage errors listed in the major errors’ column in the table below.
awarded, according to the following guidelines. Please note,
however, that evidence of plagiarism in the form of copied or If both minor and major errors are indicated, then 10% only (and
uncited work (not referenced), absent reference lists, or not 5% or 15%) is deducted from the overall percentage. The
exceptionally poor referencing, may result in action being taken in examples provided below are not exhaustive but are provided to
accordance with The IIE’s Intellectual Integrity Policy (0023). illustrate the error.

Required: Minor errors in technical correctness of Major errors in technical correctness of referencing
Technically correct referencing referencing style style
style Deduct 5% from percentage awarded Deduct 10% from percentage awarded
Consistency Minor inconsistencies. Major inconsistencies.
• The referencing style is generally • Poor and inconsistent referencing style used in-
• The same referencing format consistent, but there are one or two text and/or in the bibliography/ reference list.
has been used for all in-text changes in the format of in-text • Multiple formats for the same type of referencing
references and in the referencing and/or in the bibliography. have been used.
bibliography/reference list. • For example, page numbers for direct • For example, the format for direct quotes (in-text)
quotes (in-text) have been provided for and/or book chapters (bibliography/ reference
one source, but not in another instance. list) is different across multiple instances.
Two book chapters (bibliography) have
been referenced in the bibliography in
two different formats.
Technical correctness Generally, technically correct with some Technically incorrect.
minor errors. • The referencing format is incorrect.
• Referencing format is • The correct referencing format has been • Concepts and ideas are typically referenced, but a
technically correct throughout consistently used, but there are one or reference is missing from small sections of the
the submission. two errors. work.
• Concepts and ideas are typically • Position of the references: references are only
• Position of the reference: a referenced, but a reference is missing given at the beginning or end of large sections of
reference is directly associated from one small section of the work. work.
with every concept or idea. • Position of the references: references • For example, incorrect author information is
are only given at the beginning or end of provided, no year of publication is provided,
• For example, quotation marks, every paragraph. quotation marks and/or page numbers for direct
page numbers, years, etc. are • For example, the student has incorrectly quotes missing, page numbers are provided for
applied correctly, sources in presented direct quotes (in-text) and/or paraphrased material, the incorrect punctuation is
the bibliography/reference list book chapters (bibliography/reference used (in-text); the bibliography/reference list is
are correctly presented. list). not in alphabetical order, the incorrect format for
a book chapter/journal article is used, information
is missing e.g. no place of publication had been
provided (bibliography); repeated sources on the
reference list.
Congruence between in-text Generally, congruence between the in- A lack of congruence between the in-text
referencing and bibliography/ text referencing and the bibliography/ referencing and the bibliography.
reference list reference list with one or two errors. • No relationship/several incongruencies between
• There is largely a match between the the in-text referencing and the
• All sources are accurately sources presented in-text and the bibliography/reference list.
reflected and are all accurately bibliography. • For example, sources are included in-text, but not
included in the bibliography/ • For example, a source appears in the in the bibliography and vice versa, a link, rather
reference list. text, but not in the bibliography/ than the actual reference is provided in the
reference list or vice versa. bibliography.
In summary: the recording of In summary, at least 80% of the sources In summary, at least 60% of the sources are
references is accurate and are correctly reflected and included in a incorrectly reflected and/or not included in
complete. reference list. reference list.

Overall Feedback about the consistency, technical correctness and congruence between in-text referencing and bibliography:
.........................................................................................................................................................................................................................................................................................

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Read the abstract below and answer the questions that follow.

Coca-Cola

Coca-Cola is known for celebrating Pride Month with rainbow-branded products, but it usually
goes above and beyond that. The beverage company has featured on the HRC’s list of LGBTQ-
friendly companies to work for from 2006 to today. It also supports and donates to LGBT+
organisations such as the Trevor Project and the Gay & Lesbian Victory Fund.
Coca-Cola has successfully run creative marketing campaigns to reshape negative perceptions
of the LGBTQ+ community. One example of this is its Brazilian campaign from 2017, ‘Essa Coca
é Fanta’, that put a positive and fun spin on a local derogatory colloquialism about gay people.

