ST 22-2 for military writing
US ARMY COMMAND AND GENERAL STAFF COLLEGE
Advanced Distributed Learning (ADL)
US Army Command and General Staff School
Command and General Staff Officer’s Course (CGSOC) Common Core
F100: Force Management
F103 Short Essay Questions Instructions
Purpose:
The intent of this assignment is for you to demonstrate your understanding of the first three lessons of the F100 block. At this point, you should be able to apply current Army priorities and actions to the FM processes discussed in F101-F103. As a field grade officer, you will frequently be asked to analyze new information, to formulate a position or a recommendation, and then to communicate that position in a clear and a concise manner.
The assignment requires you to apply knowledge from the F100 lessons and reading materials. Instructors will evaluate you on (1) how well you understand force management systems and implications (content) by applying that information into a coherent discussion, and (2) whether the tone and style are consistent with that expected of professional staff work (writing skills).
Following the specific directions for written assessments in the F100 Assessment Plan (Appendix A to the F100 Block Advance Sheet), write a 1- to 2-page answer for each of the three questions (for no more than 6 total pages). There is one question each covering the F101, F102 and F103 lessons. Instructors will grade your paper in accordance with the attached rubric.
When answering all three questions, remember that these questions are less concerned with you detailing the specifics of any particular item (getting into the weeds), but are more concerned with you understanding the interrelationships, inputs and outputs, and demonstrating understanding of how the Army manages change with limited resources and uses prioritization requirements. While there are three individual questions, they are very much related and should support one another.
Short Answer Questions: Ensure you answer all parts of the question.
F101 Question: Using Force Management, the Army provides combat capabilities, usually in the form of Ready, Lethal and Modern units, for Combatant Commanders to carry out their missions. Discuss what Title 10 says for the Army, how Title 10 responsibilities are carried out and how the Army communicates Title 10 priorities and requirements to the force.
F102 Question: JCIDS is the DoD system used to formulate concepts to address gaps in capability needed by CCDRs to carry out their missions. ACIDS (or Army JCIDS) is the Army process that nests with and mirrors JCIDS. Explain the ACIDS process from vision to concept and approved solution. Include the organizations that support the execution of the steps in the capability development process. This answer should flow from the previous question as to national strategy affecting capability gap identification.
F103 Question: Discuss the transition from JCIDS to materiel (“M”) approaches in supporting CCDR mission needs. Include the different lanes a materiel solution can take based on the timeliness of the need and the consistent tension between the three main aspects of materiel acquisition (cost, schedule, and performance). Incorporate one of the current Army “Big 6” (not a post-Vietnam Big 5) modernization priorities to demonstrate how this process supports the Army Operating Concept supporting CCDR’s capability needs.
Standard: This paper addresses all three terminal learning objectives of the F100 block:
· TLO-CC-2: Incorporate critical and creative thinking skills.
· TLO-CC-8: Apply DOD and Army processes to develop, resource, and integrate Army capabilities for combatant commanders.
· TLO-CC-10: Incorporate effective communication skills.
The requirement clearly links to C121: Critical Thinking (Phase 1), and ST 22-2: Writing and Speaking Skills for Army Leaders.
*** FINAL CONSIDERATIONS ***
ALL work must be your own. You may NOT discuss specific F100 assignments with any other person except your DDE academic advisor or faculty member.
If something is not your original thought, you need to cite your source. This includes direct quotations, paraphrases, summaries of the assigned readings, doctrinal references, or outside sources. Refer to ST 22-2, Appx A for guidance about citations and footnotes/endnotes. Citations do not count towards page count.
Note: Save your F103 Short Essay Questions and the below 1009w using the following file naming convention per ST 22-2 (p. 18):
Last Name_First Name_F103A_Short_Answer_Questions.docx
Last Name_First Name_F103A_1009w.docx
CGSC does not tolerate cheating, plagiarism, or unauthorized collaboration. Therefore, you should review CGSC Bulletin #920, Academic Ethics Policy and the DDE Academic Ethics brief posted on the course information page. Violation of academic ethics will result in an investigation and possible removal from the course.
Writing Assignment Rubric
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STUDENT NAME: |
DDE COHORT: |
DATE: |
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COURSE TITLE: F100 How the Army Runs |
ASSIGNMENT: F103 Short Essay Questions |
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INSTRUCTOR: |
DEPARTMENT: CGSC-DDE-CC |
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Requirement: Effective writing at CGSC is “understandable in a single rapid reading that answers the question asked; is generally free of errors in grammar, mechanics and usage; and properly cited.
