NRS 410 CLC – Evidence-Based Practice Project: Intervention Presentation on Diabetes
Grand Canyon University NRS 410 CLC – Evidence-Based Practice Project: Intervention Presentation on Diabetes-Step-By-Step Guide
This guide will demonstrate how to complete the NRS 410 CLC – Evidence-Based Practice Project: Intervention Presentation on Diabetes assignment based on general principles of academic writing. Here, we will show you the A, B, Cs of completing an academic paper, irrespective of the instructions. After guiding you through what to do, the guide will leave one or two sample essays at the end to highlight the various sections discussed below.
How to Research and Prepare for NRS 410 CLC – Evidence-Based Practice Project: Intervention Presentation on Diabetes
Whether one passes or fails an academic assignment such as the Grand Canyon University NRS 410 CLC – Evidence-Based Practice Project: Intervention Presentation on Diabetes depends on the preparation done beforehand. The first thing to do once you receive an assignment is to quickly skim through the requirements. Once that is done, start going through the instructions one by one to clearly understand what the instructor wants. The most important thing here is to understand the required format—whether it is APA, MLA, Chicago, etc.
After understanding the requirements of the paper, the next phase is to gather relevant materials. The first place to start the research process is the weekly resources. Go through the resources provided in the instructions to determine which ones fit the assignment. After reviewing the provided resources, use the university library to search for additional resources. After gathering sufficient and necessary resources, you are now ready to start drafting your paper.
How to Write the Introduction for NRS 410 CLC – Evidence-Based Practice Project: Intervention Presentation on Diabetes
The introduction for the Grand Canyon University NRS 410 CLC – Evidence-Based Practice Project: Intervention Presentation on Diabetes is where you tell the instructor what your paper will encompass. In three to four statements, highlight the important points that will form the basis of your paper. Here, you can include statistics to show the importance of the topic you will be discussing. At the end of the introduction, write a clear purpose statement outlining what exactly will be contained in the paper. This statement will start with “The purpose of this paper…” and then proceed to outline the various sections of the instructions.
How to Write the Body for NRS 410 CLC – Evidence-Based Practice Project: Intervention Presentation on Diabetes
After the introduction, move into the main part of the NRS 410 CLC – Evidence-Based Practice Project: Intervention Presentation on Diabetes assignment, which is the body. Given that the paper you will be writing is not experimental, the way you organize the headings and subheadings of your paper is critically important. In some cases, you might have to use more subheadings to properly organize the assignment. The organization will depend on the rubric provided. Carefully examine the rubric, as it will contain all the detailed requirements of the assignment. Sometimes, the rubric will have information that the normal instructions lack.
Another important factor to consider at this point is how to do citations. In-text citations are fundamental as they support the arguments and points you make in the paper. At this point, the resources gathered at the beginning will come in handy. Integrating the ideas of the authors with your own will ensure that you produce a comprehensive paper. Also, follow the given citation format. In most cases, APA 7 is the preferred format for nursing assignments.
How to Write the Conclusion for NRS 410 CLC – Evidence-Based Practice Project: Intervention Presentation on Diabetes
After completing the main sections, write the conclusion of your paper. The conclusion is a summary of the main points you made in your paper. However, you need to rewrite the points and not simply copy and paste them. By restating the points from each subheading, you will provide a nuanced overview of the assignment to the reader.
How to Format the References List for NRS 410 CLC – Evidence-Based Practice Project: Intervention Presentation on Diabetes
The very last part of your paper involves listing the sources used in your paper. These sources should be listed in alphabetical order and double-spaced. Additionally, use a hanging indent for each source that appears in this list. Lastly, only the sources cited within the body of the paper should appear here.
Stuck? Let Us Help You
Completing assignments can sometimes be overwhelming, especially with the multitude of academic and personal responsibilities you may have. If you find yourself stuck or unsure at any point in the process, don’t hesitate to reach out for professional assistance. Our assignment writing services are designed to help you achieve your academic goals with ease.
Our team of experienced writers is well-versed in academic writing and familiar with the specific requirements of the NRS 410 CLC – Evidence-Based Practice Project: Intervention Presentation on Diabetes assignment. We can provide you with personalized support, ensuring your assignment is well-researched, properly formatted, and thoroughly edited. Get a feel of the quality we guarantee – ORDER NOW.
