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unit requirement **files (2)** – ## Module3Assignment.docx – ## Module3Assignment-RUBRIC.docx **## Module3Assignment.docx** **Assignment Description:** Prepare a 3000-word essay addressing each of the following points/questions, focusing on Chapter 3 of the DNP Project Proposal: · Mention the agenci…
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unit requirement
**files (2)**
– ## Module3Assignment.docx
– ## Module3Assignment-RUBRIC.docx
**## Module3Assignment.docx**
**Assignment Description:**
Prepare a 3000-word essay addressing each of the following points/questions, focusing on Chapter 3 of the DNP Project Proposal:
· Mention the agencies, departments, committees, units, and individuals required/involved to complete the project.
· Describe evidence-based strategies to promote buy-in and sustainability of the proposed practice change.
· Define any potential barriers and your plan to mitigate barriers.
**The following specifications are required for this assignment:**
·
**Length:** 3000 words; answers must thoroughly address the questions in a clear, concise manner.
·
**Structure**: Include a title page and reference page in APA style. These do not count toward the minimum word count for this assignment. Follow the DNP Project Proposal Template headings.
·
**References**: Use the appropriate APA citations and references on each slide for all resources utilized. Include at least FOUR (4) scholarly sources to support your claims.
·
**Review the rubric** and the specifications below to ensure that your response aligns with all assignment expectations.
**References:** Use the appropriate APA style in-text citations and references for all resources utilized to answer the questions.
**Scholarly sources to support your claims. PEER REVIEW ARTICLES ONLY.** Scholarly articles
**from**
**2021 to 2026 only. (Within the last five years) Please review your spelling and the rubric.** **Please use North American peer-reviewed journals ONLY.DO NOT use any European Journal.**
Required Resources
Porche, D. J. (2023).
_Health policy: Applications for nurses and other healthcare professionals_(3rd ed.). Jones & Bartlett Learning. ISBN. Read chapters 7 AND 8.
**This is my Project Topic**
"This quality improvement project is to implement the use of an evidence-based self-care tool, Summary of Diabetes Self-Care Activities (SDSCA), to improve diabetes self-care behaviors among adults with type 2 diabetes."
| | |
| — | — |
| **Assignment Term** | **My Project** |
| **Agency** | Christ Life Bible Church |
| **Department/Ministry** | Health Ministry |
| **Committee** | Health Ministry Committee, Church Leadership |
| **Unit** | The church's health ministry |
| **Individuals** | Me (DNP student), preceptor, pastor, health ministry leader, volunteer nurses, church administrator, and adults with Type 2 diabetes participating in the project |
**## Module3Assignment-RUBRIC.docx**
7/13/26, 9:23 PM Preview Rubric: Graduate Formal Research Paper Rubric v1 – DNP870 Sect1 Health Policy, Advocacy and Partnerships – Aspen University Classroom
7/13/26, 9:23 PM Preview Rubric: Graduate Formal Research Paper Rubric v1 – DNP870 Sect1 Health Policy, Advocacy and Partnerships – Aspen University Classroom
Criteria
**Does Not Meet 0%**
**Approaches 70%**
**Meets 80%**
**Exceeds 100%**
**Criterion Score**
Criteria
**Does Not Meet 0%**
**Approaches 70%**
**Meets 80%**
**Exceeds 100%**
**Criterion Score**
Graduate Formal Research Paper Rubric v1
Course: DNP870 Sect1 Health Policy, Advocacy and Partnerships
Criteria
**Does Not Meet 0%**
**Approaches 70%**
**Meets 80%**
**Exceeds 100%**
**Criterion Score**
Introduction/Th
esis Weight:
%
10
/ 10
0
points
Weak or no intro
–
duction of topic.
Purpose is
unclear/thesis is
weak or missing.
7
points
Basic introduction
that states topic but
lacks interest. Thesis
is somewhat clear
and arguable.
8
points
Proficient introduc
–
tion that is interest
–
ing and states topic.
