Lean Startup Approach to Product Development, Guías, Proyectos, Investigaciones de Desarrollo de Productos

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MASCO302 New Product Development for Growth

Project Guidelines

Academic

Year

re #StartHe

Table of Contents

• 1. INTRODUCTION.....................................................................................................................................
• 2. PROJECT MODULE OUTLINE..............................................................................................................
• 2.1. Course Description...............................................................................................................................
• 2.2. Intended Learning Outcomes (ILOs)...................................................................................................
• 2.3. Management & Generic Skills..............................................................................................................
• Key Management Skills (CPC).......................................................................................................................
• Generic Skills & Practice (CPC).....................................................................................................................
• 2.4. Learning Hours.....................................................................................................................................
• 2.5. Assessments.........................................................................................................................................
• 2.5.1 Overview of Summative Assessments................................................................................................
• 3. NEW PRODUCT DEVELOPMENT PROJECT OVERVIEW AND CASE STUDY..................................
• 3.1. Project Overview...................................................................................................................................
• 4. CASE STUDY.........................................................................................................................................
• 4.1. Company background:.........................................................................................................................
• 4.2. Business model:...................................................................................................................................
• 4.3. Market information:...............................................................................................................................
• 4.4. Market challenges:................................................................................................................................
• 4.5. What is a Product Development Report?............................................................................................
• 4.6. Structure of the Final Group Report (50%).........................................................................................
• 4.7. Roles and Responsibilities of Project Teams.....................................................................................
• 4.8. Requirements for Individual Reflective Essay (40%).........................................................................
• 4.9. Requirements for Asynchronous Component (10%).........................................................................
• 4.10. Academic Integrity................................................................................................................................
• 5. BIBLIOGRAPHY.....................................................................................................................................
• 5. GRADING & RUBRICS........................................................................................................................
  • Group Written Project Rubric 50%
  • Individual Reflective Essay Rubric 40%

5. Critically analyze the use rapid prototyping and testing in the context of product development.

6. Create a comprehensive product development plan, including a go-to-market plan.

2.3. Management & Generic Skills

Key Management Skills (CPC)

On successful completion of this course, students will have developed the following skills (common

professional component):

 Marketing and sales: different approaches for segmentation, targeting, positioning generating sales

and the need for innovation in product and service design.

 International business policy and strategy: the development of appropriate policies and strategies

within an international changing environment to meet stakeholder interests, and the use of risk

management techniques and business continuity planning to help maximize achievement of strategic

objectives.

 Business innovation and enterprise development: taking innovative business ideas to create new

products, services, or organizations, including the identification of intellectual property and

appreciation of its value.

Generic Skills & Practice (CPC)

On successful completion of this course, students will have developed the following skills (common

professional component):

 Commercial acumen: based on an awareness of the key drivers for business success, causes of

failure, and the importance of providing customer satisfaction and building customer loyalty.

 Integration, problem-solving and critical analysis: integrative thinking and experiences, analyzing

facts and circumstances to determine the cause of a problem and identifying and selecting

appropriate solutions.

 Research: the ability to analyze and evaluate a range of business data, sources of information and

appropriate methodologies, which includes the need for strong digital literacy, and to use that

research for evidence-based decision-making.

 Working with people: ability to work with people from a range of cultures. Articulating and

effectively explaining information.

2.4. Learning Hours

1 ECTS is equivalent to 25-30 hours of work: a course with 3 ECTS requires approximately 78 learning

hours.

Estimated Teaching and Learning Hours

Teaching

Hours*

Reading

Hours**

Assessment 1

Preparation

Assessment 2

Preparation

Individual

or group study

TOTAL

9 x 2.5 hours

(class)

9 x 1.33 hour

(AC)

Total Total Total Total Total Total

34.5 hours 30 hours 30 hours 30 hours 31.5 hours 156 hours =

6 ECTS

• Project modules include an asynchronous component (AC) (set at 12 hours per 6 ECTS module). **Online teaching hours are a combination of live webinars and other types of asynchronous activities. ***Reading is estimated at 5 pages per hour.

Learning Activities

Each week will include different activities. Content will be delivered via class lectures and discussions and independent

learning. Independent learning may include i) reading, ii) case-based learning, iii) research, iv) workshops, v) tutorials,

individual and group work, and vi) synchronous and asynchronous learning.

Independent learning requirements per course (and unit) will be specified on course Moodle pages.