Sample Answer for NRS 410 CLC – Evidence-Based Practice Project: Intervention Presentation on Diabetes
A mobile phone-based glucose-monitoring and feedback system for the treatment of type 2 diabetes mellitus (T2DM) is a promising new technology that has yet to be fully evaluated. Clinical studies have shown that the use of such a system leads to improved glycemic control, as well as increased patient satisfaction and engagement (Yang et al., 2020). In addition, mobile phone interventions may help to reduce healthcare costs by allowing patients to monitor their own blood sugar levels and provide feedback to their physician. While further research is needed to confirm the long-term benefits of mobile phone-based glucose monitoring, this technology shows great promise for the treatment of T2DM. A mobile phone–based glucose-monitoring and feedback system (MP-GMS) was developed to improve diabetes management in multiple primary care clinic settings. The system was implemented in three waves of clinic randomized trials. Wave 1 clinics (N=6) were randomized to either the MP-GMS or usual care. Wave 2 clinics (N=5) were randomized to the MP-GMS with additional support from a trained clinical research coordinator (CRC), or usual care. Wave 3 clinics (N=4) were randomized to the MP-GMS with or without an accompanying group education program. The electronic medical records of all participants in all three waves were analyzed (Yang et al., 2020).
A mobile phone-based glucose monitoring and feedback system can be a great asset in primary care clinic settings. By providing real-time data and feedback to patients, this type of system can help them better manage their diabetes. In addition, the ability to share data with providers can help clinics identify patterns and potential areas for improvement. When used in conjunction with traditional medical care, a mobile phone-based glucose monitoring system can be a powerful tool for improving diabetes management. A clinic setting is the ideal environment for a mobile phone-based glucose monitoring and feedback system. In a primary care setting, nurses or other health professionals can provide patients with real-time feedback on their blood sugar levels, as well as educational information about diabetes and its management. A mobile phone-based glucose monitoring and feedback system has the potential to improve glycemic control in patients with diabetes, thereby reducing the risk of long-term complications. In addition, such a system could help to reduce the burden on healthcare professionals, who are often responsible for providing patient education about diabetes self-management (Yang et al., 2020).
As a group, identify a research or evidence-based article published within the last 5 years that focuses comprehensively on a specific intervention or new treatment tool for the management of diabetes in adults or children. The article must be relevant to nursing practice.
Sample Answer 2 for NRS 410 CLC – Evidence-Based Practice Project: Intervention Presentation on Diabetes
Participation in a technology-enabled Nurse coaching Intervention
According to the findings, different types of success can occur when patients participate in technology-based nurse coaching intervention to manage type 2 diabetes. The article these successes include changes in health behaviors among individuals with type 2 diabetes, mindset change or increased awareness, changes in engagement in using healthcare resources and alterations in physical as well as emotional health and a change in indicators of health (Fazio et al., 2019). Therefore, coaching and technology use are essential in helping patients manage diabetes in various ways that include setting of management goals, tracking their overall health, getting solutions to barriers, and aligning goals with factors that influence change.
Evidence for Integration of technology-enabled nurse coaching intervention for Diabetes Management
Studies show that integrating the intervention participation tool leads to enhanced perspectives concerning how one can live with diabetes. In their study, Miyamoto et al. (2019) show that nurses and other healthcare providers can empower diabetic patients to self-manage the condition using technology and nurse health coaching. This can be through mobile health (mHealth) technology and combining it with health coaching to ensure that patients participate in the self-management of their condition. Again, a study by Miyamoto (2018) shows that nurse health coaching entails participation of patients to improve diabetes self-management. As such, nurses can integrate these aspects into their practice to enhance overall patient outcomes. these intervention or tool focuses on enhancing self-efficacy.
Integration of these Interventions in Nursing Practice
Evidence from research shows that integration of these interventions in nursing practice enhances overall self-management and self-efficacy of patients with type 2 diabetes (Miyamoto et al., 2018). As such, nurses can integrate the tool in a host of ways that include improving patient participation by making phones or having protocols that encourage conversations and engagement with patients. Secondly, they can integrate these aspects by developing and using relevant mobile health apps that enable them to interact with patients. Nurses can also use these tools to encourage behavior change and emphasize the significance of self-care management (Miyamoto et al., 2018). Lastly, they can use these interventions to improve their competences when dealing with diabetic patients.
