One of the pivotal goals of consumer health literacy efforts is to design educational materials that attract as well as educate users. In this Assignment, you design a health information document on a

REQUIRED CONTENT
Includes a cover page and introduction for the flyer with an explanation of the issue selected, a description of the audience, and the search terms used to identify resources.
(10 possible points)--

EVALUATION EXCELLENT 9 (9%) - 10 (10%)

This section demonstrates excellence. To achieve a rating of “excellent” the student must discuss all of the concepts and key points presented in the text/s and Learning Resources. Paper provides significant detail including multiple relevant examples, evidence from the readings and other peer reviewed sources published within the past 5 years, and discerning ideas.

EVALUATION GOOD 0 (0%) - 8 (8%)

This section demonstrates a good understanding of the content. To achieve a rating of “good” the student must discuss most of the concepts and key points presented in the text/s and Learning Resources. Paper includes moderate detail, evidence from the readings, and discerning ideas.

EVALUATION FAIR 0 (0%) - 7 (7%)

This section demonstrates a fair understanding of the content. To achieve a rating of “fair” the student must discuss some of the concepts and key points as presented in the text/s and Learning Resources. Paper may be lacking in detail and specificity and/or may not include sufficient pertinent examples or provide sufficient evidence from the readings.

EVALUATION POOR 0 (0%) - 6 (6%)

This section demonstrates poor understanding of the content. To achieve a rating of “poor”, the student includes few of the concepts and key points of the text/s and Learning Resources. Paper is missing detail and specificity and/or does not include any pertinent examples or provide sufficient evidence from the readings.

In the Flyer:
Defines key terms in a way that is appropriate for the target audience.
(10 possible points)--

EVALUATION EXCELLENT 9 (9%) - 10 (10%)

EVALUATION GOOD 0 (0%) - 8 (8%)

EVALUATION FAIR 0 (0%) - 7 (7%)

EVALUATION POOR 0 (0%) - 6 (6%)

Describes the health issue using language appropriate for the audience.
(20 possible points)--

EVALUATION EXCELLENT 19 (19%) - 20 (20%)

This section demonstrates excellence. To achieve a rating of “excellent” the student must discuss all of the concepts and key points presented in the text/s and Learning Resources. The section provides significant detail including multiple relevant examples, evidence from the readings and other peer reviewed sources published within the past 5 years, and discerning ideas.

EVALUATION GOOD 17 (17%) - 18 (18%)

This section demonstrates a good understanding of the content. To achieve a rating of “good” the student must discuss most of the concepts and key points presented in the text/s and Learning Resources. The section includes moderate detail, evidence from the readings, and discerning ideas.

EVALUATION FAIR 15 (15%) - 16 (16%)

This section demonstrates a fair understanding of the content. To achieve a rating of “fair” the student must discuss some of the concepts and key points as presented in the text/s and Learning Resources. The section may be lacking in detail and specificity and/or may not include sufficient pertinent examples or provide sufficient evidence from the readings.

EVALUATION POOR 0 (0%) - 14 (14%)

This section demonstrates poor understanding of the content. To achieve a rating of “poor”, the student includes few of the concepts and key points of the text/s and Learning Resources. The section is missing detail and specificity and/or does not include any pertinent examples or provide sufficient evidence from the readings.

Provides guidance on how to identify websites and resources with credible information on the issue.
(20 possible points)--

EVALUATION EXCELLENT 19 (19%) - 20 (20%)

This section demonstrates excellence. To achieve a rating of “excellent” the student must discuss all of the concepts and key points presented in the text/s and Learning Resources. The section provides significant detail including multiple relevant examples, evidence from the readings and other peer reviewed sources published within the past 5 years, and discerning ideas.

EVALUATION GOOD 17 (17%) - 18 (18%)

This section demonstrates a good understanding of the content. To achieve a rating of “good” the student must discuss most of the concepts and key points presented in the text/s and Learning Resources. The section includes moderate detail, evidence from the readings, and discerning ideas.