Thesis is clear and
arguable statement
of position.
points
10
Exceptional intro
–
duction that grabs
interest of reader
and states topic;
Thesis is exception
–
ally clear, arguable,
well-developed, and
a definitive
statement.
| | | | | | |
| — | — | — | — | — | — |
| Quality of<br>Information or<br>Evidence<br>Weight: 25% | 0 points<br>Information has little or nothing to do with the thesis. Information has weak or no connection to the thesis. | 17.5 points<br>Information relates to the main topic, but few details and/or examples are given. Indicates a limited variety of sources. | 20 points<br>Information relates to the main topic. Paper is researched in sufficient detail and from a variety of sources. All necessary content is included. | 25 points<br>Paper is exceptionally researched, extremely detailed, and accurate. Information clearly relates to the thesis. Appropriate content is covered in depth without being redundant. | / 25 |
| Support of<br>Thesis/Analysis<br>Weight: 20% | 0 points<br>Limited or no connections made between evidence and thesis. Lacks analysis. | 14 points<br>Some connections have been made between evidence and thesis, though they may be tenuous. Minimal analysis is evident, but may not provide needed support for thesis. | 16 points<br>Consistent connections made between evidence and thesis. Analysis sufficiently supports thesis. | 20 points<br>Exceptionally critical, relevant, and consistent connections made between evidence and thesis. Excellent analysis is evident. | / 20 |
| | | | | | |
| — | — | — | — | — | — |
| Organization/<br>Development of Thesis Weight:<br>15% | 0 points<br>Lacks development of ideas with weak or no transitions between and within paragraphs. | 10.5 points<br>Somewhat clear development, though perhaps illogical, with basic transitions between and within paragraphs. | 12 points<br>Clear and logical order that supports thesis with appropriate transitions between and within paragraphs. | 15 points<br>Exceptionally clear, logical, mature, and thorough development of thesis with excellent transitions between and within paragraphs. | / 15 |
| Conclusion<br>Weight: 5% | 0 points<br>Lacks a summary of topic. Conclusions missing or irrelevant. | 3.5 points<br>Basic summary of topic without final concluding ideas. Inappropriately introduces new information. | 4 points<br>Good summary of<br>topic with credible concluding ideas. Introduces no new information. | 5 points<br>Excellent summary of topic with succinct and precise concluding ideas that impact reader. | / 5 |
| | | | | | |
| — | — | — | — | — | — |
| Quality of<br>Written<br>Communication<br>Weight: 15% | 0 points<br>Style and voice inappropriate or do not address given audience, purpose, etc. Word choice is excessively redundant, clichéd, and unspecific. Inconsistent grammar, spelling, punctuation, and paragraphing. Surface errors are pervasive enough that they impede communication of meaning. | 10.5 points<br>Style and voice are somewhat appropriate to given audience and purpose. Word choice is often unspecific, generic, redundant, and clichéd.<br>Repetitive mechanical errors distract the reader. Inconsistencies in language, sentence structure, and/or word choice are present. | 12 points<br>Style and voice are appropriate to the given audience and purpose. Word<br>choice is specific and purposeful, and somewhat varied throughout. Minimal mechanical or typographical errors are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used. | 15 points<br>Style and voice are not only appropriate to the given audience and purpose, but also show originality and creativity. Word choice is specific, purposeful, dynamic and varied. Free of mechanical and typographical errors. A variety of sentence structures and effective figures of speech are used. Writer is clearly in command of standard, written, academic English. | / 15 |
Total
/ 100
APA Format
Weight: 10%
/ 10
0
points
APA format and
style are not
evident.
7
points
Missing APA ele
–
ments; in-text cita
–
tions, where neces
–
sary, are used but
formatted inaccu
–
rately and not
referenced.
8
points
All key elements of
an APA title page
are present; In-text
citations and a ref
–
erence page are
present with few
format errors.
Mechanics of writ
–
ing are reflective of
APA style.
points
10
A broad understand
–
ing of APA format
and style is evident.
Accurate citations
and references are
presented. No APA
errors are evident.