Cognitive Skills

Cognitive skills are acquired through formal class sessions, independent work, and group study. Academic support is

also provided by academic counselors and through induction workshops. Class sessions and individual meetings will

enable students to appreciate learning outcomes in terms of knowledge, understanding, and competencies relevant to

the level of study and career readiness.

2.5. Assessments

2.5.1 Overview of Summative Assessments

ASSESSMENT 1 Asynchronous Component Summative Assessments 10% ILOs 1-

Multiple choice questions at the end of each chapter and a final examination.

ASSESSMENT 2 Final Group Report 50% ILOs 1-

A written group report which consists of a demonstration of learning based on specific

research results identified on a topic area. The report is prepared in groups outside of class

hours and is part of independent learning and it uses appropriate concepts and theories from

the course.

ASSESSMENT 3 Individual Reflective Essay 40% ILOs 1-

A written assessment assigned as part of independent learning and outside of class hours.

Students are required to prepare and submit a project critically examining and evaluating key

aspects of the assigned topic, that enables the development and application of

entrepreneurial thinking and analytical skills necessary for project implementation.

Individual reflective essay on team and individual work experienced during the product

development process.

1,500 words (+/-10%)

development approaches.

Independent (group) study:

The groups formulate the business model hypotheses for a new product and prepare

presentations of their canvas for the next class this week.

Unit 4 Weekly review

Lean canvas presentations and feedback.

Guidelines for lecturer:

A. Groups present the lean canvas as a ppt presentation, and the lecturer

provides oral feedback to each group.

B. During the feedback, the lecturer must ensure that each feedback is

documented by the students responsible for project organization in each

group.

C. Extra time can be used to continue/review comparison of various product

development approaches.

Unit 5 Lecture:

a. The problem-solution fit: detecting a problem worth solving.

b. Determining potential customers’ willingness to pay.

c. Determining the minimum feature set to address: the minimum viable

product (MVP).

Guidelines for lecturer:

A. Lecturer explains the idea of a problem to be solved as the ultimate starting

point for any successful product development process.

B. Lecturer explains the use of various techniques for observing and

interviewing potential customers.

C. Lecturer explains the basic principles behind the development of an MVP.

D. Clarification of any issues regarding previous content on lean canvas.

Independent (group) study:

Groups prepare a video presentation for next class this week on using observation

and interview techniques to identify the needs of potential customers in the field of

smart home appliances.

Unit 6 Lecture:

a. The build-measure-learn-cycle.

b. Deriving the minimum required product features.

c. Developing and adopting an MVP.

d. The role of iterations.

Guidelines for lecturer:

A. Lecturer revisits the video presentation, show the positive and

improvement opportunities, and provide constructive feedback.

B. Lecturer explains the idea of an iterative development processes.

C. Lecturer explains the scientific approach behind the build-measure-learn-

cycle.

D. Lecture explains the key differences between traditional development

processes and the idea of rapid prototyping and MVP.

E. Clarification of any issues regarding previous content on customer

analysis and problem definition.

Independent (group) study:

Groups prepare a video presentation for next week's class on how to derive the

minimal features and benefits of their smart home product ideas and implement

them in an MVP.

Unit 7 Lecture:

a. The product market fit how well a product solves a customer's problem.

b. Validating the product idea qualitatively.

c. Verifying the product idea quantitively.

d. Creating a differentiating value proposition.

Guidelines for lecturer:

A. Lecturer explains how to measure what potential customers actually want.

B. Lecturer explains the use of qualitative and quantitative metrics for

measuring product-market fit.

C. Lecturer explains the role of iterations, and pivots.

D. Lecturer explains the necessity of a differentiating value proposition.

E. Clarification of any open issues regarding content on MVP development.

Independent (group) study:

The groups work out qualitative and quantitative methods to test and measure the

product-market fit of their solution.

Unit 8 Lecture:

a. Validating market potential.

b. Developing a go-to-market strategy.

c. Target customer definition and segmentation.

Guidelines for lecturer:

A. Lecturer explains the necessity of validated market potentials.

B. Lecturer explains go-to-market strategy.

C. Lecturer explains the need for a targeted market approach.

D. Clarification of any open issues regarding the product strategy.

Independent (group) study:

Groups develop their go-to-market strategies with specific customer target groups

and segments in mind.

