NRS 429 Topic 1 DQ 1 VARK Analysis Paper
Grand Canyon University NRS 429 Topic 1 DQ 1 VARK Analysis Paper-Step-By-Step Guide
This guide will demonstrate how to complete the Grand Canyon University NRS 429 Topic 1 DQ 1 VARK Analysis Paper 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 429 Topic 1 DQ 1 VARK Analysis Paper
Whether one passes or fails an academic assignment such as the Grand Canyon University NRS 429 Topic 1 DQ 1 VARK Analysis Paper 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 429 Topic 1 DQ 1 VARK Analysis Paper
The introduction for the Grand Canyon University NRS 429 Topic 1 DQ 1 VARK Analysis Paper 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 429 Topic 1 DQ 1 VARK Analysis Paper
After the introduction, move into the main part of the NRS 429 Topic 1 DQ 1 VARK Analysis Paper 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 429 Topic 1 DQ 1 VARK Analysis Paper
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 429 Topic 1 DQ 1 VARK Analysis Paper
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 429 Topic 1 DQ 1 VARK Analysis Paper 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.
NRS 429 Topic 1 VARK Analysis Paper Assessment Description
Topic 1 DQ 1 :Describe the nurse’s role and responsibility as health educator. What strategies, besides the use of learning styles, can a nurse educator consider when developing tailored individual care plans, or for educational
programs in health promotion? When should behavioral objectives be utilized in a care plan or health promotion?
Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: NRS 429 Topic 1 VARK Analysis Paper
Sample Answer for NRS 429 Topic 1 DQ 1 VARK Analysis Paper
Introduction
A learning style is a technique through which learners collect, search through, interpret, organize, make conclusions, and preserve knowledge. Learning styles are grouped as per sensory approaches; namely, visual, aural, read or write, and kinesthetic (Whitney, 2018). Visual learning style is whereby learners understand by use of visual tools while in aural, they understand well when they listen to instructions. The read or write learners learn best through reading or writing while in the kinesthetic group, learners gain knowledge and understanding when they are allowed to touch and feel (Whitney, 2018). The purpose of this paper will be to explore learning styles and strategies for learners. I will include a summary of my learning style as per the VARK questionnaire and the importance of identifying learning styles for educators and in health promotion.
A learning style is a technique or the preferred way in which learners absorb, process, comprehend, and retain knowledge. There are various learning styles which are categorized based on the sensible approaches, which are either visual, auditory, read or write, and kinesthetic. The learning styles are found within the VARK model of students learning. VARK is an acronym for the four primary learning styles Visual, Auditory, Read and Write and Kinesthetic (VARK, 2019). The VARK model recognizes that learners have various approaches on how they process information, typically known as the preferred leaning mode. This essay will discuss learning styles for learners and will include a description of my learning style based on the VARK questionnaire. The paper will also explore the importance of educators identifying learners’ learning styles and application of learning styles in health promotion.
Personal Learning Style
My learning style preference, according to the VARK questionnaire, is Strong Kinesthetic (VARK 2019). Kinesthetic preference is described as one that a learner uses experiences and real things even when they are displayed as images and on screens. My VARK results were as follows: visual-0, Aural 4, Read or Write- 3, and Kinesthetic 9 (VARK 2019). As per my learning style, I prefer to have more experiences to enhance understanding of concepts.
Preferred Learning Strategy
My preferred learning strategy is to solve problems through practical experiences and real-life case studies. I understand the concept better and retain it for a longer period of time by using a practical approach. Furthermore, I value ideas that sound genuine, practical, and relevant to me. To understand, I also need to do things practically. Furthermore, I prefer feedback that includes a face-to-face discussion in which I am shown examples of successful and unsuccessful projects. Furthermore, I prefer trainers who use real-life examples to explain a point because I remember the examples and associate them with the concept learned. When evaluating my understanding, I look at case studies and try to solve them using the new knowledge to see if the theory is applicable in real-world situations.
My learning style corresponds to the identified learning strategies for individuals who use a kinesthetic strategy. People with my learning style preference prefer to be trained or learn through practical exercises, examples, experiences, case studies, trial and error, and using real-world examples, according to the VARK results (VARK 2019). They would rather learn from autobiographies, documentaries, and applications than from theories. Furthermore, they prefer to see demonstrations before applying what they have learned, and they enjoy talking about real-life issues (VARK 2019). Their own experiences are more valuable than others’, and they prefer engaging in activities with others through actions and making things happen (VARK 2019). They also enjoy working on practical problems that teach them problem-solving techniques.