**Overall Score**
**Level 1**
0
points minimum
**Level 2**
70
points minimum
**Level 3**
80
points minimum
**Level 4**
100
points minimum
1/5
https://classroom.aspen.edu/d2l/le/content/120526/viewContent/6403105/View 1/5
1/5
**## Module3Assignment-RUBRIC.docx**
7/13/26, 9:23 PM Preview Rubric: Graduate Formal Research Paper Rubric v1 – DNP870 Sect1 Health Policy, Advocacy and Partnerships – Aspen University Classroom
7/13/26, 9:23 PM Preview Rubric: Graduate Formal Research Paper Rubric v1 – DNP870 Sect1 Health Policy, Advocacy and Partnerships – Aspen University Classroom
Criteria
**Does Not Meet 0%**
**Approaches 70%**
**Meets 80%**
**Exceeds 100%**
**Criterion Score**
Criteria
**Does Not Meet 0%**
**Approaches 70%**
**Meets 80%**
**Exceeds 100%**
**Criterion Score**
Graduate Formal Research Paper Rubric v1
Course: DNP870 Sect1 Health Policy, Advocacy and Partnerships
Criteria
**Does Not Meet 0%**
**Approaches 70%**
**Meets 80%**
**Exceeds 100%**
**Criterion Score**
Introduction/Th
esis Weight:
%
10
/ 10
0
points
Weak or no intro
–
duction of topic.
Purpose is
unclear/thesis is
weak or missing.
7
points
Basic introduction
that states topic but
lacks interest. Thesis
is somewhat clear
and arguable.
8
points
Proficient introduc
–
tion that is interest
–
ing and states topic.
Thesis is clear and
arguable statement
of position.
points
10
Exceptional intro
–
duction that grabs
interest of reader
and states topic;
Thesis is exception
–
ally clear, arguable,
well-developed, and
a definitive
statement.
| | | | | | |
| — | — | — | — | — | — |
| Quality of<br>Information or<br>Evidence<br>Weight: 25% | 0 points<br>Information has little or nothing to do with the thesis. Information has weak or no connection to the thesis. | 17.5 points<br>Information relates to the main topic, but few details and/or examples are given. Indicates a limited variety of sources. | 20 points<br>Information relates to the main topic. Paper is researched in sufficient detail and from a variety of sources. All necessary content is included. | 25 points<br>Paper is exceptionally researched, extremely detailed, and accurate. Information clearly relates to the thesis. Appropriate content is covered in depth without being redundant. | / 25 |
| Support of<br>Thesis/Analysis<br>Weight: 20% | 0 points<br>Limited or no connections made between evidence and thesis. Lacks analysis. | 14 points<br>Some connections have been made between evidence and thesis, though they may be tenuous. Minimal analysis is evident, but may not provide needed support for thesis. | 16 points<br>Consistent connections made between evidence and thesis. Analysis sufficiently supports thesis. | 20 points<br>Exceptionally critical, relevant, and consistent connections made between evidence and thesis. Excellent analysis is evident. | / 20 |
| | | | | | |
| — | — | — | — | — | — |
| Organization/<br>Development of Thesis Weight:<br>15% | 0 points<br>Lacks development of ideas with weak or no transitions between and within paragraphs. | 10.5 points<br>Somewhat clear development, though perhaps illogical, with basic transitions between and within paragraphs. | 12 points<br>Clear and logical order that supports thesis with appropriate transitions between and within paragraphs. | 15 points<br>Exceptionally clear, logical, mature, and thorough development of thesis with excellent transitions between and within paragraphs. | / 15 |
| Conclusion<br>Weight: 5% | 0 points<br>Lacks a summary of topic. Conclusions missing or irrelevant. | 3.5 points<br>Basic summary of topic without final concluding ideas. Inappropriately introduces new information. | 4 points<br>Good summary of<br>topic with credible concluding ideas. Introduces no new information. | 5 points<br>Excellent summary of topic with succinct and precise concluding ideas that impact reader. | / 5 |
| | | | | | |
| — | — | — | — | — | — |
| Quality of<br>Written<br>Communication<br>Weight: 15% | 0 points<br>Style and voice inappropriate or do not address given audience, purpose, etc. Word choice is excessively redundant, clichéd, and unspecific. Inconsistent grammar, spelling, punctuation, and paragraphing. Surface errors are pervasive enough that they impede communication of meaning. | 10.5 points<br>Style and voice are somewhat appropriate to given audience and purpose. Word choice is often unspecific, generic, redundant, and clichéd.<br>Repetitive mechanical errors distract the reader. Inconsistencies in language, sentence structure, and/or word choice are present. | 12 points<br>Style and voice are appropriate to the given audience and purpose. Word<br>choice is specific and purposeful, and somewhat varied throughout. Minimal mechanical or typographical errors are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used. | 15 points<br>Style and voice are not only appropriate to the given audience and purpose, but also show originality and creativity. Word choice is specific, purposeful, dynamic and varied. Free of mechanical and typographical errors. A variety of sentence structures and effective figures of speech are used. Writer is clearly in command of standard, written, academic English. | / 15 |
Total
/ 100
APA Format
Weight: 10%
/ 10
0
points
APA format and
style are not
evident.
