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Rubic_Print_Format

Course Code Class Code Assignment Title Total Points

NRS-428VN NRS-428VN-O502 Benchmark – Community Teaching Plan: Community Teaching Work Plan Proposal 100.0

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%

Planning and Topic 30.0% The chosen topic is not one of four approved topics. The epidemiologic rationale is omitted. The teaching plan is based on an approved topic. The epidemiological rational contains significant inaccuracies. The teaching plan is based on an approved topic. The epidemiological rational is unclear. There are some inaccuracies. The teaching plan is based on an approved topic. The epidemiological rational needs some detail for accuracy or clarity. The teaching plan is based on an approved topic. The epidemiological rational is well-supported and relevance to the topic is demonstrated.

Effectiveness of Teaching Plan Criteria 40.0% Two or more of the assignment criteria are omitted. More than one of the assignment criteria are omitted. Overall, the teaching plan is vague. Significant information is needed. One of the assignment criteria is omitted or, multiple criteria are incomplete. The teaching plan can be effective, but more information or rational is needed. All assignment criteria are adequately completed. Some rational is needed for support or clarity. Overall, the teaching plan is effective. All assignment criteria are thoroughly completed. Rational and detail is provided throughout.

Therapeutic Communication (C4.2) 10.0% Therapeutic communication approach is omitted. Therapeutic approach is not demonstrated. The teaching plan attempts to communicate with an activity; the activity is not appropriate for the teaching plan. It is unclear if active listening techniques were used to connect with the audience. A partial summary of how the interaction of the audience is presented.It is unclear if nonverbal techniques were employed. More information is needed. The teaching plan is communicated with an activity that generally uses active listening techniques to connect with the audience. A summary of how the attention of the audience was captured and how the presentation was concluded is presented. The teaching plan indicates that some nonverbal techniques were employed. The teaching plan is communicated with an activity that uses active listening techniques to connect with the audience. How the attention of the audience was captured and how the presentation was concluded is presented. The teaching plan indicates that the use of nonverbal techniques was employed. The teaching plan is communicated with an activity that uses clear active listening techniques to connect with the audience. A clear description of how the attention of the audience was captured and how the presentation was concluded is presented. The teaching plan thoroughly describes nonverbal techniques that were employed, such as eye contact, appropriate dress for the setting, facial expressions, and voice intonation.

Organization and Effectiveness 15.0%

Organization of Proposal, Paragraph Development, and Transitions 10.0% Organization of proposal is disjointed. Paragraphs and transitions consistently lack unity and coherence. There are no apparent connections between ideas. Transitions are inappropriate or lacking. Some degree of organization is evident. Some paragraphs and transitions may lack logical progression of ideas, unity, coherence, or cohesiveness. Paragraphs are generally competent, but ideas may show some inconsistency in organization or in their relationships to each other. A logical progression of ideas between paragraphs is apparent. Paragraphs exhibit a unity, coherence, and cohesiveness. Proposal is well-organized and logical. Ideas progress and relate to each other. Paragraph and transition construction guide the reader.

Criteria 2Mechanics 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. Some degree of organization is evident. Some paragraphs and transitions may lack logical progression of ideas, unity, coherence, or cohesiveness. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, or word choice are present. Some mechanical errors or typos are present, but they 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.

Format 5.0%

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. 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.

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%