Unit 9 Lecture:

a. Determining the revenue streams.

b. Determining the cost structure.

c. Consolidation into an integrated financial model and determination of

product profitability.

d. Carrying out sensitivity analyses for critical parameters.

Guidelines for lecturer:

A. Lecturer explains the relevant financial metrics to be considered.

B. Lecturer explains financial valuation techniques.

C. Lecturer explains how to create an integrated financial model.

D. Lecturer explains how to stress test the financial model.

Independent (group) study:

Groups develop the integrated financial models for the launch of their new product.

Unit 10 Lecture:

a. Developing a convincing product story.

b. Deriving a clear structure based on the product story.

c. Selection and consolidation of all elaborated parts into an overall report.

d. Writing an individual reflection.

Guidelines for lecturer:

A. Lecturer explains how to pitch a product.

B. Lecturer provides guidance on a convincing product story, structure and

content for the final report.

C. Lecturer explains how to write an individual reflection.

Independent (group) study:

Groups prepare the final presentation.

Unit 11 Lecture:

a. Review and last round of feedback for final reports.

b. Selected in-depth topics for writing an individual reflection.

Guidelines for lecturer:

A. Lecturer provides a summary overview of the course and its content.

B. Lecturer conducts a final Q&A session on the report and essay.

Unit 12 Submission of reports and essays.

 Title Page

Include the names of all group members on the title page.

 Executive Summary

A two-page overview of the whole project from introduction to recommendations and results.

 Table of Contents:

Provide a detailed Table of Contents that outlines each section of your report, the responsible sub-teams for each part, and

page numbers for easy navigation.

 Introduction:

Overview of the lean startup approach and its relevance to product development.

The rationale behind adopting the lean startup approach for developing the new product.

The significance of introducing a new smart home product.

Objectives of the report.

 Methodology:

Methodology used to develop the new product.

The iterative nature of the development process.

The use of an MVP, rapid prototyping, and continuous customer feedback.

 Market and competition:

Customer’s profile analysis

Target market for the new product.

Market size, growth potential, and relevant trends.

Analysis to identify key competitors and their offerings.

Evaluation of the unique value proposition of the new product compared to competitors.

 Product:

Explanation how the product addresses customer pain points and provides value.

Discussion of the MVP that was developed and tested to validate the product concept.

The key learnings and iterations made based on customer feedback and market validation.

 Go-to-market strategy:

Target customer groups and target market segmentation.

Sales and distribution strategies.

 Financial model:

Revenue and cost structure.

Financial projection and evaluation.

Product profitability.

 Conclusion:

Lessons learned throughout the entire development process.

Challenges faced and how they were addressed.

Main findings and outcomes.

Recommendations for future development processes.

 References:

Include a comprehensive list of all sources cited throughout the report. Ensure these are correctly formatted according to

your specified citation style.

Appendix:

 Additional supporting information (if applicable)

Total Length:

Approximately 3500-5000 words (including optional section)

4.7. Roles and Responsibilities of Project Teams

 Project groups should consist of 5 students.

 Project teams are organized into sub-teams, with roles and responsibilities worked out and defined during the

module's first class.

 The recommendations for specializations in each team, as well as the number of students, are only

suggestions and are not required.

 In week one, the Project Charter should be presented and submitted. The roles and responsibilities assigned

there cannot be changed.

 Students will be evaluated based on their contributions to the subarea assigned as well as participation in other

sub teams activities and overall understanding of the project (subject to general questions during final

presentation).

 There are 5 possible roles for sub teams: the team performance takes place. Relevant for the team

performance is the overall grade achieved for the final report.

Role of Sub team Responsibilities # of

Students

Project Organization Project Charter,

Overall Organization of the

Project

Introduction and Conclusion

Methodology: Section Methodology 1

Product: Section Product 1

Go-to-Market Strategy Section Go-to-Market Strategy 1

Financial Model Section Financial Model 1

4.8. Requirements for Individual Reflective Essay (40%)

A reflective essay with a 1,500-word limit, no introduction or conclusion. Academic references must be included. 3 critical

incident write-ups on the process of working in a group:

o Something that went well for YOU PERSONALLY.

o Something that did not go well or could have gone better for YOU PERSONALLY.

o Something that went well or could have gone better for THE GROUP.

o For each ‘critical incident’, consider the following questions:

5. GRADING & RUBRICS

The grade for the final group report is a composite grade allocated to the written communication 20% and written content

The assessment rubrics for both sections are found in the next section.

