CASE STUDY (WORD LIMIT = 1800 WORDS +\/- 10%)
\nWhat do I need to do? This individual assessment is worth 35 marks and assists you achieve unit learning outcomes:
\nULO 1: Identify common behavioural responses to illness, and physical and psychological disability within different community contexts;
\nULO 3: Examine coping strategies adopted by the individual and families in response to illness; and
\nULO 4: Analyse communication strategies employed by individuals, families and the interprofessional health care team to assist adaptive responses to illness.
\nThis assessment builds on your annotated bibliography assessment and continues examining the same case study you were allocated earlier in semester. While you were watching the videos, you should have noticed that there were both positive interactions with the person and areas where health professionals could improve their actions to improve patient outcomes.
\nThis assessment requires you to identify and evaluate your case study person\u2019s behavioural and psychological responses to their illness and situation (i.e., the physical and social environment) including their deployed coping strategies. You will also need to identify and evaluate the communication strategies used by health professionals during that person\u2019s experience. Lastly, the assessment asks you to formulate specific and explicit recommendations you would make to the health service to overcome the issues\/problems\/concerns you have identified. Detailed instructions are as follows:
\n\u2022 Your paper should have a title above a brief introduction paragraph where you introduce your topic, provide context to the issue, outline the main topics\/ideas that your paper will discuss (e.g. \u201cThis paper first discusses\u2026. then examines\u2026.\u201d) so that your reader has a clear map to navigate your paper and knows what to expect.
\n\u2022 Next, give a very brief overview of the person in the case study. This should be no more than approximately 200 words. The idea is that the reader should get a sense of the main concerns in this person\u2019s presentation but we do not need to know everything about them \u2013 only the main key concerns that you are going to talk about later in your paper. We are also aware that the case study videos contain missing information about the person so we are only interested in what information they do provide in their stories
\n(i.e., you do not need to mention things like \u201cunknown age\u201d if it is not known etc. Your marker is aware that information is missing).
\n\u2022 In the next section, you are required to identify and evaluate the case study person\u2019s behavioural and psychological responses to their illness and situation (i.e., the physical and social environment) AND the coping strategies they deployed to manage stressors. You must use the research literature to explain why they experienced those particular responses and coping strategies. Different people respond very differently to the same illness and situation so you need to use the research literature to explain why the person in the video responded in the way they did and why they deployed those coping strategies to manage the stressors of the illness and their situation. For all content in this section, you must focus on the person\u2019s psychological\/behavioural characteristics as well as the physical and social environment rather than the person\u2019s physical illness and pathophysiology as explanations for their responses and coping strategies.
\nHow do I submit the assessment?
\n\u2022 In the next section, you are required to identify and evaluate the strengths and weaknesses of the communication strategies used by the health professionals (either as outlined by the case study person in the nursing video or strategies you have observed in the paramedicine students\u2019 video). Determine which strategies appeared to improve the outcome for the person and ones that could have been done better. It is not necessarily that the communication was \u2018wrong\u2019, rather there are elements of the communication that would be very likely to have resulted in an even better outcome for the person if conducted differently. You will need to compare and contrast the communication strategies identified in the video to those you have read about in the research literature to determine which elements were most likely to affect patient outcomes, both positively and negatively. You must then apply the findings of this research to the case study scenario.
\n\u2022 Lastly, you are required to make specific and explicit recommendations to the health service to overcome the issues\/problems\/ concerns you have identified. What could the health service do differently next time to improve the experiences of future patients and enhance their health outcomes. Your suggestions must be able to be implemented by nurses or paramedics (relative to your degree enrolment). It is not appropriate to simply say nurses and paramedics should refer to other health professionals, such as psychologists and social workers. Your recommendations must be about aspects of patient care that are led by nurses or paramedics. It is preferable to have fewer recommendations that are discussed in detail rather than a list of numerous superficial ones. For example, it is not enough to simply write \u201cProvide education to the ward nurses\/paramedics\u201d. You need to be specific, that is, you must explain what sort of education, as well as when it will be implemented, where, how, to who, and why. This section should not read like a care plan for your particular case study person. The idea is to make broader ward\/hospital\/health service suggestions and recommendations that nurses and paramedics (and other key stakeholders such as managers and policy makers) reading your paper could initiate to improve their service and\/or prevent similar issues occurring to their patients in future. You will need to support your recommendations with research literature demonstrating that your ideas have merit and an evidence-base.
