In 1- 2 pages: What did you learn from your group project as it pertains to marketing research and the

In 1- 2 pages:

What did you learn from your group project as it pertains to marketing research and the associated statistical analysis? Please be as specific as possible.

What was your individual contribution to the project?  Please be as specific as possible.

We learn from experience.  This is especially true in market research as you build your research took kit! What would you do differently if you had the chance to do a project such as this in the future?

I value quality over quantity-please be as detailed as possible but please be concise. Check out the grading rubric to guide your writing. Thank you.

Rubric for written Assessments—Guiding Principles:
 90- 100% of points:     Perhaps the principal characteristic of a written assignment with full points is its rich content.  Some people describe that content as “meaty,” others as “dense,” still others as “packed.”  Whatever, the information delivered it is such that one feels significantly taught by the author, sentence after sentence, paragraph after paragraph.  The written assignment with full points is also marked by stylistic finesse: the title and opening sentence/paragraph are engaging; the transitions are artful; the phrasing is tight, fresh, and highly specific; the sentence structure is varied; the tone enhances the purposes of the paper.  Finally, the full point written assignment receives full points because of its careful organization and development, imparts a feeling of wholeness and unusual clarity.  Not surprisingly, then, it leaves the reader feeling bright, thoroughly satisfied, and eager to reread the piece.
 

85 -89 % of points:    It is significantly more than competent.  Besides being almost free of mechanical errors, this written assignment receives this point percentage because it delivers substantial information—that is, substantial in both quantity, and interest-value.  Its specific points are logically ordered, well developed, and unified around a clear organizing principle that is apparent early in the paper.  The opening sentences/paragraph draws the reader in; the closing sentence/paragraph is both conclusive and thematically related to the opening.  The transitions between sentences/paragraphs are for the most part smooth, the sentence structures pleasingly varied.  The diction is typically much more concise and precise than that found in a written assignment receiving lower that 80% of the points. Occasionally, it even shows distinctiveness—i.e., finesse and memorability.  On the whole, then this written assignment makes the reading experience a pleasurable one, for it offers substantial information with few distractions.  
 

80-84%:     It is generally competent—it meets the assignment, has few mechanical errors, and is reasonably well organized and developed.  The actual information it delivers, however, seems thin and common place.  One reason for that impression is that the ideas are typically cast in the form of vague generalities—generalities that prompt the confused reader to ask marginally: “In every case?”  “Exactly how large?”  “Why?”  “But how many?”  Stylistically the quality of this assignment does little to draw the reader in; the final sentence/paragraph offers only a perfunctory wrap-up; the transitions between paragraphs are often bumpy; the sentences, besides being a bit choppy, tend to follow a predictable (hence monotonous) subject-verb-object; and the diction is occasionally marred by unconscious repetitions, redundancy, and impression.  Assignments of this nature, then, do a good job but offer less imagination and intellectual rigor as written assignments receiving more points, and hence does not invite a re-reading.
 

70-79%:   Its treatment and development of the subject are as yet only rudimentary.  While organization is present, it is neither clear nor effective.  Sentences are frequently awkward, ambiguous, and marred by serious mechanical errors.  Evidence of careful proofreading is scanty, if nonexistent.  The whole piece, in fact, often gives the impression of having been conceived and written in haste.
 

0 points:     Its treatment of the subject is superficial; its theme lacks discernible organization; its prose is garbled or stylistically primitive.  Mechanical errors are frequent.  In short, the ideas, organization, and style fall far below what is acceptable graduate level writing.