Group Written Project Rubric 50%

Final Group Report (Written: Content) % of Total Grade Unacceptable <60% (1) Borderline 60-69% (2) Partially proficient 70-82% (3) Proficient 83-89% (4) Accomplished 90-100% (5) Executive Summary (10%) 80% Executive Summary: Information is not provided or very limited. Does not provide a summary of report. Does not cover all sections required. Executive Summary: Background information is provided but does not build a context for the report. Readers do not understand the plan from beginning to end. Some sections mentioned and others not, or all poorly presented. The reader cannot build an understanding of the business entity or plan. Executive Summary: An adequate summary of the relevant parts of the report, although some data is poorly selected or missing. However, the executive summary must cover all areas of the report. Executive Summary: A competent review of the report with major relevant parts summarized. Includes all areas of the report. Executive Summary: A thorough summary of the report and other relevant areas pertaining to the subject matter. Covers all areas of the report. It allows someone who can read ONLY the executive summary to walk away with a solid understanding of the overall purpose, scope, methods, and findings of the research. It is no longer than two pages. Introduction (10%) Introduction: Limited introduction to the business identity and its core values; and an overall unclear focus. Objectives : The business objectives are poorly formulated and/or not doable. Introduction: Either the introduction or objectives are unclear or do not fit together well. Work needed to align, add content, and make sense of the focus. Students provide a very limited definition of the business statements. Objectives: Evident but does not fulfil requirements nor are aligned to other parts of the report. Gaps evident. Little summarization of business goals and strategy . Introduction: Adequately introduced. Some issues with the wording and the outcomes are partially proficient. Business statements are partially included and describe the purpose of the business. What, why and how is cover together with an overview of the start-up approach, product development, rationale, and relevance. Some summarizations of business goals and strategy. Objectives: Adequately aligned objectives. Some summarizations of business goals and strategy. Introduction: A well put together introduction. Details also include relevant background data, existing information gap(s) and why the gap(s) needs to be filled. Business statements are clear and describe the purpose of the business. What, why and how is cover together with start-up approach and relevance to product development, the rationale and relevance, and significance of a new smart home product. These all reflect an understanding of the fundamental beliefs regarding the appropriate manner in which to conduct company activities. Objectives: Relevant and clear set of objectives. Good, detailed summarization of business goals and strategy Introduction: Insightful and skillfully designed introduction and objectives. The reader understands fully the purpose and importance of the report. Business statements are clear, precise, concise and describe in great detail the purpose of the business. What, why and how is cover together with the start-up approach and relevance to product development, the rationale and relevance, and significance of a new smart home product. All sections reflect a thorough understanding of the fundamental beliefs regarding the appropriate manner in which to conduct company activities. Very detailed summarization of business goals and strategy. Objectives: Insightful and skillfully designed set of objectives. Very detailed summarization of business

