||Community Teaching Plan: Teaching Experience Paper
||Less Than Satisfactory (65.00%)
|Comprehensive Summary of Teaching Plan
||Summary of community teaching plan is omitted.
||Summary of community teaching plan is incomplete. Overall, the teaching plan is unclear.
||Summary of community teaching plan is offered, but some elements are vague. Some rationale or evidence is needed for clarity and support.
||Community teaching plan is clear with a detailed summary of each component. Minor rationale is needed for clarity or support.
||Focus of community teaching is clear, consistent with community teaching plan, detailed, and well supported. The presentation demonstrates an ability to create effective teaching plans relative to a population.
|Epidemiological Rationale for Topic
||Epidemiological rationale for the topic is omitted.
||Epidemiological rationale is unclear or incorrect.
||Epidemiological rationale is summarized and provides some support for the topic. More information or evidence is needed for support.
||Epidemiological rationale is provided and provides general support for the topic. Some detail is needed for clarity.
||Strong epidemiological rationale is provided and demonstrates support for the topic presented.
|Evaluation of Teaching Experience
||Evaluation of teaching experience is omitted or incomplete.
||Evaluation of teaching experience is unclear or underdeveloped. The narrative is not written in a manner that evaluates the experience.
||Evaluation of teaching experience is summarized. Some aspects are vague. More detail is needed to fully illustrate an assessment of the experience.
||Evaluation of the teaching experience is generally presented. Some detail is needed for clarity.
||A comprehensive evaluation of teaching experience is presented. Insight into self-appraisal in regard to teaching is demonstrated.
|Community Response to Teaching Provided
||Community response to teaching is omitted.
||Community response to teaching is partially summarized. More information is needed.
||A summary of the community response to teaching is presented. Some areas are unclear. More information is needed for support or clarity.
||A description of community response to teaching is generally presented. Some information is needed for support or clarity.
||A detailed description of community response to teaching is presented.
|Areas of Strength and Improvement
||Areas of strength and improvement are omitted.
||Areas of strength and improvement are partially discussed.
||Areas of strength and improvement are generally discussed.
||Areas of strength and improvement are discussed.
||Areas of strength and improvement are thoroughly discussed. The author demonstrates insight into personal strengths and areas where improvement would be beneficial.
|Organization, Effectiveness, and Format
|Thesis Development and Purpose
||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
||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)
||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)
||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)
||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.