Standard: Writing demonstrates proficiency in— 1. Substance, 2. Style, 3. Organization and 4. Correctness. |
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Overall Assessment: |
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97+: A+ |
96.99-94: A |
93.99-90: A- |
89.99-87: B+ |
86.99-80: B |
79.99-78: C+ |
77.99-70:C |
<70: U |
Total: |
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Instructor Comments |
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Cognitive Level Attained (Higher levels include characteristics of lower levels) |
Elements of Thought |
Universal Intellectual Standards |
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EVALUATION (Judging or weighing by building and using criteria and standards) |
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-Clarity
-Accuracy
-Precision
-Relevance
-Depth
-Breadth
-Logic
-Significance
-Fairness |
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SYNTHESIS (Integrating parts into a new whole) |
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ANALYSIS (Breaking material down into component parts to determine structures and relationships) |
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APPLICATION (Use of knowledge to solve problems) |
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COMPREHENSION (Understanding of the material) |
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KNOWLEDGE (Recall of specific information) |
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Instructions:Write a 1- to 2-page answer to each of the three questions. One question applies directly to each applicable lesson of F101, F102 and F103. While the questions are answered individually, they are related. |
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Student Assessment |
Faculty Assessment |
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Exceptional |
Satisfactory |
Unsatisfactory |
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Substance |
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Points |
Content (30 points) |
Points |
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The military problem is clearly and succinctly defined with strong ties to strategic guidance, explains why problem is relevant. Shows superior understanding of the JCIDS process and DOTMLPF-P, and how it is integrated with DAS. Clearly understands how DAS process links to the capability gap and strategic guidance. Everything is accurate.Articulates risk associated with decisions. Explanations and descriptions of content are clear and precise. Clearly demonstrates complete understanding of FM processes, and the interconnected and dependent nature. |
The military problem is identified and understandable. Appropriate ties to strategic guidance or concepts. Shows general understanding of JCIDS, DOTMLPF-P as a lens for identifying solutions. Some minor inaccuracies, but primarily accurate. May occasionally include irrelevant details or omit important details. Explanations and descriptions are almost always clear and precise. Analysis is sufficient but requires refinement. Demonstrates basic understanding of FM processes. |
The military problem is poorly defined or not defined. Ties to strategic guidance is weak or poorly communicated. Poor, confused or indirect understanding of JCIDS, DOTMLPF-P as a lens for solution analysis, and DAS. Risks associated with solutions not addressed. Information (facts, assumptions, concepts/theories) are not accurate, and/or content is irrelevant, missing, or misrepresented, and/or insufficient detail. |
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Points |
Analysis/Problem-Solving/Conclusions (25 points) |
Points |
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Analysis is complete and ready for senior leader briefing. Insightful, original analysis; conclusions superbly supported by evidence clearly explained; consideration of ethical/legal issues when relevant; consideration of alternative points of view or counter-evidence is fully addressed. |
Attains an adequate cognitive level appropriate to the assignment. Thorough analysis, though perhaps not as insightful or original as it could be; conclusions adequately supported by evidence clearly explained; legal/ethical issues addressed but may be superficially treated; alternative points of view or counter-evidence, but may not be fully addressed. |
Remains at a low cognitive level. Analysis superficial or disjointed; little or no relation between conclusions and evidence; ethical/legal issues ignored; fails to address alternative points of view or counter evidence. |
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Points |
Style (15 points) |
Points |
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Words are precise; language is concise and without wordiness; writer’s tone is appropriate to the audience and purpose; sentences track clearly even to the rapid reader; transitions lead smoothly from one idea to the next. Active voice predominates. Student provided complete citations and bibliography IAW instructions and Turabian style / CGSC ST 22-2. |
Some language is imprecise but generally understandable. Style is adequate but lacks polish and directness. Some first person and unsupported generalities are included, but do not detract from understanding or accuracy of the paper. Proper citation is attempted but flawed. |
The language is awkward, hard to read. The reader must backtrack to understand the writer’s meaning, or the reader cannot understand the meaning. Language is extremely wordy; or primarily in passive voice, or inappropriate in tone. Citation of sources is missing or inaccurate. |
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Organization (15 Points) |
Points |
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Uses CGSC essay style/format. Supporting Points are clear and logically arranged to develop the content and analysis most productively for the audience. Conclusion reinforces thesis. |
Uses but deviates from the CGSC essay style. Points are mostly clear but generalized. In general, points establish a logical line of reasoning. Could be improved with stronger topic sentence use. |
Does not use or weakly uses the essay style / format. Points are not clear or the sequence of points is illogical or inadequate to the needs of the task or audience. Conclusion deviates from or counters thesis. |
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Points |
Correctness (15 points) |
Points |
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Few if any departures from the published standard (grammar, punctuation and usage) with no discernable pattern to existing errors. Used and provided a 1009w. |
A few departures from the published standard (grammar, punctuation and usage), but not enough to confuse or distract the reader. Provided a 1009w. |
Departures from the published standard (grammar, punctuation and usage) significantly confuse or distract the reader. Did not provide a 1009w. |
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Student Self-Assessment Total Points |
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Instructor Assessment Total Points |
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