Final Group Report (Written: Content) % of Total Grade Unacceptable <60% (1) Borderline 60-69% (2) Partially proficient 70-82% (3) Proficient 83-89% (4) Accomplished 90-100% (5) provide a clear and well-formulated stepping point into the rest of the report. The story telling is clear and informative. Product (20%) Product : The ‘what’, ‘why’, ‘where’ and ‘when’ concerning production and operations not present. The plans do not support the objectives and shows a clear lack of understanding, thought and reading. No evidence of research. Product : Little description of how the product in terms of customer, product concept and market validation. There is evidence of significant errors. The description of some parts is vague and not linked to the objectives. There are too many gaps and unknowns for the plan to be deemed valid and reliable. Product : Some description of product in terms of customer, product concept and market validation. There may be some evidence of misunderstanding. More is needed to show 100% reliability and validity, although the data is used to support the objectives. Operations : Good detailed description and justification of how the product in terms of customer, product concept and market validation. There may be a little evidence of misunderstanding. Clear explanation of the selected data but falls a little short on justifying the objectives. However, clear understanding is shown. Operations : Very detailed description and justification of how the business will be managed day-to- day in terms of the product in terms of customer, product concept and market validation. No evidence of any significant misunderstandings. Very clear and concise description and justification of production and operations used to address the objectives. Information is also thoroughly supported by academic literature. Go-to-Market Strategy (10%) Marketing Strategy: Poor, inadequate review of information on the topic. Not enough research or relevant literature is presented. Does not link or lead towards the objectives or business focus. Marketing Strategy: Details was poorly discussed and lacked mention of some specific information. There is evidence of significant misunderstandings. A minimal review of some literature and limited research on the topic. The literature thinly leads to the objectives and does not convince the reader of the breadth or dept of research, so does not provide a stepping point for the report. Marketing Strategy: Marketing of the business was partially discussed including some but not all of the following: target groups, target market segmentation, sales, and distribution strategies. There may be some evidence of misunderstanding. An adequate review of some current literature and research on the topic. Although it does not totally convince the reader of thorough research it does provide enough supported literature to support the topic and plan. The literature links and leads to the objectives. Marketing Strategy: Marketing of the business was discussed including target groups, target market segmentation, sales, and distribution strategies. There may be a little evidence of misunderstanding. A fairly competent review of current literature and research on the topic. The literature is well supported, up to date and supports the study. It also provides a clearly formulated stepping point into the report and rest of the report. The story telling is clear and informative. Marketing Strategy: Marketing of the business was thoroughly discussed including target groups, target market segmentation, sales and distribution strategies. No evidence of any significant misunderstandings. The narrative is thoroughly supported and argued. Thorough, in-depth review of current literature and research on the topic. The literature is thoroughly supported and no more than 5 years old^2. Sources are also reliable and relate directly to the report and provide a clear and well-formulated stepping point into the rest of the (^2) Ideally literature should be recent and no more than 5 years old, however, based on the specifics of the study older literature can be used with the permission of the promoter.

Final Group Report (Written: Content) % of Total Grade Unacceptable <60% (1) Borderline 60-69% (2) Partially proficient 70-82% (3) Proficient 83-89% (4) Accomplished 90-100% (5) report. The story telling is clear and informative. Financial Plans (optional) Financial Plans: Very few or no possible financing sources were identified, and business financial outlook was very poorly mentioned. Development needed. The data does not relate to supporting literature and data is not valid or reliable. Shows weaknesses apparent in previous sections. Financial Plans: Few possible financing sources were identified and business financial outlook was thinly mentioned. Development needed. Financial Plans: Some possible financing sources were identified, and business financial outlook was partially mentioned. . Financial Plans: Possible financing sources were identified, and business financial outlook was described and justified. Financial Plans : Possible financing sources were identified, and business financial outlook was thoroughly described and justified. Shows thought, mastery, an understanding of the topics. There is a cross-functional approach to the outcomes. Conclusion (10%) Conclusion: Inadequate description and presentation of the conclusion and recommendations. Information is hard to follow, and discussion is not logical or does not make sense. The data does not relate to supporting literature and data is not valid or reliable. Shows weaknesses apparent in previous sections. So, lacking connectivity. Conclusion: Little description of the conclusion and recommendations. There is evidence of significant misunderstandings and improvements can be made in order to further develop outcomes. The data does not or weakly relate to supporting literature and questions left in the reader’s mind. Conclusion: Some description of the conclusions and recommendations. There may be some evidence of misunderstanding. A reasonably adequate description but fails to address its validity & reliability. Reader not always sure if the conclusion and recommendations will achieve its hoped-for outcomes. Conclusion: Good detailed description of the conclusion and recommendations. There may be a little evidence of misunderstanding. Clear description of the lessons learned challenges, findings and outcomes, and recommendations but falls short of justifying its validity & reliability. Conclusion: Very detailed description of the lessons learned, challenges, findings, and outcomes. Strong recommendations. No evidence of any significant misunderstandings. Data links well to literature and uses proper in-text citations. Analytical and Critical Thinking (10%) Analytical thinking: Concept, or idea is not clearly articulated, or its component elements are not identified or described. Research information is poorly categorized and/or not examined; research information is often inaccurate or incomplete; presents little if any analysis or interpretation. Inaccurately and/or inappropriately applies, techniques, models, frameworks and/or theories to the analysis. Critical thinking : Presents few Analytical thinking: Concept, or idea is not clearly articulated at times and confusing; research information is badly organized, categorized and/or only superficially examined; research information is often incomplete; presents limited analysis or interpretation; inaccurately and/or inappropriately applies techniques, models, frameworks and/or theories to the analysis. Critical thinking: Presents some solutions but they are often not well supported, or logical. Presents Analytical thinking : Adequately identifies and describes (or sketches out) the concept, or idea and its components; gathers and examines information relating to the or objectives; satisfactorily presents and appraises research information with some inconsistencies, irrelevancies, or omissions; weakly appropriate techniques, models, frameworks and/or theories with some inaccuracies. Critical thinking: Outlines solutions that are somewhat logical and Analytical thinking: Formulates a clear description of the concept, or idea and specifies major elements to be examined; selects information appropriate to addressing the objectives; accurately and appropriately analyses and interprets relevant research information; effectively applies appropriate techniques, models, frameworks and/or theories in developing and justifying multiple solutions or conclusions. Critical thinking: Solutions are Analytical thinking: Effectively formulates a clear description of the concept, or idea and specifies major elements to be examined; selects and prioritizes information appropriate to addressing the objectives; accurately and appropriately analyzes and interprets relevant research information; precisely analyzes, evaluates, and communicate information; effectively; applies models, frameworks and/or theories in developing and justifying solutions