7
points
Missing APA ele
–
ments; in-text cita
–
tions, where neces
–
sary, are used but
formatted inaccu
–
rately and not
referenced.
8
points
All key elements of
an APA title page
are present; In-text
citations and a ref
–
erence page are
present with few
format errors.
Mechanics of writ
–
ing are reflective of
APA style.
points
10
A broad understand
–
ing of APA format
and style is evident.
Accurate citations
and references are
presented. No APA
errors are evident.
**Overall Score**
**Level 1**
0
points minimum
**Level 2**
70
points minimum
**Level 3**
80
points minimum
**Level 4**
100
points minimum
1/5
https://classroom.aspen.edu/d2l/le/content/120526/viewContent/6403105/View 1/5
1/5
**## Module3Assignment.docx**
**Assignment Description:**
Prepare a 3000-word essay addressing each of the following points/questions, focusing on Chapter 3 of the DNP Project Proposal:
· Mention the agencies, departments, committees, units, and individuals required/involved to complete the project.
· Describe evidence-based strategies to promote buy-in and sustainability of the proposed practice change.
· Define any potential barriers and your plan to mitigate barriers.
**The following specifications are required for this assignment:**
·
**Length:** 3000 words; answers must thoroughly address the questions in a clear, concise manner.
·
**Structure**: Include a title page and reference page in APA style. These do not count toward the minimum word count for this assignment. Follow the DNP Project Proposal Template headings.
·
**References**: Use the appropriate APA citations and references on each slide for all resources utilized. Include at least FOUR (4) scholarly sources to support your claims.
·
**Review the rubric** and the specifications below to ensure that your response aligns with all assignment expectations.
**References:** Use the appropriate APA style in-text citations and references for all resources utilized to answer the questions.
**Scholarly sources to support your claims. PEER REVIEW ARTICLES ONLY.** Scholarly articles
**from**
**2021 to 2026 only. (Within the last five years) Please review your spelling and the rubric.** **Please use North American peer-reviewed journals ONLY.DO NOT use any European Journal.**
Required Resources
Porche, D. J. (2023).
_Health policy: Applications for nurses and other healthcare professionals_(3rd ed.). Jones & Bartlett Learning. ISBN. Read chapters 7 AND 8.
**This is my Project Topic**
"This quality improvement project is to implement the use of an evidence-based self-care tool, Summary of Diabetes Self-Care Activities (SDSCA), to improve diabetes self-care behaviors among adults with type 2 diabetes."
| | |
| — | — |
| **Assignment Term** | **My Project** |
| **Agency** | Christ Life Bible Church |
| **Department/Ministry** | Health Ministry |
| **Committee** | Health Ministry Committee, Church Leadership |
| **Unit** | The church's health ministry |
| **Individuals** | Me (DNP student), preceptor, pastor, health ministry leader, volunteer nurses, church administrator, and adults with Type 2 diabetes participating in the project |
**## Module3Assignment-RUBRIC.docx**
7/13/26, 9:23 PM Preview Rubric: Graduate Formal Research Paper Rubric v1 – DNP870 Sect1 Health Policy, Advocacy and Partnerships – Aspen University Classroom
7/13/26, 9:23 PM Preview Rubric: Graduate Formal Research Paper Rubric v1 – DNP870 Sect1 Health Policy, Advocacy and Partnerships – Aspen University Classroom
Criteria
**Does Not Meet 0%**
**Approaches 70%**
**Meets 80%**
**Exceeds 100%**
**Criterion Score**
Criteria
**Does Not Meet 0%**
**Approaches 70%**
**Meets 80%**
**Exceeds 100%**
**Criterion Score**
Graduate Formal Research Paper Rubric v1
Course: DNP870 Sect1 Health Policy, Advocacy and Partnerships
Criteria
**Does Not Meet 0%**
**Approaches 70%**
**Meets 80%**
**Exceeds 100%**
**Criterion Score**
Introduction/Th
esis Weight:
%
10
/ 10
0
points
Weak or no intro
–
duction of topic.