Source: IG.COM website (2023)

Available from: https://www.ig.com/za/trading-strategies/top-10-lgbtq--friendly-companies
220623. Accessed 08 August 2023

Question 1 (Marks: 20)

Coca-Cola wants to run a public relations campaign in South Africa that is aimed at reshaping
negative perceptions regarding the LGBTQ community.

In your capacity as Campaign Manager, conduct a PEST analysis of Coca-Cola’s external

environment.

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Question 2 (Marks: 45)

Q.2.1 Choose one target audience for the public relations campaign. Provide a (5)
reason for choosing this target audience.

Q.2.2 Identify two communication channels that Coca-Cola can use to best reach (10)
the target audience identified in Q.2.1. Provide a reason for choosing each
communication channel.

Q.2.3 Evaluate the relationship that Coca-Cola has with the target audience (30)
identified in Q.2.1 using any three of the dimensions of relationships.

Note: Refer to the marking rubric at the end of this assessment for guidance
on how to answer the question.

Question 3 (Marks: 35)

Write a report for the Senior Management Team based on the findings of your research project.

Your report should include the following:

• Introduction (3 marks).
• Explanation of how the outcomes will be evaluated (10 marks).
• Explanation of how the outputs will be evaluated (10 marks).
• Explanation of how the inputs will be evaluated (10 marks)
• Conclusion (2 marks).

Note: You may conduct additional research and create your own information when answering
this question.

Note: Refer to the marking rubric at the end of this assessment for guidance on how to answer
the question.

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Marking rubric: Q.2.3 (Marks: 30)

Please note: Use this marking rubric to ensure that all the relevant details are included in your response. Attach this marking rubric to your
work upon submission.

Below Approaching Meets Exceeds

standard standard standard standard

0 -2 marks 3 - 4 mark 5 - 7 marks 8 - 10 marks

Dimension 1 The dimension selected is The dimension selected is The dimension selected is The dimension selected is
not relevant. partly relevant. fully relevant. fully relevant.

An explanation of how the An explanation of how the An explanation of how the An explanation of how the
dimension applies to dimension applies to Coca- dimension applies to Coca- dimension applies to
Coca-Cola and the target Cola and the target audience Cola and the target Coca-Cola and the target
audience is not provided. is provided in an unclear audience is provided in a audience is provided in a
manner. clear manner. detailed and insightful
manner.
The explanation is not
The explanation is
supported by any real-life The explanation is supported The explanation is
supported by three real-
examples and/or by one real-life example supported by two real-life
life examples and/or
statistical data. and/or statistical data. examples and/or statistical
statistical data.
data.

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Below Approaching Meets Exceeds

standard standard standard standard

0 -2 marks 3 - 4 mark 5 - 7 marks 8 - 10 marks

Dimension 2 The dimension selected is The dimension selected is The dimension selected is The dimension selected is
not relevant. partly relevant. fully relevant. fully relevant.

An explanation of how the An explanation of how the An explanation of how the An explanation of how the
dimension applies to dimension applies to Coca- dimension applies to Coca- dimension applies to
Coca-Cola and the target Cola and the target audience Cola and the target Coca-Cola and the target
audience is not provided. is provided in an unclear audience is provided in a audience is provided in a
manner. clear manner. detailed and insightful
manner.
The explanation is not
The explanation is
supported by any real-life The explanation is supported The explanation is
supported by three real-
examples and/or by one real-life example supported by two real-life
life examples and/or
statistical data. and/or statistical data. examples and/or statistical
statistical data.
data.

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Below Approaching Meets Exceeds

standard standard standard standard

0 -2 marks 3 - 4 mark 5 - 7 marks 8 - 10 marks

Dimension 3 The dimension selected is The dimension selected is The dimension selected is The dimension selected is
not relevant. partly relevant. fully relevant. fully relevant.