Importance of Identifying Learning Styles for Learners as an Educator
An individual’s learning style determines the degree to which one acquires knowledge and skills since individuals understand better either by visualizing, hearing, reading, or being hands on (Whitney, 2018). Further, individuals learn better when the teaching style used suits their learning style hence making them memorize what they learned during the educational activity. When educators promote a learning environment that addresses the learning styles of learners, the latter can study better and feel more comfortable in their unique styles rather than having to adapt to the changing teaching styles used by the former (Bastable, 2017). Educators need to identify the learning styles and preferences of learners since it helps not only the educator but also the learner in being more effective in the learning process.
By understanding a learner’s learning style; an educator can determine the type of teaching method, resources and teaching methods to use. For instance, auditory learners will best learn through discussions, tape recordings, seminars, and discussions, and they will probably enquire on what they have not understood (Bastable, 2017). Besides, tests for auditory learners will be best conducted using oral examinations. Moreover, by making learners aware of their learning style, educators can empower them to identify the necessity of each learning style for various disciplines.
Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: NRS 429 Topic 1 VARK Analysis Paper
Learning Styles and Health Promotion
Health providers need to identify the learning styles of individuals when conducting health promotion to ensure that they will
learn, understand and practice the health messages provided to promote better health outcomes. Individuals tend to be interested in health education messages when their learning style is considered during health promotion (Kangovi & Asch, 2018). Learning styles affect behavior change as individuals modify their behaviors based on what they saw, heard or practiced in the health promotion programs. An individual’s learning style determines the possibility of modification of behavior as the patient understand and master information faster and easier when their learning preferences are utilized (Kangovi & Asch, 2018).
The different learning styles can be accommodated in health promotion by targeting all the senses when providing health education (Sharma, 2016). For instance, when educating individuals on the prevention of diseases, lectures and seminars can be held which target auditory learners and images and videos can enhance the sessions to target visual and kinesthetic learners. In addition, health education pamphlets can be administered for individuals to read further, which targets read and write learners (Sharma, 2016). During health promotion sessions, case studies can be presented for the learners to discuss and come up with solutions which can suit kinesthetic and auditory learners.
Conclusion
In summary, learning styles, according to VARK, include visual, aural, read or write, and kinesthetic. Learners learn best when the teaching style is tailored to suit their learning style. It is, therefore, essential for educators to identify their learners learning style to promote a comfortable learning environment and enhance their understanding. It is also essential for health educators to understand the learning styles of individuals, including their patients during health promotion programs. Modification of behavior is enhanced by the utilization of appropriate teaching styles that suit learner’s preferences. Besides, different learning styles can be incorporated during health promotion programs to meet the preferences of all learners.
References
Bastable, S. B. (2017). Nurse as educator: Principles of teaching and learning for nursing practice. Burlington, MA: Jones & Bartlett Learning.
Kangovi, S., & Asch, D. A. (2018). Behavioral phenotyping in health promotion: embracing or avoiding failure. Jama, 319(20), 2075-2076.
Sharma, M. (2016). Theoretical foundations of health education and health promotion. Burlington, MA: Jones & Bartlett Publishers.
Whitney, S. (2018). Teaching and learning styles. Health promotion: Health and wellness across the continuum. Retrieved from https://lc.gcumedia.com/nrs429vn/health-promotion-health-and-wellness-across-the-continuum/v1.1/#/chapter/4
VARK Learn Limited. (2019). The VARK questionnaire. Retrieved from
http://vark-learn.com/the-vark-questionnaire/
In a paper (750-1,000 words) in NRS 429 Topic 1 VARK Analysis Paper, summarize your analysis of this exercise and discuss the overall value of learning styles. Include the following:
- Provide a summary of your learning style according the VARK questionnaire.
- Describe your preferred learning strategies. Compare your current preferred learning strategies to the identified strategies for your preferred learning style.
- Describe how individual learning styles affect the degree to which a learner can understand or perform educational activities. Discuss the importance of an educator identifying individual learning styles and preferences when working with learners.
- Discuss why understanding the learning styles of individuals participating in health promotion is important to achieving the desired outcome. How do learning styles ultimately affect the possibility for a behavioral change? How would different learning styles be accommodated in health promotion?
Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: NRS 429 Topic 1 VARK Analysis Paper
Cite to at least three peer-reviewed or scholarly sources to complete this assignment ON NRS 429 Topic 1 VARK Analysis Paper. Sources should be published within the last 5 years and appropriate for the assignment criteria.
