| Top of Form | | 1
Unsatisfactory 0-71%
0.00% | 2
Less Than Satisfactory 72-75%
75.00% | 3
Satisfactory 76-79%
79.00% | 4
Good 80-89%
89.00% | 5
Excellent 90-100%
100.00% | | 80.0 %Content | | | 20.0 % Describe your approach to care | Description of your approach to care is not offered. | Description of your approach to care is offered, but incomplete, lacking relevant information. | Description of your approach to care meets the basic requirements of the assignment. | Description of your approach to care is offered in detail. | Description of your approach to care is offered in detail, while demonstrating evidence of deeper insight and/or reflection. | | | 20.0 % Recommend a treatment plan | Recommendation of a treatment plan is not offered. | Recommendation of a treatment plan is offered, but incomplete, lacking relevant information. | Recommendation of a treatment plan meets the basic requirements of the assignment. | Recommendation of a treatment plan is offered in detail. | Recommendation of a treatment plan is offered in detail, while demonstrating evidence of insight and/or reflection. | | | 20.0 % Describe a method for providing both the patient and family with education and your rationale. | Description of a method for providing both the patient and family with education is not offered. | Description of a method for providing both the patient and family with education is offered, but incomplete, lacking relevant information, such as rationale. | Description of a method for providing both the patient and family with education, with as rationale, meets the basic requirements of the assignment. | Description of a method for providing both the patient and family with education is offered in detail. | Description of a method for providing both the patient and family with education is offered in detail, while demonstrating evidence of deeper insight and/or reflection. | | | 20.0 % Provide a teaching plan, using words the patient and family will understand. | A teaching plan is not offered. | A teaching plan is offered, but incomplete, lacking relevant information, such as rationale, or uses terminology the patient and family may not understand. | The teaching plan avoids using terminology the patient and family may not understand and meets the basic requirements of the assignment. | A teaching plan meets the basic requirements of the assignment is offered in detail. | A teaching plan is offered in detail, while demonstrating evidence of deeper insight and/or reflection. | | | 15.0 %Organization and Effectiveness | | | 5.0 % Thesis Development and Purpose | Paper lacks any discernible overall purpose or organizing claim. | Thesis and/or main claim are insufficiently developed and/or vague; purpose is not clear. | Thesis and/or main claim are apparent and appropriate to purpose. | Thesis and/or main claim are clear and forecast the development of the paper. It is descriptive and reflective of the arguments and appropriate to the purpose. | Thesis and/or main claim are comprehensive; contained within the thesis is the essence of the paper. Thesis statement makes the purpose of the paper clear. | | | 5.0 % Paragraph Development and Transitions | Paragraphs and transitions consistently lack unity and coherence. No apparent connections between paragraphs are established. Transitions are inappropriate to purpose and scope. Organization is disjointed. | Some paragraphs and transitions may lack logical progression of ideas, unity, coherence, and/or cohesiveness. Some degree of organization is evident. | Paragraphs are generally competent, but ideas may show some inconsistency in organization and/or in their relationships to each other. | A logical progression of ideas between paragraphs is apparent. Paragraphs exhibit a unity, coherence, and cohesiveness. Topic sentences and concluding remarks are appropriate to purpose. | There is a sophisticated construction of paragraphs and transitions. Ideas progress and relate to each other. Paragraph and transition construction guide the reader. Paragraph structure is seamless. | | | 5.0 % Mechanics of Writing (includes spelling, punctuation, grammar, language use) | Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used. | Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, and/or word choice are present. | Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used. | Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used. | Writer is clearly in command of standard, written, academic English. | | | 5.0 %Format | | | 2.0 % Paper Format (1- inch margins; 12-point-font; double-spaced; Times New Roman, Arial, or Courier) | Template is not used appropriately or documentation format is rarely followed correctly. | Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent. | Template is used, and formatting is correct, although some minor errors may be present. | Template is fully used; There are virtually no errors in formatting style. | All format elements are correct. | | | 3.0 % Research Citations (In-text citations for paraphrasing and direct quotes, and reference page listing and formatting, as appropriate to assignment) | No reference page is included. No citations are used. | Reference page is present. Citations are inconsistently used. | Reference page is included and lists sources used in the paper. Sources are appropriately documented, although some errors may be present. | Reference page is present and fully inclusive of all cited sources. Documentation is appropriate and GCU style is usually correct. | In-text citations and a reference page are complete. The documentation of cited sources is free of error. | | | 100 % Total Weightage | | |
Bottom of Form | |