An explanation of how the An explanation of how the
dimension applies to dimension applies to Coca-
Coca-Cola and the target Cola and the target audience
audience is not provided. is provided in an unclear
manner.
An explanation of how the
dimension applies to Coca-
Cola and the target
audience is provided in a
clear manner.
An explanation of how the
dimension applies to
Coca-Cola and the target
audience is provided in a
detailed and insightful
manner.

The explanation is supported

by one real-life example The explanation is
The explanation is
The explanation is not and/or statistical data. supported by three real-
supported by two real-life
supported by any real-life life examples and/or
examples and/or statistical
examples and/or statistical data.
data.
statistical data.

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Marking rubric: Q.3 (Marks: 35)

Please note: Use this marking rubric to ensure that all the relevant details are included in your response. Attach this marking rubric to your
work upon submission.

Below Approaching Meets Exceeds

standard standard standard standard
0 marks 1 mark 2 marks 3 marks
Introduction There is no introduction. The introduction does not The introduction highlights The introduction
highlight the main idea of the the main idea of the report. highlights the main idea of
report. the report.
The introduction captures
The introduction captures
and maintains the reader’s
and maintains the
interest.
reader’s interest.

The introduction entices

the reader to read further.

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Below Approaching Meets Exceeds

standard standard standard standard
0 -2 marks 3 - 4 marks 5 - 7 marks 8 - 10 marks
Outcomes An explanation of how the An explanation of how the An explanation of how the An explanation of how the
outcomes will be outcomes will be evaluated is outcomes will be evaluated outcomes will be
evaluated is not provided. provided in an unclear is provided in a clear evaluated is provided in a
manner. manner. detailed and insightful
manner.
The explanation is not The explanation is supported The explanation is The explanation is
supported by any real-life by one detailed, real-life supported by three supported by four
examples and/or example and/or statistical detailed, real-life examples detailed, real-life
statistical data. data. and/or statistical data. examples and/or
statistical data.

Below Approaching Meets Exceeds

standard standard standard standard
0 -2 marks 3 - 4 marks 5 - 7 marks 8 - 10 marks
Outputs An explanation of how the An explanation of how the An explanation of how the An explanation of how the
outputs will be evaluated outputs will be evaluated is outputs will be evaluated is outputs will be evaluated
is not provided. provided in an unclear provided in a clear manner. is provided in a detailed
manner. and insightful manner.

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The explanation is not
supported by any real-life
examples and/or
statistical data.
Below
standard
0 -2 marks
Inputs An explanation of how the
inputs will be evaluated is
not provided.
The explanation is not
supported by any real-life
examples and/or
statistical data.
© The Independent Institute of Education (Pty) Ltd 2023
The explanation is supported
by one detailed, real-life
example and/or statistical
data.
Approaching
standard
3 - 4 marks
An explanation of how the
inputs will be evaluated is
provided in an unclear
manner.
The explanation is supported
by one detailed, real-life
example and/or statistical
data.
The explanation is
supported by three
detailed, real-life examples
and/or statistical data.
Meets
standard
5 - 7 marks
An explanation of how the
inputs will be evaluated is
provided in a clear manner.
The explanation is
supported by three
detailed, real-life examples
and/or statistical data.
2023
The explanation is
supported by four
detailed, real-life
examples and/or
statistical data.
Exceeds
standard
8 - 10 marks
An explanation of how the
inputs will be evaluated is
provided in a detailed and
insightful manner.
The explanation is
supported by four
detailed, real-life
examples and/or
statistical data.
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Below Approaching Meets

standard standard standard
0 marks 1 mark 2 marks
Conclusion There is no conclusion. The conclusion connects back The conclusion connects
back to the introduction and
to the introduction and the
the body.
body.
The conclusion summarises
The conclusion summarises
the main idea of the report
the main idea of the report. and reiterates points of
interest.

The conclusion inspires the

reader to continue thinking
about the topic and conduct
further research on the
topic.

END OF PAPER

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