Prepare this assignment according to the guidelines 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 the NRS 429 Topic 1 VARK Analysis Paper assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Course Resources if you need assistance.
Learning styles represent the different approaches to learning based on preferences, weaknesses, and strengths. For learners to best achieve the desired educational outcome, learning styles must be considered when creating a plan. Complete “The VARK Questionnaire,” located on the VARK website, and then complete the following:
- Click “OK” to receive your questionnaire scores.
- Once you have determined your preferred learning style, review the corresponding link to view your learning preference.
- Review the other learning styles: visual, aural, read/write, kinesthetic, and multimodal (listed on the VARK Questionnaire Results page).
- Compare your current preferred learning strategies to the identified strategies for your preferred learning style.
- Examine how awareness of learning styles has influenced your perceptions of teaching and learning.
The nurse’s role and responsibility as health care educator within the healthcare environment is key in the promotion of health for the nurse’s patients. The nurse is the primary educator or the coordinator of education for the patient across various disciplines involved in the care of the patient. The nurse must consider a variety of factors when the nurse is educating the patient and any other people involved in the care of the patient. These factors include socioeconomic factors influencing the patient and the patient’s current state of health. Other factors the nurse should take into consideration when educating the nurse’s patient and those participating in the patient’s care include race, ethnicity, disabilities, poverty, housing status, access to health care, and sex/gender/sexual orientation (Whitney, 2018).
One strategy a nurse can use to educate the nurse’s patient and or caregivers is the Teach-Back strategy. The Teach-Back method is a way to confirm patient’s understanding of information presented to the patient and the patient’s engagement in the learning process (Bickes et al, 2021). The basis of the Teach-Back strategy is forming questions to ask the patient to verify the patient understood information presented to them after the patient has received the information. In this study, the Teach-Back method was found to be “an effective method of reinforcing or confirming patient education” (Bickes et al, 2021).
A behavioral objective is a learning outcome stated in measurable terms which gives direction to a patient’s learning and becomes a basis to evaluate the learning. (Gronlund, N as found in Writing Behavioral Objectives, PNW). Behavioral objectives should be used by the nurse when the nurse is seeking a measurable outcome or measurable improvement in the patient’s health after providing the patient with education towards the desired outcome. For example, if a nurse is developing a plan to educate a patient on how to achieve a normal hemoglobin A1C, the education plan should include methods to lower the patient’s A1C and the measurable goal of the patient’s hemoglobin A1C after the education has been given.
Bickes, D.; Jennings, K.; Feinberg, I. (2021) Health Literacy Strategies to Engage Cancer Patients and Caregivers Journal of Oncology Navigation & Survivorship 12(3) 82-85
Gronlund, N.E. (2004) Writing instructional objectives for teaching and assessment (7th ed). New York City, New York: Pearson College Division
Purdue University Northwest (Ed.). Writing Behavioral Objectives https://pnw.edu/college-of-nursing/student-resources/writing-behavioral-objectives/
Whitney, S. (2018) Grand Canyon University (Ed.). Health Promotion: Health and Wellness Across the Continuum https://www.gcumedia.com.digital-resources/grand-canyon-university/2018/health-promotion_health-and-wellness-across-the-continuum_1e.php
Sample Answer 3 for NRS 429 Topic 1 DQ 1 VARK Analysis Paper
One health promotion model used to initiate behavioral changes is Pender’s Health Promotion Model. This model is comprised of three concepts: recognizing experiences and characteristics of the individual, understanding behavior-specific cognition and affect, and implementing behavioral outcomes (GCU, 2018, chp. 1). By promoting the desired behavioral outcome, this will result in improved health, enhanced functional ability and better quality of life at all stages of development. There must be some level of commitment to a plan of action; therefore, it is imperative to identify a strategy that will appeal to the patient, to initiate some level of intention, that will lead to the implementation of health behavior (Petiprin, 2020). This model identifies health promotion and prevention rather than just treating physiological diseases. This model is highly used throughout the medical community, especially in nursing practice, due to the model being family-based and offering guidance and resources (GCU, 2018, chp.1).
Some barriers that affect a patient’s ability to learn may include prior life/situational experiences, cognitive function, socioeconomic status, educational levels, and culture/beliefs. Socioeconomic status tends to envelop many barriers, such as educational levels, health disparities, life experiences, and some cultures/ethnicity. Lack of knowledge, along with a lack of resources, is one of the biggest patient barriers. Lack of proper health knowledge leads to unhealthy behaviors/nutrition. Many do not seek health care due to the fear of the expense. Without proper health promotion and health treatment, preventative tends not to exist. Some cultural beliefs rely heavily on tradition and/or religion, discrediting the field of medicine and proper treatment. Religious faith and spiritual beliefs may affect health care-seeking behavior and people’s willingness to accept specific treatments or behavior changes. There are many factors to consider when identifying each patient’s barrier to learning.