Purpose is
unclear/thesis is
weak or missing.
7
points
Basic introduction
that states topic but
lacks interest. Thesis
is somewhat clear
and arguable.
8
points
Proficient introduc
–
tion that is interest
–
ing and states topic.
Thesis is clear and
arguable statement
of position.
points
10
Exceptional intro
–
duction that grabs
interest of reader
and states topic;
Thesis is exception
–
ally clear, arguable,
well-developed, and
a definitive
statement.
| | | | | | |
| — | — | — | — | — | — |
| Quality of<br>Information or<br>Evidence<br>Weight: 25% | 0 points<br>Information has little or nothing to do with the thesis. Information has weak or no connection to the thesis. | 17.5 points<br>Information relates to the main topic, but few details and/or examples are given. Indicates a limited variety of sources. | 20 points<br>Information relates to the main topic. Paper is researched in sufficient detail and from a variety of sources. All necessary content is included. | 25 points<br>Paper is exceptionally researched, extremely detailed, and accurate. Information clearly relates to the thesis. Appropriate content is covered in depth without being redundant. | / 25 |
| Support of<br>Thesis/Analysis<br>Weight: 20% | 0 points<br>Limited or no connections made between evidence and thesis. Lacks analysis. | 14 points<br>Some connections have been made between evidence and thesis, though they may be tenuous. Minimal analysis is evident, but may not provide needed support for thesis. | 16 points<br>Consistent connections made between evidence and thesis. Analysis sufficiently supports thesis. | 20 points<br>Exceptionally critical, relevant, and consistent connections made between evidence and thesis. Excellent analysis is evident. | / 20 |
| | | | | | |
| — | — | — | — | — | — |
| Organization/<br>Development of Thesis Weight:<br>15% | 0 points<br>Lacks development of ideas with weak or no transitions between and within paragraphs. | 10.5 points<br>Somewhat clear development, though perhaps illogical, with basic transitions between and within paragraphs. | 12 points<br>Clear and logical order that supports thesis with appropriate transitions between and within paragraphs. | 15 points<br>Exceptionally clear, logical, mature, and thorough development of thesis with excellent transitions between and within paragraphs. | / 15 |
| Conclusion<br>Weight: 5% | 0 points<br>Lacks a summary of topic. Conclusions missing or irrelevant. | 3.5 points<br>Basic summary of topic without final concluding ideas. Inappropriately introduces new information. | 4 points<br>Good summary of<br>topic with credible concluding ideas. Introduces no new information. | 5 points<br>Excellent summary of topic with succinct and precise concluding ideas that impact reader. | / 5 |
| | | | | | |
| — | — | — | — | — | — |
| Quality of<br>Written<br>Communication<br>Weight: 15% | 0 points<br>Style and voice inappropriate or do not address given audience, purpose, etc. Word choice is excessively redundant, clichéd, and unspecific. Inconsistent grammar, spelling, punctuation, and paragraphing. Surface errors are pervasive enough that they impede communication of meaning. | 10.5 points<br>Style and voice are somewhat appropriate to given audience and purpose. Word choice is often unspecific, generic, redundant, and clichéd.<br>Repetitive mechanical errors distract the reader. Inconsistencies in language, sentence structure, and/or word choice are present. | 12 points<br>Style and voice are appropriate to the given audience and purpose. Word<br>choice is specific and purposeful, and somewhat varied throughout. Minimal mechanical or typographical errors are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used. | 15 points<br>Style and voice are not only appropriate to the given audience and purpose, but also show originality and creativity. Word choice is specific, purposeful, dynamic and varied. Free of mechanical and typographical errors. A variety of sentence structures and effective figures of speech are used. Writer is clearly in command of standard, written, academic English. | / 15 |
Total
/ 100
APA Format
Weight: 10%
/ 10
0
points
APA format and
style are not
evident.
7
points
Missing APA ele
–
ments; in-text cita
–
tions, where neces
–
sary, are used but
formatted inaccu
–
rately and not
referenced.
