NRS428VN Benchmark Policy Brief

Research public health issues on the “Climate Change” or “Topics and Issues” pages of the American Public Health Association (APHA) website. Investigate a public health issue related to an environmental issue within the U.S. health care delivery system and examine its effect on a specific population.

Write a 750-1,000-word policy brief that summarizes the issue, explains the effect on the population, and proposes a solution to the issue.

Follow this outline when writing the policy brief:

Describe the policy health issue. Include the following information: (a) what population is affected, (b) at what level does it occur (local, state, or national), and (c) evidence about the issues supported by resources.
Create a problem statement.
Provide suggestions for addressing the health issue caused by the current policy. Describe what steps are required to initiate policy change. Include necessary stakeholders (government officials, administrator) and budget or funding considerations, if applicable.
Discuss the impact on the health care delivery system.

Include three peer-reviewed sources and two other sources to support the policy brief.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Course Materials if you need assistance.

Benchmark Information

Registered Nurse to Bachelor of Science in Nursing

The benchmark assesses the following competencies:

1.4 Participate in health care policy development to influence nursing practice and health care.

Policy Brief: Tuberculosis in Children and Adolescents Example

NRS428VN Benchmark Policy Brief

Tuberculosis is an infectious disease that affects the lungs. It is caused by a bacterium known as Mycobacterium tuberculosis. The bacteria mainly affect the lungs but can also spread to the brain, the spine, and kidneys. Tuberculosis spreads when the infected person cough or sneezes. Most people who are affected by the bacteria do not show the symptoms. However, the presenting symptoms include a blood-tinged cough, fever, night sweating, and weight loss (CDC.gov, n.d.).

Patients who present active tuberculosis symptoms require a series of treatments, including antibiotics. This essay presents a policy brief on tuberculosis with a special focus on children and adolescents. The health issue, the problem statement, suggestions for addressing the issue, and its impact on the healthcare delivery system will be explored.

Policy Health Issue

Tuberculosis is a major health concern globally and in the US. It is mainly felt at all levels; local, state, and national. The most affected population is the adult population aged 65 and above. However, tuberculosis significantly affects children and adolescents. TB is a challenging condition to diagnose, treat, manage and prevent. The condition can affect anyone, but certain groups and populations have a higher risk of contracting TB. Environmental risk factors significantly contribute to tuberculosis transmission, its severity, treatment, and death rates. The factors include malnutrition, indoor air pollution, overcrowded living conditions, and tobacco smoke. Policy provisions should also protect children and adolescents, especially children who face health disparities from TB infection.

Health disparities in the condition also exist. According to the centers for disease control and prevention (n.d.), the highest number of TB cases in children and adolescents are diagnosed in children younger than five years and adolescents older than ten. Tuberculosis in children and adolescents is also called pediatric tuberculosis. It is a major public health issue since children and adolescents are more likely than adults to develop life-threatening tuberculosis forms such as TB meningitis and disseminated TB. In addition, children and adolescents living with parents with tuberculosis are more likely to get infected.

The federal government has developed a public health policy (TB control Policy) to control, manage and prevent tuberculosis among different health populations. The policy mainly focuses on reducing the TB incidence among citizens, preventing TB infection in high-risk populations, and developing strategies to respond to the health issue.

The strategies include public health interventions encompassing testing, surveillance, prevention, and control. The existing policies, laws, and regulations on tuberculosis control and prevention play a huge role in protecting the selected population from infection and offering the necessary treatment to children and adolescents with TB since they are a high-risk population.

The centers for disease control and prevention and its partners have used the tuberculosis control policy for more than a century, and its relevance is still felt. It also funds local, state, and federal departments to enhance TB care provision using directly observed therapy (CDC.gov, n.d.) The policy stops TB transmission and prevents drug resistance, thus reducing the incidence and prevalence, especially among children and adolescents.

Problem Statement

Tuberculosis is a significant public health issue, especially among children and adolescents. It is estimated that about 1.8 million children and adolescents develop tuberculosis every year. According to snow et al. (2020), about a quarter of the total population comprises adolescents, who are a significant proportion of tuberculosis patients. Despite the alarming numbers, this population, especially adolescents, has not been identified as a distinct population regarding tuberculosis policies and TB treatment services (Snow et al., 2020).