The patient’s readiness to learn and/or change is a major factor that affects their personal health outcomes. The nurse can collaborate with other medical professionals to identify a care plan that will both provide treatment and health promotion; however, if the patient is unwilling to follow the proposed plan of treatment, behavioral change will not occur (GCU, 2018, chp.1). It is important for the nurse to properly assess both the barriers to and the willingness of the patient. Regardless of the patient’s willingness to change, teaching should always take place to actively start the Transtheoretical Model. Without any information given to the patient, the patient cannot begin the contemplate the necessary changes.
References
Grand Canyon University (Ed). (2018). Health promotion: Health & wellness across the continuum. Retrieved from https://lc.gcumedia.com/nrs429vn/health-promotion-health-and-wellness-across-the-continuum/v1.1/
Petiprin, A. (2020, July 21). Pender’s Health Promotion Model. Nursing Theory. Retrieved December 11, 2021, from https://nursing-theory.org/theories-and-models/pender-health-promotion-model.php.
Resources
Patient Education in Home Care: Strategies for Success
Read “Patient Education in Home Care: Strategies for Success,” by Ashton and Oermann, from Home Healthcare Now (2014).
…
Teaching Strategies to Support Evidence-Based Practice
Read “Teaching Strategies to Support Evidence-Based Practice,” by Winters and Echeverri, from Critical Care Nurse(2012)
…
Health Promotion: Health and Wellness Across the Continuum
Read Chapter 1 in Health Promotion: Health and Wellness Across the Continuum.
The VARK Questionnaire
Complete “The VARK Questionnaire,” located on the VARK website.
Patient-Education Tips for New Nurses
Read “Patient-Education Tips for New Nurses,” by Smith and Zsohar, from Nursing 2013 (2013).
Sample Answer for NRS 429 Topic 1 DQ 1 VARK Analysis Paper
A learning style refers to how different learners acquire, process, understand, and retain new information. It denotes the habitual cognitive and affective behaviors which influence how each learner interacts in learning environments or situations (Mangold et al., 2018). There are four primary learning styles: visual, auditory, tactile, and kinesthetic. Regarding learning styles, this paper will discuss the author’s learning style and preferred learning strategies and discuss how personal learning styles impact the level to which a learner can comprehend or carry out educational activities.
ALSO READ: NRS 429 Topic 3 Family Assessment Part II
Personal Learning Style
The VARK questionnaire helps one identify their learning style by proposing the learning strategies one should employ to increase their capacity to understand and carry out the learning activities. According to the VARK questionnaire, I am a Very Strong Kinesthetic. The results were Visual-2, Aural-2, Read/Write- 2, and Kinesthetic-12. In the Kinesthetic learning style, the learner understands more effectively when experiences and real things are provided, even if presented as images or through screens (VARK, 2019). Individuals who fall under the Kinesthetic learning style prefer to learn through experiences and real things. From the VARK assessment, I realized that I prefer encountering experiences since they foster comprehension of concepts. Besides, I identify ideas as valuable if they appear real, practical, and relevant to my life experiences.
Preferred Learning Strategies
A learning strategy refers to a person’s approach of organizing and applying a specific set of skills to understand the content or achieve other tasks more effectively and efficiently in academic and non-academic environments. I prefer to learn how to solve a problem by being presented with a real case scenario and applying it to learn the concepts of addressing similar issues. Besides, I prefer learning through practical experiences because I can understand concepts better and retain them in the long term compared to when I read a book or listen to a lecture. I also grasp new information more effectively from practical learning sessions such as field practicum and projects. Furthermore, I prefer tutors and instructors who teach using demonstrations and provide real-life scenarios and guide the learner to apply the learned concept in solving an existing issue.
My preferred learning strategies compare to most strategies under the Kinesthetic learning style. For instance, the preferred strategies in the Kinesthetic learning style include using real things and experiences when presented through images and screens. Other preferred strategies include documentaries and autobiographies, applying theories before theoretical learning, demonstrations, and applying learned concepts (VARK, 2019). Furthermore, people with the kinesthetic preference would rather discuss real things in their lives, have their own experiences, carry out activities with others, and achieve things using actions(VARK, 2019). Like my preferences, kinesthetic individuals prefer solving practical problems and applying problem-solving approaches and desire to achieve measurable outcomes.