References
Fazio, S., Edwards, J., Miyamoto, S., Henderson, S., Dharmar, M., &
Young, H. M. (2019). More than A1C: Types of success among adults with type-2 diabetes participating in a technology-enabled nurse coaching intervention. Patient Education and Counseling, 102(1), 106– 112. https://doi-org.lopes.idm.oclc.org/10.1016/j.pec.2018.08.028
Miyamoto, S., Henderson, S., Fazio, S., Saconi, B., Thiede, E.,
Greenwood, D. A. & Young, H. M. (2019). Empowering Diabetes Self- Management Through Technology and Nurse Health Coaching. Diabetes Education, 45(6):586-595.doi: 10.1177/0145721719879421.
Miyamoto, S., Dharmar, M., Fazio, S., Tang-Feldman, Y. & Young, H. M.
(2018). mHealth Technology and Nurse Health Coaching to Improve Health in Diabetes: Protocol for a Randomized Controlled Trial. JMIR Research Protocols, 7(2):
Create a 10-15 slide PowerPoint presentation on the study’s findings and how they can be used by nurses as an intervention. Include speaker notes for each slide and additional slides for the title page and references.
Include the following:
Describe the intervention or treatment tool and the specific patient population used in the study.
Summarize the main idea of the research findings for a specific patient population. The research presented must include clinical findings that are current, thorough, and relevant to diabetes and nursing practice.
Provide a descriptive and reflective discussion of how the new tool or intervention can be integrated into nursing practice. Provide evidence to support your discussion.
Explain why psychological, cultural, and spiritual aspects are important to consider for a patient who has been diagnosed with diabetes. Describe how support can be offered in these respective areas as part of a plan of care for the patient. Provide examples.
to complete this assignment. Sources must be published within the last 5 years and appropriate for the assignment criteria and relevant to nursing practice.
While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.
CLC – Evidence-Based Practice Project: Intervention Presentation on Diabetes – Rubric
Criteria Description
Article
5. Excellent
7.5 points
The article is published in the last 5 years, has a focus on an intervention or treatment tool for managing diabetes in adults or children. The article has direct application to nursing practice.
4. Good
6.68 points
The article is published in the last 5 years, has a focus on an intervention or treatment tool for managing diabetes in adults or children. The article has general application to nursing practice.
3. Satisfactory
5.93 points
The article is published in the last 5 years and has a general focus on an intervention or treatment tool for managing diabetes in adults or children. The article has some application to nursing practice.
2. Less than Satisfactory
5.63 points
The article fails to meet most of the assignment criteria; the article is not relevant to nursing practice.
1. Unsatisfactory
0 points
The article is omitted or fails to meet the assignment criteria.
Criteria Description
Intervention or Treatment Tool and Specific Patient Population of Study
5. Excellent
7.5 points
A thorough description of the intervention or treatment tool and the specific patient population used in the study is presented.
4. Good
6.68 points
A description of the intervention or treatment tool and the specific patient population used in the study is presented. Minor detail is needed for clarity or accuracy.
3. Satisfactory
5.93 points
A summary of the intervention or treatment tool and the specific patient population used in the study is presented. Some aspects require more detail for clarity. There are minor inaccuracies.
2. Less than Satisfactory
5.63 points
An incomplete summary of the intervention, or treatment tool, and the specific patient population used in the study is presented. There are significant gaps and inaccuracies.
1. Unsatisfactory
0 points
Intervention, or treatment tool, and the specific patient population used in the study are omitted or inaccurate.
Criteria Description
Summary of Article
5. Excellent
22.5 points
A thorough summary of the article is presented. The summary accurately presents the main idea for a specific patient population and the clinical findings, and clearly illustrates relevance to diabetes and nursing practice.
4. Good
20.03 points
A summary of the article is presented. The summary presents the main idea for a specific patient population, the clinical findings, and the relevance to diabetes and nursing practice. Some detail or information is needed for clarity.