Cowger, Wortham & Burton (2019) note that TB in adolescents and children is epidemiologically and clinically heterogeneous, making care provision and prevention challenging. Ideally, the incidence of tuberculosis among children and adolescents should be decreased, and a solution developed to ensure minimal incidence, mortality and reduce disparities in TB in these populations. There is a need to have the existing policies paying special focus on the population of children and adolescents to address the issue.

Suggestions for Addressing Tuberculosis in Children and Adolescents Caused by The Current Policy

Since the incidence of TB among children and adolescents is still high, it is imperative to have policy changes implemented to address the health issue. Among the changes that can be implemented in the existing TB control policies is having policy provisions specifically focusing on children and adolescents, thus including their needs in research and clinical practice. Since tuberculosis is most prevalent among adults above 65 years, it is easier to focus on them and forget populations such as children and adolescents, who are also at considerable risk. As mentioned earlier, children are more likely to develop life-threatening tuberculosis forms, including disseminated TB and TB meningitis.

Furthermore, the TB control policy should have provisions for protecting the children and adolescents who live in polluted and overcrowded areas, exposing them to a higher risk of tuberculosis infection. A study by Li et al. (2019) maintains that there is a significant association between air pollution and the development of TB, whereby children and adolescents are more vulnerable. The policy should therefore ensure these populations are protected from such environmental risk factors. The policy change should also focus on enhancing better reporting of tuberculosis cases among children and adolescents.

The steps required to initiate policy change include collecting data involving the health issue and developing a proposed solution, gathering support from the relevant stakeholders, negotiating/communicating with the legislatures, and finally implementing the policy change (Eden, Merill & Luthy, 2021). All the relevant stakeholders should be involved in the process.

The necessary stakeholders in tuberculosis control policy change include the healthcare providers, the community, policymakers, funders, and TB patients and survivors. Budget and funding are important factors that should be considered when implementing policy change. It is essential to galvanize the available funds and ensure they are utilized efficiently. In this case, the potential funders include the government and other organizations.

Impact of Tuberculosis on the Healthcare Delivery System

The WHO report (2018) shows that the tuberculosis issue already overburdens the healthcare system. TB is a very demanding condition that requires attention from the entire interprofessional team. More so, treatment may require isolation, and contact tracing, giving more work for the care providers. In addition, tuberculosis is expensive to treat and manage, thus exerting considerable pressure on the healthcare delivery system.

Most funds dedicated to tuberculosis are directed to tuberculosis prevention programs. However, it is worth noting that TB diagnosis, treatment, and care delivery are also demanding. Treatment of drug-resistant TB is complex and requires management or constant consultation from TB specialists. Individuals with multi-drug resistance TB require special attention, which may need hospitalization. Thus, the TB health issue considerably impacts the healthcare delivery system.

Conclusion

Tuberculosis is the leading cause of mortality globally, claiming about 1.8 million deaths annually. It is a public health environmental issue, with its spread mainly perpetrated by pollution and overcrowded living conditions. Children and adolescents are heavily affected by this health issue. TB control policies have been developed to protect individuals from infection and promote treatment. However, policy changes should be made to ensure that the policies give special attention to children and adolescents. TB impacts the healthcare delivery system, as discussed above.

References

Cowger, T. L., Wortham, J. M., & Burton, D. C. (2019). Epidemiology of tuberculosis among children and adolescents in the USA, 2007–17: an analysis of national surveillance data. The Lancet Public Health, 4(10), e506-e516. https://doi.org/10.1016/S2468-2667(19)30134-3

Eden, L. M., Merrill, H., & Luthy, K. E. (2021). Empowering nurse practitioners to make health policy CHANGE: Steps to successful passage of legislation in Utah. Journal of the American Association of Nurse Practitioners, 33(12), 1254-1260. https://doi.org/10.1097/JXX.0000000000000561