8
points
All key elements of
an APA title page
are present; In-text
citations and a ref
–
erence page are
present with few
format errors.
Mechanics of writ
–
ing are reflective of
APA style.
points
10
A broad understand
–
ing of APA format
and style is evident.
Accurate citations
and references are
presented. No APA
errors are evident.
**Overall Score**
**Level 1**
0
points minimum
**Level 2**
70
points minimum
**Level 3**
80
points minimum
**Level 4**
100
points minimum
1/5
https://classroom.aspen.edu/d2l/le/content/120526/viewContent/6403105/View 1/5
1/5
**## Module3Assignment.docx**
**Assignment Description:**
Prepare a 3000-word essay addressing each of the following points/questions, focusing on Chapter 3 of the DNP Project Proposal:
· Mention the agencies, departments, committees, units, and individuals required/involved to complete the project.
· Describe evidence-based strategies to promote buy-in and sustainability of the proposed practice change.
· Define any potential barriers and your plan to mitigate barriers.
**The following specifications are required for this assignment:**
·
**Length:** 3000 words; answers must thoroughly address the questions in a clear, concise manner.
·
**Structure**: Include a title page and reference page in APA style. These do not count toward the minimum word count for this assignment. Follow the DNP Project Proposal Template headings.
·
**References**: Use the appropriate APA citations and references on each slide for all resources utilized. Include at least FOUR (4) scholarly sources to support your claims.
·
**Review the rubric** and the specifications below to ensure that your response aligns with all assignment expectations.
**References:** Use the appropriate APA style in-text citations and references for all resources utilized to answer the questions.
**Scholarly sources to support your claims. PEER REVIEW ARTICLES ONLY.** Scholarly articles
**from**
**2021 to 2026 only. (Within the last five years) Please review your spelling and the rubric.** **Please use North American peer-reviewed journals ONLY.DO NOT use any European Journal.**
Required Resources
Porche, D. J. (2023).
_Health policy: Applications for nurses and other healthcare professionals_(3rd ed.). Jones & Bartlett Learning. ISBN. Read chapters 7 AND 8.
**This is my Project Topic**
"This quality improvement project is to implement the use of an evidence-based self-care tool, Summary of Diabetes Self-Care Activities (SDSCA), to improve diabetes self-care behaviors among adults with type 2 diabetes."
| | |
| — | — |
| **Assignment Term** | **My Project** |
| **Agency** | Christ Life Bible Church |
| **Department/Ministry** | Health Ministry |
| **Committee** | Health Ministry Committee, Church Leadership |
| **Unit** | The church's health ministry |
| **Individuals** | Me (DNP student), preceptor, pastor, health ministry leader, volunteer nurses, church administrator, and adults with Type 2 diabetes participating in the project |
**## Module3Assignment-RUBRIC.docx**
7/13/26, 9:23 PM Preview Rubric: Graduate Formal Research Paper Rubric v1 – DNP870 Sect1 Health Policy, Advocacy and Partnerships – Aspen University Classroom
7/13/26, 9:23 PM Preview Rubric: Graduate Formal Research Paper Rubric v1 – DNP870 Sect1 Health Policy, Advocacy and Partnerships – Aspen University Classroom
Criteria
**Does Not Meet 0%**
**Approaches 70%**
**Meets 80%**
**Exceeds 100%**
**Criterion Score**
Criteria
**Does Not Meet 0%**
**Approaches 70%**
**Meets 80%**
**Exceeds 100%**
**Criterion Score**
Graduate Formal Research Paper Rubric v1
Course: DNP870 Sect1 Health Policy, Advocacy and Partnerships
Criteria
**Does Not Meet 0%**
**Approaches 70%**
**Meets 80%**
**Exceeds 100%**
**Criterion Score**
Introduction/Th
esis Weight:
%
10
/ 10
0
points
Weak or no intro
–
duction of topic.
Purpose is
unclear/thesis is
weak or missing.
7
points
Basic introduction
that states topic but
lacks interest. Thesis
is somewhat clear
and arguable.
8
points
Proficient introduc
–
tion that is interest
–
ing and states topic.