3. Satisfactory
17.78 points
A summary of the article is presented. The summary generally presents the main idea for a specific patient population, the clinical findings, and the relevance to diabetes and nursing practice. There are some inaccuracies. More information is needed.
2. Less than Satisfactory
16.88 points
A partial summary of the article is presented. There are major omissions. The summary fails to accurately represent the main idea for a specific patient population, the clinical findings, or the relevance to diabetes and nursing practice.
1. Unsatisfactory
0 points
The summary is omitted or fails to meet the assignment criteria.
Criteria Description
Inclusion of the Psychological, Cultural, and Spiritual Aspects
5. Excellent
22.5 points
A compelling explanation for why the psychological, cultural and spiritual aspects is important to consider for a patient who has been diagnosed with diabetes is presented. The explanation is well-developed and contains strong reasoning and rationale for support.
4. Good
20.03 points
An explanation of why the psychological, cultural, and spiritual aspects is important to consider for a patient who has been diagnosed with diabetes is presented. The explanation contains adequate reasoning or rationale provided for support. Some detail is needed for clarity.
3. Satisfactory
17.78 points
A general explanation of why the psychological, cultural and spiritual aspects is important to consider for a patient who has been diagnosed with diabetes is presented. The explanation contains some omissions and inaccuracies. General reasoning or rationale is provided for support.
2. Less than Satisfactory
16.88 points
A partial explanation of why the psychological, cultural, and spiritual aspects is important to consider for a patient who has been diagnosed with diabetes is presented. The explanation contains significant omissions and inaccuracies. Reasoning or rationale is not provided for support.
1. Unsatisfactory
0 points
Explanation of why the psychological, cultural, and spiritual aspects are important to consider for patient who has been diagnosed with diabetes is omitted.
Criteria Description
Presentation of Content
5. Excellent
60 points
The content is written clearly and concisely. Ideas universally progress and relate to each other. The project includes motivating questions and advanced organizers. The project gives the audience a clear sense of the main idea.
4. Good
53.4 points
The content is written with a logical progression of ideas and supporting information exhibiting a unity, coherence, and cohesiveness. Includes persuasive information from reliable sources.
3. Satisfactory
47.4 points
The presentation slides are generally competent, but ideas may show some inconsistency in organization and/or in their relationships to each other.
2. Less than Satisfactory
45 points
The content is vague in conveying a point of view and does not create a strong sense of purpose. Includes some persuasive information.
1. Unsatisfactory
0 points
The content lacks a clear point of view and logical sequence of information. Includes little persuasive information. Sequencing of ideas is unclear.
Criteria Description
Layout
5. Excellent
7.5 points
The layout is visually pleasing and contributes to the overall message with appropriate use of headings, subheadings, and white space. Text is appropriate in length for the target audience and to the point. The background and colors enhance the readability of the text.
4. Good
6.68 points
The layout background and text complement each other and enable the content to be easily read. The fonts are easy to read and point size varies appropriately for headings and text.
3. Satisfactory
5.93 points
The layout uses horizontal and vertical white space appropriately. Sometimes the fonts are easy to read, but in a few places the use of fonts, italics, bold, long paragraphs, color, or busy background detracts and does not enhance readability.
2. Less than Satisfactory
5.63 points
The layout shows some structure, but appears cluttered and busy or distracting with large gaps of white space or a distracting background. Overall readability is difficult due to lengthy paragraphs, too many different fonts, dark or busy background, overuse of bold, or lack of appropriate indentations of text.
1. Unsatisfactory
0 points
The layout is cluttered, confusing, and does not use spacing, headings, and subheadings to enhance the readability. The text is extremely difficult to read with long blocks of text, small point size for fonts, and inappropriate contrasting colors. Poor use of headings, subheadings, indentations, or bold formatting is evident.
Criteria Description
Language Use and Audience Awareness (includes sentence construction, word choice, etc.)
5. Excellent
7.5 points
The writer uses a variety of sentence constructions, figures of speech, and word choice in distinctive and creative ways that are appropriate to purpose, discipline, and scope.
4. Good
6.68 points
The writer is clearly aware of audience, uses a variety of appropriate vocabulary for the targeted audience, and uses figures of speech to communicate clearly.
3. Satisfactory
5.93 points
Language is appropriate to the targeted audience for the most part.