Lin, Y. J., Lin, H. C., Yang, Y. F., Chen, C. Y., Ling, M. P., Chen, S. C., Chen, W. Y., You, S. H., Lu, T. H., & Liao, C. M. (2019). Association Between Ambient Air Pollution and Elevated Risk of Tuberculosis Development. Infection and Drug Resistance, 12, 3835–3847. https://doi.org/10.2147/IDR.S227823

Snow, K. J., Cruz, A. T., Seddon, J. A., Ferrand, R. A., Chiang, S. S., Hughes, J. A., Kampmann, B., Graham, S. M., Dodd, P. J., Houben, R. M., Denholm, J. T., Sawyer, S. M., & Kranzer, K. (2020). Adolescent tuberculosis. The Lancet. Child & Adolescent Health, 4(1), 68–79. https://doi.org/10.1016/S2352-4642(19)30337-2

The Centers for Disease Control and Prevention. (n.d.). Tuberculosis basic facts, and TB in specific populations. Retrieved from https://www.cdc.gov/tb/topic/basics/default.htm

World Health Organization. (2018). Roadmap towards ending TB in children and adolescents. Retrieved from https://apps.who.int/iris/bitstream/handle/10665/275422/9789241514798-eng.pdf

NRS428VN Benchmark Policy Brief Rubric

Course Code Class Code Assignment Title Total Points
NRS-428VN NRS-428VN-O503 Benchmark – Policy Brief 120.0

Criteria Percentage Unsatisfactory (0.00%) Less Than Satisfactory (80.00%) Satisfactory (88.00%) Good (92.00%) Excellent (100.00%) Comments Points Earned
Content 80.0%

Description of Policy Health Issue 20.0% Description of the policy issue is omitted. An incomplete description of the policy issue is presented. The origin of this policy is unclear. There is no evidence that this policy creates a health issue, or that it is an issue for the population selected. The level at which the issue occurs has not been identified. There are major inaccuracies. A description of the policy issue is summarized. The origin of the policy is described, but it is unclear why the policy creates a health issue for the population selected. The level at which the issue occurs is identified. There are some inaccuracies. More information and rationale are needed.

A general description of the policy issue is presented. The origin of the policy is described and a correlation between the policy and the health issue for the population selected is established. The level at which this occurs is discussed. Some rationale or detail is needed for clarity. A detailed description of the policy issue is presented. The origin of the policy is described and a strong correlation between the policy and the health issue for the population selected is established. The level at which this occurs is discussed. Strong rationale and evidence are offered for support. Insight into the policy health issue is demonstrated.

Problem Statement 20.0% A problem statement is not included. A problem statement is present but lacks detail or is incomplete. Subject knowledge is unclear or inconsistent. A problem statement is present. Some subject knowledge is evident. A problem statement is included, and subject knowledge is competent. A problem statement is thoroughly developed with supporting details.

Suggestions for Addressing the Policy Health Issue (C1.4) 20.0% Suggestions for addressing the policy health issue are not included. Suggestions for addressing the policy health issue are incomplete. Suggestions do not include all assignment criteria. The suggestions do not support policy change for the policy health issue. Suggestions for addressing the issue are present. Some subject knowledge is evident. Most assignment criteria are met.

The suggestions generally outline steps for policy change. More information or evidence is needed. Suggestions for addressing the issue are present, and subject knowledge is competent. All assignment criteria are met. The suggestions outline steps for policy change. Minor detail is needed for clarity. Suggestions for addressing the issue are thoroughly developed with supporting details. All assignment criteria are met and well-supported. The suggestions are well-supported and offer clear steps for initiating policy change.

Impact on Health Care Delivery System 20.0% A discussion on the impact on the health care delivery system is not included. A discussion on the impact on the health care delivery system is present but lacks detail or is incomplete. Subject knowledge is unclear or inconsistent. A discussion on the impact on the health care delivery system is present. Some subject knowledge is evident. A discussion on the impact on the health care delivery system is present, and subject knowledge is competent. A discussion on the impact on the health care delivery system is thoroughly developed with supporting details.

Organization, Effectiveness, and Format 20.0%
Thesis Development and Purpose 5.0% Paper lacks any discernible overall purpose or organizing claim. Thesis is insufficiently developed or vague. Purpose is not clear. Thesis is apparent and appropriate to purpose. Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose. Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.