Final Group Report (Written: Content) % of Total Grade Unacceptable <60% (1) Borderline 60-69% (2) Partially proficient 70-82% (3) Proficient 83-89% (4) Accomplished 90-100% (5) Tone : Non-academic style (use of contractions, inclusion of folksy vocabulary, tortured sentence structure, poor paragraphing, etc.). The report is too informal and is not academically or objectively written. The use of the first person (I or we) is evident. terms, some redundancy, some tendency to include sentence and paragraph structures which are dense, confusing, and overly adorned. Tone: Some non-academic jargon may be present with an overall attitude of informality in writing. than necessary, technical terms mostly used correctly. Tone: Academic and formal writing present with some omissions and the use of some informational writing phraseology. than necessary, technical terms mostly used correctly. Tone: The attitude conveyed in the writing is that required of a masters formal academic and objective report. paragraphing, not dense or cryptic. Tone : Professional, academic, and formal writing evident that shows an attitude of objectivity and uses correct academic writing conventions (e.g., formal terminology, unbiased, correct sentence order, active voice etc.) Use of References & Headings (25%) In-text : Does not conform to the required Harvard style specifications and has generally unacceptable errors in the use of headings and in- text citations. Reference list: None provided or limited with many formatting errors. Also contains references that were not cited in text, or missing references that were cited in text. In-text: Conforms to the major specifications of the Harvard style and has relatively few errors in the use of headings, in- text citations. Reference list: Limited with too many formatting errors. Also contains references that were not cited in text, or missing references that were cited in text. Checking needed. In-text: Conforms to the requirements of the Harvard style, although some errors evident to be totally proficient in headings and in-text citations. Reference list : Partially proficient with some formatting errors, although all references cited in text and vice versa. In-text : Conforms to all the required specifications of the Harvard style and has very few errors in the use of headings and in-text citations. Reference list: All references are listed correctly, with one or two errors and are found in text. In-text: Conforms to all the required specifications of the Harvard style and has no errors in the use of headings and in-text citations. Presents compelling evidence from professionally and academic legitimate sources; attribution is clear and accurate; all references are primarily peer- reviewed professional journals or other approved sources Reference list: All references are listed correctly, are error free and are found in text. Writing Skills (25%) Writing: Generally poor use of English characterized by numerous errors, unclear, incorrect and/or illogical statements. Spelling and grammar: Spelling and grammar errors are evident, making it hard to read and messy. Spell and grammar checks needed. Uses British English when American English is required. Writing: Reasonably clear and correct use of English characterized by generally clear expression, with although some imprecise and/or incorrect statements evident. Spelling and grammar: Too many spelling and grammar errors to be partially proficient. Uses British English when American English is required. Work needed. Writing: Clear and correct use of English. Writing is characterized by a partially proficient style of expression, with some imprecise and/or incorrect statements. Uses adequate sentence structure throughout document. Spelling and grammar: A few errors evident. Uses British English when American English is required. Writing: Clear and correct use of English characterized by a clear style of expression, with few imprecise and/orincorrect statements. Uses correct sentence structure throughout document. Spelling and grammar: Very few spelling or grammar errors in text, with some mix of American and British English evident. Writing: Clear and correct use of English characterized by a very lucid style of expression, with no imprecise and/or incorrect statements. Readability enhanced by facility in language use, range of diction and syntactic variety. Spelling and grammar: No spelling or grammar errors. Uses American English throughout.