|Top of FormCommunity Teaching Plan: Teaching Experience Paper 1 Unsatisfactory 0.00%2 Less than Satisfactory 75.00%3 Satisfactory 83.00%4 Good 94.00%5 Excellent 100.00%80.0 %Content30.0 %Comprehensive Summary of Teaching Plan With Epidemiological Rationale for TopicSummary of community teaching plan is not identified or missing.Summary of community teaching plan is incomplete.Summary of community teaching plan is offered but some elements are vague.Focus of community teaching is clear with a detailed summary of each component. Rationale is not provided.Focus of community teaching is clear, consistent with Functional Health Patterns (FHP) assessment findings and supported by explanation of epidemiological rationale.50.0 %Evaluation of Teaching Experience With Discussion of Community Response to Teaching Provided. Areas of Strength and Areas of Improvement DescribedEvaluation of teaching experience is omitted or incomplete.Evaluation of teaching experience is unclear and/or discussion of community response to teaching is missing.Evaluation of teaching experience is provided with a brief discussion of community response to teaching.A detailed evaluation of teaching experience with discussion of community response to teaching and areas of strength/improvement is provided.Comprehensive evaluation of teaching experience with discussion of community response provided along with a detailed description of barriers and strategies to overcome barriers is provided.15.0 %Organization and Effectiveness5.0 %Thesis Development and PurposePaper lacks any discernible overall purpose or organizing claim.Thesis is insufficiently developed and/or vague; purpose is not clear.Thesis is apparent and appropriate to purpose.Thesis is clear and forecasts the development of the paper. It is descriptive and reflective of the arguments and appropriate to the purpose.Thesis is 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 TransitionsParagraphs 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 Englis|
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