Argument Logic and Construction 5.0% Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources. Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility. Argument is orderly but may have a few inconsistencies. The argument presents minimal justification of claims.

Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis. Argument shows logical progression. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative. Clear and convincing argument presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.

Mechanics of Writing (includes spelling, punctuation, grammar, language use) 5.0% Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied. Some mechanical errors or typos are present, but they are not overly distracting to the reader.

Correct and varied sentence structure and audience-appropriate language are employed. Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech. Writer is clearly in command of standard, written, academic English.

Paper Format (use of appropriate style for the major and assignment) 2.0% Template is not used appropriately, or documentation format is rarely followed correctly. Appropriate template is used, but some elements are missing or mistaken. A lack of control with formatting is apparent. Appropriate template is used. Formatting is correct, although some minor errors may be present. Appropriate template is fully used. There are virtually no errors in formatting style. All format elements are correct.

Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) 3.0% Sources are not documented. Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors. Sources are documented, as appropriate to assignment and style, although some formatting errors may be present. Sources are documented, as appropriate to assignment and style, and format is mostly correct. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.

Total Weightage 100%

NRS 428 WEEK 4 POWERPOINT

Community Assessment and Analysis Presentation

Interview A FAMILY WITH HIGH RISK OF TUBERCULOSIS

Assessment Traits

Requires Lopeswrite

Assessment Description

The RN to BSN program at Grand Canyon University meets the requirements for clinical competencies as defined by the Commission on Collegiate Nursing Education (CCNE) and the American Association of Colleges of Nursing (AACN), using nontraditional experiences for practicing nurses. These experiences come in the form of direct and indirect care experiences in which licensed nursing students engage in learning within the context of their hospital organization, specific care discipline, and local communities.

This assignment consists of both an interview and a PowerPoint (PPT) presentation.

Assessment/Interview

Select a community of interest in your region. Perform a physical assessment of the community.

Perform a direct assessment of a community of interest using the “Functional Health Patterns Community Assessment Guide.”
Interview a community health and public health provider regarding that person’s role and experiences within the community.

Interview Guidelines

Interviews can take place in-person, by phone, or by Skype.

Develop interview questions to gather information about the role of the provider in the community and the health issues faced by the chosen community.

Complete the “Provider Interview Acknowledgement Form” prior to conducting the interview. Submit this document separately in its respective drop box.

Compile key findings from the interview, including the interview questions used, and submit these with the presentation.

PowerPoint Presentation

Create a PowerPoint presentation of 15-20 slides (slide count does not include title and references slide) describing the chosen community interest.

Include the following in your presentation:

Description of community and community boundaries: the people and the geographic, geopolitical, financial, educational level; ethnic and phenomenological features of the community, as well as types of social interactions; common goals and interests; and barriers, and challenges, including any identified social determinates of health.
Summary of community assessment: (a) funding sources and (b) partnerships.
Summary of interview with community health/public health provider.
Identification of an issue that is lacking or an opportunity for health promotion.
A conclusion summarizing your key findings and a discussion of your impressions of the general health of the community.

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA format ting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Course Resources if you need assistance.

Attachments

NRS-428VN-RS4-ProviderInterviewAcknowledgementForm.docNRS-428VN-RS4-FunctionalHealthPatternsCommAssessment.doc

RUBRIC

Community Assessment and Analysis Presentation – Rubric

Rubric Criteria

Description of Community and Community Boundaries

Criteria Description

Description of Community and Community Boundaries: (People, Geographic, Geopolitical, Financial, Educational Level, Ethnic, Phenomenological Features and Types of Interactions, Goals, Interests, Barriers, and Challenges, Including Social Determinates of Health)

Excellent

25 points

Summary of Community Health Assessment

25 points

Criteria Description

Summary of Community Health Assessment

Excellent

25 points

Discussion of functional health patterns is clear, complete, and comprehensive, with indications for actual, at-risk, and potential diagnoses as well as recommendations for surveillance and preventive measures.