\n\u2022 APA (6th ed.). format reference list
\nThe assessment must be submitted individually by each student online as a Word or compatible document (NOT PDF or .pages) using the
\nTurnitin link and is due by 2359hrs (WST) on Monday 6th May 2019: 2024 – Online Assignment Homework Writing Help Service By Expert Research Writers (Week 11). DO NOT JUST LOOK AT THE TURNITIN % SCORE \u2013 THERE IS NO \u201cSAFE\u201d % SCORE. YOU MUST LOOK AT THE REPORT ITSELF. It is your responsibility to ensure you submit your drafts to Turnitin as early as possible before the due date so that you have enough time to act on the Turnitin feedback report. Drafts will be overwritten with only the last version submitted being eligible for marking. Late penalties apply to submissions after the due date as per the Unit Outline.
\nPlease ensure your Turnitin submission title AND .doc\/.docx document file name is in the following format: StudentID_StudentFamilyName_AssessmentTitle e.g., 12345678_Windsor_CS
\nIt is your responsibility to ensure that you have uploaded the correct document (e.g., not a draft, the wrong file, or an unreadable\/ corrupt file) to the correct submission portal before the due date and time. Please double check on Blackboard that you have correctly submitted a document to the submission portal rather than assume that everything went through ok. If you have any problems uploading your assessment (e.g., if Turnitin or Blackboard are not working on the due date) please email the Unit Coordinator with a copy of your final document for assessment as soon as possible before the due date and time. Also ensure you have received a Turnitin receipt via email – if you have not received a receipt then your submission has not gone through.
\nHow does this assessment relate to and assist me achieve my profession\u2019s national practice\/capability standards?
\nNursing Students
\nThis assessment has been designed to assist you to continue developing your skills in relation to the following standards of the \u201cRegistered Nurse Standards for Practice\u201d (NMBA, 2016: 2024 – Do my homework – Help write my assignment online):
\n\u201cStandard 1: Thinks critically and analyses nursing practice. RNs use a variety of thinking strategies and the best available evidence in making decisions and providing safe, quality nursing practice within person-centred and evidence-based frameworks. The registered nurse accesses, analyses, and uses the best available evidence, that includes research findings, for safe, quality practice\u201d (p. 3).
\n\u201cStandard 5: Develops a plan for practice. RNs are responsible for the planning and communication of nursing practice. Agreed plans are developed in partnership. They are based on the RNs appraisal of comprehensive, relevant information, and evidence that is documented and communicated; uses assessment data and best available evidence to develop a plan; collaboratively constructs nursing practice plans until contingencies, options priorities, goals, actions, outcomes and timeframes are agreed with the relevant persons; plans and negotiates how practice will be evaluated and the time frame of engagement; coordinates resources effectively and efficiently for planned actions\u201d (p. 4).
\n\u201cStandard 7: Evaluates outcomes to inform nursing practice. RNs take responsibility for the evaluation of practice based on agreed priorities, goals, plans and outcomes and revises practice accordingly; evaluates and monitors progress towards the expected goals and outcomes\u201d (p. 5). Paramedicine Students
\nThis assessment has been designed to assist you to continue developing your skills in relation to the following domains in the \u201cProfessional Capabilities for Registered Paramedics\u201d (PBA, 2018: 2024 – Write My Essay For Me | Essay Writing Service For Your Papers Online):
\n\u201cDomain 1. Provide each patient\/service user with an appropriate level of dignity and care; demonstrate understanding of the influence of socio-cultural factors on patient\/service user attitudes and behaviour; assess each situation, determine the nature and severity of the problem and apply the required knowledge and experience to provide a response that is in the best interest of the patient\/s; recognise and respond appropriately to unsafe or unprofessional practice; demonstrate understanding of the principles of patient\/service user advocacy and their application to paramedicine practice\u201d(p. 4).
\n\u201cDomain 2. Professional communication and collaboration; communicate clearly, sensitively, and effectively with patient\/service user and their family or carers\u201d (p. 5)
\n\u201cDomain 3. Makes informed and reasonable decisions; operate within a framework of making informed, evidence-based, reasonable and professional judgements about their practice, with acting in the best interests of their patients as their primary concern; apply critical and reflective thinking to resolve clinical challenges\u201d (p. 6).
\n\u201cDomain 5. Understands the key concepts of the bodies of knowledge which are specifically relevant to paramedicine practice; understand the principles and applications of scientific enquiry, including the evaluation of treatment efficacy and the research process; understand psychological and social factors that influence an individual in health and illness\u201d (p. 9).
\nDo I need a cover page \/ title page \/ declaration \/ contents page etc. for the case study?
\nPlease do not include an assessment cover\/title page, the assessment guide\/instructions, plagiarism checklist, a table of contents, or the marking rubric. These pages adversely influence the Turnitin report.