EVALUATION FAIR 15 (15%) - 16 (16%)

This section demonstrates a fair understanding of the content. To achieve a rating of “fair” the student must discuss some of the concepts and key points as presented in the text/s and Learning Resources. The section may be lacking in detail and specificity and/or may not include sufficient pertinent examples or provide sufficient evidence from the readings.

EVALUATION POOR 0 (0%) - 14 (14%)

This section demonstrates poor understanding of the content. To achieve a rating of “poor”, the student includes few of the concepts and key points of the text/s and Learning Resources. The section is missing detail and specificity and/or does not include any pertinent examples or provide sufficient evidence from the readings.

Recommends 4-5 websites with clear, valuable, and reliable information on the issue.
(10 possible points)--

EVALUATION EXCELLENT 9 (9%) - 10 (10%)

This section demonstrates excellence. To achieve a rating of “excellent” the student must discuss all of the concepts and key points presented in the text/s and Learning Resources. The section provides significant detail including multiple relevant examples, evidence from the readings and other peer reviewed sources published within the past 5 years, and discerning ideas.

EVALUATION GOOD 0 (0%) - 8 (8%)

This section demonstrates a good understanding of the content. To achieve a rating of “good” the student must discuss most of the concepts and key points presented in the text/s and Learning Resources. The section includes moderate detail, evidence from the readings, and discerning ideas.

EVALUATION FAIR 0 (0%) - 7 (7%)

This section demonstrates a fair understanding of the content. To achieve a rating of “fair” the student must discuss some of the concepts and key points as presented in the text/s and Learning Resources. The section may be lacking in detail and specificity and/or may not include sufficient pertinent examples or provide sufficient evidence from the readings.

EVALUATION POOR 0 (0%) - 6 (6%)

This section demonstrates poor understanding of the content. To achieve a rating of “poor”, the student includes few of the concepts and key points of the text/s and Learning Resources. The section is missing detail and specificity and/or does not include any pertinent examples or provide sufficient evidence from the readings.

Writing used in Introduction
(10 possible points)--

EVALUATION EXCELLENT 9 (9%) - 10 (10%)

Paper is well organized, uses scholarly tone, follows APA style, uses original writing and proper paraphrasing, contains very few or no writing and/or spelling errors, and is fully consistent with graduate level writing style. Introduction contains multiple, appropriate and exemplary peer reviewed sources (published within the past 5 years) expected/required for the assignment.

EVALUATION GOOD 0 (0%) - 8 (8%)

Paper is mostly consistent with graduate level writing style. Paper may have some small or infrequent organization, scholarly tone, or APA style issues, and/or may contain a few writing and spelling errors, and/or somewhat less than the expected number of or type of sources.

EVALUATION FAIR 0 (0%) - 7 (7%)

Paper is somewhat below graduate level writing style, with multiple smaller or a few major problems. Paper may be lacking in organization, scholarly tone, APA style, and/or contain many writing and/or spelling errors, or shows moderate reliance on quoting vs. original writing and paraphrasing. Paper may contain inferior resources (number or quality).

EVALUATION POOR 0 (0%) - 6 (6%)

Paper is well below graduate level writing style expectations for organization, scholarly tone, APA style, and writing, or relies excessively on quoting. Paper may contain few or no quality resources.

Writing used in Flyer
(20 possible points)--

EVALUATION EXCELLENT 18 (18%) - 20 (20%)

Flyer is well organized, uses a tone appropriate for the audience, uses original writing and proper paraphrasing, contains very few or no writing and/or spelling errors, and is fully consistent with a health flyer writing style.

EVALUATION GOOD 16 (16%) - 17 (17%)

Flyer mostly uses a tone appropriate for the intended audience. Flyer may have some small or infrequent organization, tone issues, and/or may contain a few writing and spelling errors.

EVALUATION FAIR 14 (14%) - 15 (15%)

Flyer is written in a tone that is somewhat above or below the intended audience, with multiple smaller or a few major problems. Flyer may be lacking in organization, appropriate tone, and/or contain many writing and/or spelling errors, or shows moderate reliance on quoting vs. original writing and paraphrasing.

EVALUATION POOR 0 (0%) - 13 (13%)

Flyer is well below graduate level work, expectations for organization, appropriate tone, and writing.