Effect on Educational Performance and Importance of Identifying Learning Styles for Learners as an Educator
A person’s learning style influences how they comprehend or carry out educational activities. A learner grasps the concepts more effectively when the teaching method is consistent with their learning style (Childs-Kean et al., 2020). Consequently, when the teaching method aligns with the learner’s learning style, they understand and perform educational activities more effectively than when forced to adjust to other learning styles. An educator should strive to understand the preferred learning styles of individual learners in order to modify the teaching style to suit each learner’s style. By identifying individual learning styles, the educator can plan the teaching session to incorporate teaching methods that match the learners’ learning styles (Childs-Kean et al., 2020). For instance, in a setting with learners having all the learning styles, the educator can include: chart and diagrams for visuals, a lecture and audio recordings for the aural, reading handouts and books for read/write, and case studies and demonstrations for the kinesthetic. By doing so, the educator will help each learner gain the most from the learning session.
Learning Styles and Health Promotion
Health providers conducting health promotion need to be familiar with the learning styles of the individuals receiving the health education. Understanding a patient’s learning style helps enhance their learning, understanding, and retention of the health messages. Retention of health promotion messages increases the likelihood of individuals implementing them to adopt healthy lifestyle choices (Bokhari & Zafar, 2019). Individuals tend to have a greater interest in health promotion activities if the provider’s teaching method is consistent with their learning styles. Learning styles influence the likelihood of behavioral change if the individual effectively understands and retains the health messages and applies them in making healthier choices (Bokhari & Zafar, 2019). For instance, if a diabetic patient with a visual preference is educated on diet and exercise planning using charts and diagrams, they are likely to retain the information and apply the concepts to change their lifestyle practices.
Different learning styles can be incorporated in health promotion using various teaching methods aiming at aura, visual, read/write, and hands-on. For instance, the provider can give a health talk to target aural learners and use posters and charts containing health messages for visual learners (Mangold et al., 2018). In addition, handouts and pamphlets can be provided to target read/write learners, and demonstrations can be used for kinesthetic learners.
Conclusion
Learning styles are a major element of the comprehensive approach that should be considered when planning and facilitating a learning program. My preferred learning style is Kinesthetic since I grasp and retain concepts better when I learn them from practical activities, real-life experiences, and scenarios. Individuals comprehend differently based on whether they learn best when they visualize, hear, read, or engage in practical activities. Therefore, the educator should consider the learner’s style to make the best out of the learning session.
References
Bokhari, N. M., & Zafar, M. (2019). Learning styles and approaches among medical education participants. Journal of education and health promotion, 8, 181. https://doi.org/10.4103/jehp.jehp_95_19
Childs-Kean, L., Edwards, M., & Smith, M. D. (2020). A Systematic Review of Learning Style Framework Use in Health Sciences Education. American Journal of Pharmaceutical Education. https://doi.org/10.5688/ajpe7885
Mangold, K., Kunze, K. L., Quinonez, M. M., Taylor, L. M., & Tenison, A. J. (2018). Learning Style Preferences of Practicing Nurses. Journal for nurses in professional development, 34(4), 212–218. https://doi.org/10.1097/NND.0000000000000462
VARK Learn Limited. (2019). The VARK questionnaire. Retrieved from http://vark-learn.com/the-vark-questionnaire/
VARK Analysis Paper – Rubric NRS 429 Topic 1 VARK Analysis Paper
Personal Learning Styles According to VARK Questionnaire
Criteria Description
Personal Learning Styles According to VARK Questionnaire
Preferred Learning Strategies
Criteria Description
Preferred Learning Strategies
Learning Styles
Criteria Description
Learning Styles (Effect on educational performance and importance of identifying learning styles for learners as an educator)
Learning Styles and Health Promotion
Criteria Description
Learning Styles and Health Promotion (learning styles and importance to achieving desired outcome for learners, learning styles and effect on behavioral change, accommodation of different learning styles in health promotion)
Thesis Development and Purpose
Criteria Description
Thesis Development and Purpose
Argument Logic and Construction
Criteria Description
Argument Logic and Construction
Mechanics of Writing (includes spelling, punctuation, grammar, language use)
Criteria Description
Mechanics of Writing (includes spelling, punctuation, grammar, language use)
Paper Format (use of appropriate style for the major and assignment)
Criteria Description
Paper Format (use of appropriate style for the major and assignment)
Documentation of Sources
Criteria Description
Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)