Cookie Creations

Accounting Principles, 13th Edition
Author: Jerry J. Weygandt; Paul D. Kimmel; Donald E. Kieso
VBID: 9781119411017

 

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Unit I Case Study
Weight: 10% of the course grade
Grading Rubric
Due: Tuesday, 12/08/2020 11:59 PM (CST)
Instructions
Cookie Creations (Chapter 1)
The assignments for this course will focus on the Cookie Creations case study from the textbook. This is the beginning of the case involving Natalie, who is investigating the possibility of starting her own business.


For this assignment, you will apply what you have learned from the unit lesson and the required unit resources. This assignment will allow you to practice what you have learned so far. You will be working on this same case study throughout this course.

The Cookie Creations case study starts on page 1-44 in the textbook. Read the case study, and answer the questions below.

What form of business organization (i.e., proprietorship, partnership, or corporation) do you recommend that Natalie use for her business? Discuss the benefits and weaknesses of each form, and explain the reasons for your choice.
Will Natalie need accounting information? If yes, what information will she need, and why? How often will she need this information?
Identify specific asset, liability, and owner’s equity accounts that Cookie Creations will likely use to record its business transactions.
Should Natalie open a separate bank account for the business? Why, or why not?
Please respond to each question substantively as the highest grades will be reserved for those that thoroughly answer the questions and show an understanding of the concepts from Chapter 1.

Your responses to these questions should be supported by what you have learned from this unit, your textbook, and additional resources. Your response should be a minimum of two pages in length and include at least two references. Adhere to APA Style when creating citations and references for this assignment.

 

Unit I Case Study Grading Rubric
Criteria Achievement Level
Level 1 Level 2 Level 3 Level 4 Level 5
Analysis
(40 points)
0 – 23
Presents an account containing little analysis or relevant argument; interpretation is not well supported. Course concepts and analytical tools are not applied appropriately.
24 – 27
Presents an account that is descriptive but contains little analysis or relevant arguments; interpretation is not well supported. Course concepts and analytical tools are not applied appropriately.
28 – 31
Presents an analysis containing relevant arguments; interpretation is not thoroughly supported and not compelling. Course concepts and analytical tools are sometimes applied appropriately.
32 – 35
Presents a thorough analysis with effective arguments; interpretation is both reasonable and compelling. Course concepts and analytical tools are often applied appropriately.
36 – 40
Presents an insightful and thorough analysis with strong arguments and evidence; interpretation is both reasonable and compelling. Course concepts and analytical tools are expertly applied.
Content
(35 points)
0 – 20
Content is often irrelevant; information may be noticeably incorrect and/or off-topic.
21 – 24
Content is somewhat relevant and informative; may stray off topic a few times.
25 – 27
Content is most relevant and informative; may stray off topic one or two times.
28 – 31
Content is relevant and informative; may stray slightly off-topic one time.
32 – 35
Content is highly relevant and informative; remains on topic.
Accuracy
(15 points)
0 – 8
Most of the assignment is clearly inaccurate and lacks attention to detail.
9 – 10
Several areas of the assignment may be slightly lacking in accuracy and/or attention to detail.
11 – 11
Most of the assignment is fairly accurate and shows fair attention to detail.
12 – 13
Most of the assignment is accurate and shows good attention to detail.
14 – 15
Accuracy is excellent and close attention to detail is clearly evident in all parts of the assignment.
Writing Mechanics
(10 points)
0 – 5
Writing lacks clarity and conciseness. Serious problems with sentence structure and grammar. Numerous major and/or minor errors in punctuation and spelling.
6 – 6
Writing lacks clarity and/or conciseness. Contains minor problems with sentence structure and some grammatical errors as well as several minor errors in punctuation and spelling.
7 – 7
Writing is mostly clear and concise. Sentence structure and grammar are strong and mostly correct. There may be 3 or 4 minor errors in punctuation and/or spelling.
8 – 8
Writing is clear and concise. Sentence structure and grammar are strong. There may be 1-2 minor punctuation errors and/or spelling errors.
9 – 10
Writing is clear and concise. Sentence structure and grammar are excellent. Correct use of punctuation. No spelling errors.
[FOR INTERNAL ASSESSMENT ONLY. THIS ITEM IS NOT CONSIDERED IN THE STUDENT’S GRADE.]

Mathematics & Science

Applies mathematical techniques to problem-solving; identifies differences among scientific ideas related to the history or nature of science; such as ethics, values, and public policies; and identifies relationships between science and technology.
(0 points)
0 – 0
The learner demonstrates little or no quantitative reasoning or application of mathematical techniques to scientific problem solving, or the ability to analyze and interpret graphs, charts, and data to make evidence-based conclusions.
0 – 0
The learner demonstrates a low level of ability to apply mathematical techniques to solving scientific problems; the approach to problems is accurate at times, but the ability to correctly complete problems accurately and draw appropriate conclusions is inadequate.
0 – 0
The learner shows some ability to solve scientific problems using mathematics and demonstrates a reasonable level of ability to draw logical conclusions based on scientific reasoning and data presented in charts or graphs.
0 – 0
The learner demonstrates the application of quantitative reasoning skills in mathematical and scientific processes in the context of various disciplines; the ability to interpret and apply mathematical and scientific theory and equations to appropriate problems; and utilize graphs, charts, and data to make evidence-based decisions.
0 – 0
The learner excels in solving scientific problems, applies mathematics and quantitative reasoning. The student’s work far exceeds expectations, by exhibiting superior proficiency in working with and analyzing data and drawing evidence-based conclusions.

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