Identification of Issue That Is Lacking or an Opportunity for Health Promotion

Criteria Description

Identification of Issue That Is Lacking or an Opportunity for Health Promotion

Excellent

Conclusion With Summary of Findings and Impressions of General Community Health

Criteria Description

Conclusion With Summary of Findings and Impressions of General Community Health

Excellent

Summary of Interview With Community Health/Public Health Provider

Criteria Description

Summary of Interview With Community Health/Public Health Provider

Excellent

Layout

Criteria Description

Layout

Excellent

The layout is visually pleasing and contributes to the overall message with appropriate use of headings, subheadings, and white space. Text is appropriate in length for the target audience and to the point. The background and colors enhance the readability of the text.

Language Use and Audience Awareness (includes sentence construction, word choice, etc.)

Criteria Description

Language Use and Audience Awareness (includes sentence construction, word choice, etc.)

Excellent

NRS 428 WEEK 5

Benchmark – Community Teaching Plan: Community Presentation

Benchmark

Assessment Description

Based on the feedback offered by the provider, identify the best approach for teaching. Prepare a presentation based on the Teaching Work Plan and present the information to your community.

Options for Delivery

Select one of the following options for delivery and prepare the applicable presentation:

PowerPoint presentation – no more than 30 minutes

Selection of Community Setting

These are considered appropriate community settings. Choose one of the following:

Home health center

Community Teaching Experience Approval Form

Before presenting information to the community, seek approval from an agency administrator or representative using the “Community Teaching Experience Approval Form.” Submit this form as directed in the Community Teaching Experience Approval assignment drop box.

General Requirements

You are required to cite a minimum of three sources to complete this assignment. Sources must be published within the last 5 years, appropriate for the assignment criteria, and relevant to nursing practice.

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are not required to submit this assignment to LopesWrite.

Benchmark Information

Registered Nurse to Bachelor of Science in Nursing

The benchmark assesses the following competencies:

3.3 Provide individualized education to diverse patient populations in a variety of health care settings.

Attachments

NRS-428VN-RS5-CommunityTeachingExperienceForm.doc

RUBRIC

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Benchmark – Community Teaching Plan: Community Presentation – Rubric

Rubric Criteria

Collapse All Rubric CriteriaCollapse All

Presentation Based on Teaching Work Plan and Provider Feedback

24 points

Criteria Description

Presentation Based on Teaching Work Plan and Provider Feedback

Excellent

24 points

Presentation is clearly based on Teaching Work Plan and any documented provider feedback. All aspects are consistent with Teaching Work Plan.

Good

20.4 points

Presentation is based on Teaching Work Plan and any documented provider feedback. All aspects are generally consistent with Teaching Work Plan.

Satisfactory

18 points

Presentation is generally based on Teaching Work Plan and any documented provider feedback. Some aspects are unclear. There are minor inconsistencies with Teaching Work Plan.

Less than Satisfactory

15.6 points

Presentation partially based on a Teaching Work Plan. Documented provider feedback is not integrated. Major aspects are incomplete. More information is needed.

Unsatisfactory

0 points

Presentation is not based on a Teaching Work Plan.

Teaching Work Plan and Provider Feedback Provides Education to Diverse Patient Population (B)

24 points

Criteria Description

Presentation Based on Teaching Work Plan and Provider Feedback Presentation Provides Individualized Education to Diverse Patient Population in Appropriate Community Setting (C3.3)

Excellent

24 points

Presentation provides specific information that focuses on the identified population and includes all diverse attributes for that population. Presentation is highly relevant to the community setting chosen. Additional health care settings where this individual education plan could be used are identified and highly relevant. The presentation demonstrates insight into providing individual education to diverse patient populations.

Good

20.4 points

Presentation provides information for the identified population and includes many diverse attributes for that population. Presentation is pertinent to the community setting chosen. Some additional health care settings where this individual education plan could be used are proposed. Some detail is needed for clarity.

Satisfactory

18 points

Presentation provides general information for the identified population. Some diverse attributes for that population are presented. Presentation is appropriate to the community setting chosen. At least one health care setting where this individual education plan could be used has been proposed. There are some inaccuracies. Minor detail or rationale is needed for support.