2. Less than Satisfactory
5.63 points
Some distracting inconsistencies in language choice (register) or word choice are present. The writer exhibits some lack of control in using figures of speech appropriately.
1. Unsatisfactory
0 points
Inappropriate word choice and lack of variety in language use are evident. Writer appears to be unaware of audience. Use of primer prose indicates writer either does not apply figures of speech or uses them inappropriately.
Criteria Description
Mechanics of Writing (includes spelling, punctuation, grammar, language use)
5. Excellent
7.5 points
Writer is clearly in control of standard, written, academic English.
4. Good
6.68 points
Slides are largely free of mechanical errors, although a few may be present.
3. Satisfactory
5.93 points
Some mechanical errors or typos are present, but they are not overly distracting to the reader.
2. Less than Satisfactory
5.63 points
Frequent and repetitive mechanical errors distract the reader.
1. Unsatisfactory
0 points
Slide errors are pervasive enough that they impede communication of meaning.
Criteria Description
Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)
5. Excellent
7.5 points
Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
4. Good
6.68 points
Sources are documented, as appropriate to assignment and style, and format is mostly correct.
3. Satisfactory
5.93 points
Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.
2. Less than Satisfactory
5.63 points
Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.
1. Unsatisfactory
0 points
Sources are not documented.
Total 150 points
Rubric Criteria
Total150 points
| Criterion | 1. Unsatisfactory | 2. Less than Satisfactory | 3. Satisfactory | 4. Good | 5. Excellent |
| Presentation of Content
Presentation of Content |
0 points
The content lacks a clear point of view and logical sequence of information. Includes little persuasive information. Sequencing of ideas is unclear. |
45 points
The content is vague in conveying a point of view and does not create a strong sense of purpose. Includes some persuasive information. |
47.4 points
The presentation slides are generally competent, but ideas may show some inconsistency in organization and/or in their relationships to each other. |
53.4 points
The content is written with a logical progression of ideas and supporting information exhibiting a unity, coherence, and cohesiveness. Includes persuasive information from reliable sources. |
60 points
The content is written clearly and concisely. Ideas universally progress and relate to each other. The project includes motivating questions and advanced organizers. The project gives the audience a clear sense of the main idea. |
| Inclusion of the Psychological, Cultural, and Spiritual Aspects
Inclusion of the Psychological, Cultural, and Spiritual Aspects |
0 points
Explanation of why the psychological, cultural, and spiritual aspects are important to consider for patient who has been diagnosed with diabetes is omitted. |
16.88 points
A partial explanation of why the psychological, cultural, and spiritual aspects is important to consider for a patient who has been diagnosed with diabetes is presented. The explanation contains significant omissions and inaccuracies. Reasoning or rationale is not provided for support. |
17.78 points
A general explanation of why the psychological, cultural and spiritual aspects is important to consider for a patient who has been diagnosed with diabetes is presented. The explanation contains some omissions and inaccuracies. General reasoning or rationale is provided for support. |
20.03 points
An explanation of why the psychological, cultural, and spiritual aspects is important to consider for a patient who has been diagnosed with diabetes is presented. The explanation contains adequate reasoning or rationale provided for support. Some detail is needed for clarity. |
22.5 points
A compelling explanation for why the psychological, cultural and spiritual aspects is important to consider for a patient who has been diagnosed with diabetes is presented. The explanation is well-developed and contains strong reasoning and rationale for support. |
| Article
Article |
0 points
The article is omitted or fails to meet the assignment criteria. |
5.63 points
The article fails to meet most of the assignment criteria; the article is not relevant to nursing practice. |
5.93 points
The article is published in the last 5 years and has a general focus on an intervention or treatment tool for managing diabetes in adults or children. The article has some application to nursing practice. |
6.68 points
The article is published in the last 5 years, has a focus on an intervention or treatment tool for managing diabetes in adults or children. The article has general application to nursing practice. |
7.5 points
The article is published in the last 5 years, has a focus on an intervention or treatment tool for managing diabetes in adults or children. The article has direct application to nursing practice. |
| Intervention or Treatment Tool and Specific Patient Population of Study
Intervention or Treatment Tool and Specific Patient Population of Study |
0 points
Intervention, or treatment tool, and the specific patient population used in the study are omitted or inaccurate. |
5.63 points
