You will write an article on a health-related issue that you feel passionate about. The purpose of this article is to advocate for policy change. You will only focus on one issue. You should include a
| Written Communication Assessment Rubric | ||||||||||
| Topic (weight) | Assessment of Topic (Note: Assigned score within a range is subjective assessment of degree criterion is met.) | Topic Score | Wt. | Topic Points (=Topic Score x Wt.) | ||||||
| Exceptional (range 9.0-10.0) | Acceptable (range 8.0-8.9) | Marginal (range 7.0-7.9) | Unacceptable (range 0-6.9) | |||||||
| Organiza-tion & Style (1.5) | Information is presented in a logical, interesting way, which is easy to follow. Purpose is clearly stated and explains the structure of work. | Information is presented in a logical manner, which is easily followed. Purpose of work is clearly stated assists the structure of work. | Work is hard to follow as there is very little continuity. Purpose of work is stated, but does not assist in following work. | Sequence of information is difficult to follow. No apparent structure or continuity. Purpose of work is not clearly stated. |
| x1.5 |
= | |||
| Content & Know-ledge (5.0) | Relates the goals of the learning Agreement to the learning experience Demonstration of full knowledge of the core and cross-cutting public health competencies with explanations and elaboration | Relates most of the goals of the learning Agreement to the learning experience. Demonstration of full knowledge of the core competencies of public health with explanations and elaboration | Relates the goals of the learning Agreement to the learning experience. Fails to demonstrate knowledge of the public health competencies | Fails to relate the goals of the learning Agreement to the learning experience. Fails to demonstrate knowledge of the public health competencies |
| x5.0 |
= | |||
| Format & Aesthe-tics (1.5) | Format is consistent throughout including heading styles and captions. Figures and tables are presented logically and reinforce the text. | Format is generally consistent including heading styles and captions. Figures and tables are neatly done and provide intended information. | Mostly consistent format. Figures and tables are legible, but not convincing. | Work is illegible, format changes throughout, e.g. font type, size, etc. Figures and tables are sloppy and fail to provide intended information. |
| x1.5 |
= | |||
| Spelling & Gram-mar (1.0) | Negligible misspellings and/or grammatical errors. | Minor misspellings and/or grammatical errors. | Several spelling and grammatical errors. | Numerous spelling and grammatical errors. |
| x1.0 |
= | |||
| Refer-ences (1.0) | Reference section complete and comprehensive. Consistent and logical referencing system. All appropriate persons and organizations appropriate acknowledged | Minor inadequacies in references. Consistent referencing system. Some organizations or persons not acknowledged | Inadequate list of references or references in text. Inconsistent or illogical referencing system. Some organizations or persons not acknowledged | No acknowledgements given No referencing system used. |
| x1.0 |
= | |||
| Gross points for evaluation component (sum of Topic Points in rightmost column; maximum of 100) ∑ | ||||||||||
| Penalty for tardiness (mandatory 10% of gross points) (if any) - | ||||||||||
| Points for evaluation component to use in student evaluation rubric (gross points minus penalty) = | ||||||||||