Less than Satisfactory

15.6 points

Presentation is incomplete. Significant information for the identified population is omitted or unclear. Some diverse attributes for that population are presented; not all attributes are relevant to the population. The presentation does not seem appropriate for the health care setting. There are major inaccuracies. More information is needed.

Unsatisfactory

0 points

Presentation does not include individualized education to a diverse patient population in an appropriate community setting.

Presentation of Content

48 points

Criteria Description

Presentation of Content

Excellent

48 points

The content is written clearly and concisely. Ideas universally progress and relate to each other. The project includes motivating questions and advanced organizers. The project gives the audience a clear sense of the main idea.

Good

40.8 points

The content is written with a logical progression of ideas and supporting information exhibiting a unity, coherence, and cohesiveness. Includes persuasive information from reliable sources.

Satisfactory

36 points

The presentation slides are generally competent, but ideas may show some inconsistency in organization and/or in their relationships to each other.

Less than Satisfactory

31.2 points

The content is vague in conveying a point of view and does not create a strong sense of purpose. Includes some persuasive information.

Unsatisfactory

0 points

The content lacks a clear point of view and logical sequence of information. Includes little persuasive information. Sequencing of ideas is unclear.

Layout

6 points

Criteria Description

Layout

Excellent

6 points

Good

5.1 points

The layout background and text complement each other and enable the content to be easily read. The fonts are easy to read and point size varies appropriately for headings and text.

Satisfactory

4.5 points

The layout uses horizontal and vertical white space appropriately. Sometimes the fonts are easy to read, but in a few places the use of fonts, italics, bold, long paragraphs, color, or busy background detracts and does not enhance readability.

Less than Satisfactory

3.9 points

The layout shows some structure, but appears cluttered and busy or distracting with large gaps of white space or a distracting background. Overall readability is difficult due to lengthy paragraphs, too many different fonts, dark or busy background, overuse of bold, or lack of appropriate indentations of text.

Unsatisfactory

0 points

The layout is cluttered, confusing, and does not use spacing, headings, and subheadings to enhance the readability. The text is extremely difficult to read with long blocks of text, small point size for fonts, and inappropriate contrasting colors. Poor use of headings, subheadings, indentations, or bold formatting is evident.

Language Use and Audience Awareness (includes sentence construction, word choice, etc.)

6 points

Criteria Description

Language Use and Audience Awareness (includes sentence construction, word choice, etc.)

Excellent

6 points

The writer uses a variety of sentence constructions, figures of speech, and word choice in distinctive and creative ways that are appropriate to purpose, discipline, and scope.

Good

5.1 points

The writer is clearly aware of audience, uses a variety of appropriate vocabulary for the targeted audience, and uses figures of speech to communicate clearly.

Satisfactory

4.5 points

Language is appropriate to the targeted audience for the most part.

Less than Satisfactory

3.9 points

Some distracting inconsistencies in language choice (register) or word choice are present. The writer exhibits some lack of control in using figures of speech appropriately.

Unsatisfactory

0 points

Inappropriate word choice and lack of variety in language use are evident. Writer appears to be unaware of audience. Use of primer prose indicates writer either does not apply figures of speech or uses them inappropriately.

Mechanics of Writing (includes spelling, punctuation, grammar, language use)

6 points

Criteria Description

Mechanics of Writing (includes spelling, punctuation, grammar, language use)

Excellent

6 points

Writer is clearly in control of standard, written, academic English.

Good

5.1 points

Slides are largely free of mechanical errors, although a few may be present.

Satisfactory

4.5 points

Some mechanical errors or typos are present, but they are not overly distracting to the reader.

Less than Satisfactory

3.9 points

Frequent and repetitive mechanical errors distract the reader.

Unsatisfactory

0 points

Slide errors are pervasive enough that they impede communication of meaning.

Documentation of Sources

6 points

Criteria Description

Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)

Excellent

6 points

Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.

Good

5.1 points

Sources are documented, as appropriate to assignment and style, and format is mostly correct.

Satisfactory

4.5 points

Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.

Less than Satisfactory

3.9 points

Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.

Unsatisfactory

0 points

Sources are not documented.

Total120 points