Thesis is clear and
arguable statement
of position.
points
10
Exceptional intro
–
duction that grabs
interest of reader
and states topic;
Thesis is exception
–
ally clear, arguable,
well-developed, and
a definitive
statement.
| | | | | | |
| — | — | — | — | — | — |
| Quality of<br>Information or<br>Evidence<br>Weight: 25% | 0 points<br>Information has little or nothing to do with the thesis. Information has weak or no connection to the thesis. | 17.5 points<br>Information relates to the main topic, but few details and/or examples are given. Indicates a limited variety of sources. | 20 points<br>Information relates to the main topic. Paper is researched in sufficient detail and from a variety of sources. All necessary content is included. | 25 points<br>Paper is exceptionally researched, extremely detailed, and accurate. Information clearly relates to the thesis. Appropriate content is covered in depth without being redundant. | / 25 |
| Support of<br>Thesis/Analysis<br>Weight: 20% | 0 points<br>Limited or no connections made between evidence and thesis. Lacks analysis. | 14 points<br>Some connections have been made between evidence and thesis, though they may be tenuous. Minimal analysis is evident, but may not provide needed support for thesis. | 16 points<br>Consistent connections made between evidence and thesis. Analysis sufficiently supports thesis. | 20 points<br>Exceptionally critical, relevant, and consistent connections made between evidence and thesis. Excellent analysis is evident. | / 20 |
| | | | | | |
| — | — | — | — | — | — |
| Organization/<br>Development of Thesis Weight:<br>15% | 0 points<br>Lacks development of ideas with weak or no transitions between and within paragraphs. | 10.5 points<br>Somewhat clear development, though perhaps illogical, with basic transitions between and within paragraphs. | 12 points<br>Clear and logical order that supports thesis with appropriate transitions between and within paragraphs. | 15 points<br>Exceptionally clear, logical, mature, and thorough development of thesis with excellent transitions between and within paragraphs. | / 15 |
| Conclusion<br>Weight: 5% | 0 points<br>Lacks a summary of topic. Conclusions missing or irrelevant. | 3.5 points<br>Basic summary of topic without final concluding ideas. Inappropriately introduces new information. | 4 points<br>Good summary of<br>topic with credible concluding ideas. Introduces no new information. | 5 points<br>Excellent summary of topic with succinct and precise concluding ideas that impact reader. | / 5 |
| | | | | | |
| — | — | — | — | — | — |
| Quality of<br>Written<br>Communication<br>Weight: 15% | 0 points<br>Style and voice inappropriate or do not address given audience, purpose, etc. Word choice is excessively redundant, clichéd, and unspecific. Inconsistent grammar, spelling, punctuation, and paragraphing. Surface errors are pervasive enough that they impede communication of meaning. | 10.5 points<br>Style and voice are somewhat appropriate to given audience and purpose. Word choice is often unspecific, generic, redundant, and clichéd.<br>Repetitive mechanical errors distract the reader. Inconsistencies in language, sentence structure, and/or word choice are present. | 12 points<br>Style and voice are appropriate to the given audience and purpose. Word<br>choice is specific and purposeful, and somewhat varied throughout. Minimal mechanical or typographical errors are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used. | 15 points<br>Style and voice are not only appropriate to the given audience and purpose, but also show originality and creativity. Word choice is specific, purposeful, dynamic and varied. Free of mechanical and typographical errors. A variety of sentence structures and effective figures of speech are used. Writer is clearly in command of standard, written, academic English. | / 15 |
Total
/ 100
APA Format
Weight: 10%
/ 10
0
points
APA format and
style are not
evident.
7
points
Missing APA ele
–
ments; in-text cita
–
tions, where neces
–
sary, are used but
formatted inaccu
–
rately and not
referenced.
8
points
All key elements of
an APA title page
are present; In-text
citations and a ref
–
erence page are
present with few
format errors.
Mechanics of writ
–
ing are reflective of
APA style.
points
10
A broad understand
–
ing of APA format
and style is evident.
Accurate citations
and references are
presented. No APA
errors are evident.
**Overall Score**
**Level 1**
0
points minimum
**Level 2**
70
points minimum
**Level 3**
80
points minimum
**Level 4**
100
points minimum
1/5
https://classroom.aspen.edu/d2l/le/content/120526/viewContent/6403105/View 1/5
1/5
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