An incomplete summary of the intervention, or treatment tool, and the specific patient population used in the study is presented. There are significant gaps and inaccuracies. |
5.93 points
A summary of the intervention or treatment tool and the specific patient population used in the study is presented. Some aspects require more detail for clarity. There are minor inaccuracies. |
6.68 points
A description of the intervention or treatment tool and the specific patient population used in the study is presented. Minor detail is needed for clarity or accuracy. |
7.5 points
A thorough description of the intervention or treatment tool and the specific patient population used in the study is presented. |
| Summary of Article
Summary of Article |
0 points
The summary is omitted or fails to meet the assignment criteria. |
16.88 points
A partial summary of the article is presented. There are major omissions. The summary fails to accurately represent the main idea for a specific patient population, the clinical findings, or the relevance to diabetes and nursing practice. |
17.78 points
A summary of the article is presented. The summary generally presents the main idea for a specific patient population, the clinical findings, and the relevance to diabetes and nursing practice. There are some inaccuracies. More information is needed. |
20.03 points
A summary of the article is presented. The summary presents the main idea for a specific patient population, the clinical findings, and the relevance to diabetes and nursing practice. Some detail or information is needed for clarity. |
22.5 points
A thorough summary of the article is presented. The summary accurately presents the main idea for a specific patient population and the clinical findings, and clearly illustrates relevance to diabetes and nursing practice. |
| Layout
Layout |
0 points
The layout is cluttered, confusing, and does not use spacing, headings, and subheadings to enhance the readability. The text is extremely difficult to read with long blocks of text, small point size for fonts, and inappropriate contrasting colors. Poor use of headings, subheadings, indentations, or bold formatting is evident. |
5.63 points
The layout shows some structure, but appears cluttered and busy or distracting with large gaps of white space or a distracting background. Overall readability is difficult due to lengthy paragraphs, too many different fonts, dark or busy background, overuse of bold, or lack of appropriate indentations of text. |
5.93 points
The layout uses horizontal and vertical white space appropriately. Sometimes the fonts are easy to read, but in a few places the use of fonts, italics, bold, long paragraphs, color, or busy background detracts and does not enhance readability. |
6.68 points
The layout background and text complement each other and enable the content to be easily read. The fonts are easy to read and point size varies appropriately for headings and text. |
7.5 points
The layout is visually pleasing and contributes to the overall message with appropriate use of headings, subheadings, and white space. Text is appropriate in length for the target audience and to the point. The background and colors enhance the readability of the text. |
| Documentation of Sources
Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) |
0 points
Sources are not documented. |
5.63 points
Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors. |
5.93 points
Sources are documented, as appropriate to assignment and style, although some formatting errors may be present. |
6.68 points
Sources are documented, as appropriate to assignment and style, and format is mostly correct. |
7.5 points
Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error. |
| Language Use and Audience Awareness (includes sentence construction, word choice, etc.)
Language Use and Audience Awareness (includes sentence construction, word choice, etc.) |
0 points
Inappropriate word choice and lack of variety in language use are evident. Writer appears to be unaware of audience. Use of primer prose indicates writer either does not apply figures of speech or uses them inappropriately. |
5.63 points
Some distracting inconsistencies in language choice (register) or word choice are present. The writer exhibits some lack of control in using figures of speech appropriately. |
5.93 points
Language is appropriate to the targeted audience for the most part. |
6.68 points
The writer is clearly aware of audience, uses a variety of appropriate vocabulary for the targeted audience, and uses figures of speech to communicate clearly. |
7.5 points
The writer uses a variety of sentence constructions, figures of speech, and word choice in distinctive and creative ways that are appropriate to purpose, discipline, and scope. |
| Mechanics of Writing (includes spelling, punctuation, grammar, language use)
Mechanics of Writing (includes spelling, punctuation, grammar, language use) |
0 points
Slide errors are pervasive enough that they impede communication of meaning. |
5.63 points
Frequent and repetitive mechanical errors distract the reader. |
5.93 points
Some mechanical errors or typos are present, but they are not overly distracting to the reader. |
6.68 points
Slides are largely free of mechanical errors, although a few may be present. |
7.5 points
Writer is clearly in control of standard, written, academic English. |