\nHow old can my references\/ articles be and how many sources\/references do I need?
\nAt this level in your degree, you need to exercise your own judgement regarding whether a source is appropriate evidence for your claims. There is no publication date limit of references; however, if you choose to use an older source you will need to tell your reader why its findings are still valid and reliable in 2019: 2024 – Online Assignment Homework Writing Help Service By Expert Research Writers or your specific purpose in choosing to use an older source where newer literature\/research exists. Make sure you are using article databases such as PsycINFO, MEDLINE, and Emcare (these are all clickable links and will take you to the library links for these resources) to source the most relevant literature.
\nThe minimum number of references required for this assessment is 12 peer-reviewed journal published articles (preferably research studies) independently sourced by the student (not inclusive of the unit\u2019s essential or recommended readings\/resources i.e., anything in the unit\u2019s Reading List \u2013 you may use these but they do not count towards this requirement). Using only the minimum number of references for this assessment would earn you in the \u201cNeeds Improvement\u201d category of the rubric. You will need to find more peer-reviewed journal article references in order to earn a higher mark in this rubric criterion. As a guide for scoring well in this criterion, we would expect your reference list to contain upwards of 18 high-quality relevant peer-reviewed journal research study references sourced by you. We strongly advise against using internet sources as evidence for your claims in this assessment unless you explicitly provide a credibility evaluation of the source as part of your claim. The module\/lecture slides are not acceptable as references for this assessment.
\nWhat’s included in the 1800word limit (+\/-10%) and what is the penalty if I go over?
\nFor this assessment, the word limit of 1800 words (+\/- 10%) refers only the content and headings within the paper itself and NOT to the intext citations, reference list, or title of the paper. We will stop reading at 1980 words. Any content words you include after this point will not be read or included in marking. Your reference list will still be read and assessed. It is important that you use your words wisely.
\nIn addition to Curtin\u2019s standard Academic Integrity requirements, what are the specific Academic Integrity and APA referencing requirements for this assessment?
\nYou must provide APA (6th ed.) citations and references for your content from other sources (including videos) whether it is paraphrased or quoted. You MUST give the page number (or paragraph number for an online source without identifiable page numbers) and enclose the text in quotation marks if you are directly quoting verbatim or copying from your source. This is a standard requirement of APA (6th ed.) format. You are not required to give the page\/paragraph number when adequately paraphrasing from your source.
\nVerbatim quotes (but not paraphrased material) from videos must have a timestamp attached (it is the equivalent of the page\/para number for quoted written material). Please see the APA\u2019s blog for how to do this: blog.apastyle.org\/timestamps-for-audiovisual-materials.
\nMarkers will be carefully checking your source literature to ensure that you are accurately reflecting and paraphrasing\/quoting from the source you are citing. It is very important that you do not fabricate or falsely attribute content or ideas to the literature you cite as this is one of the most serious breaches of Academic Integrity. Also, please be mindful of self-plagiarism as you cannot reuse work that you have previously submitted for assessment in this unit, in other units, and\/or for other universities. Please also ensure that you do not ask for, accept, or use assessed work from other students who have previously completed the unit, as this is considered to be collusion and contract cheating and is also a serious breach of academic integrity. This assessment must be wholly completed and written by you – if we suspect that your assessment has been written by someone else, we reserve the right to ask you to explain and defend the work you have submitted as your own, in person.
\nYou can only use references for articles, books, and other sources that you have personally accessed and read yourself. You cannot use a reference if you have not read the original source. If you want to use a reference for something referenced in another source you have not read then you need to secondary cite this as per the example here: www.apastyle.org\/cite-another-source. Ensure you have the most recent Curtin guide to APA referencing. This is regularly updated and corrected: libguides.library.curtin.edu.au\/referencing\/APA. The APA has a free online tutorial to assist you: www.apastyle.org\/learn\/tutorials\/basics-tutorial and a blog providing quick answers to most APA questions:
\nblog.apastyle.org
\nHow do I format the case study?
\nYour paper should be in formal academic written English and have a title above your first paragraph \u2013 the title should reflect the content of your paper and not just be \u201cNURS3001 Assignment\u201d or \u201cCase Study\u201d etc. We recommend using APA 6th ed. headings to assist your reader navigate your paper \u2013 your headings should reflect your paper\u2019s content and not just be the rubric or assessment instruction headings. There is also a template called \u201cSample APA Formatted Paper\u201d to show you how to format your submission.
\nWhere can I get some ideas in how to write more critically, concisely, and effectively and improve my academic writing skills?
\nWhile the instructions in the CHAS booklet are only applicable for first year units, it does contain some useful general writing guidelines for assessments. However, academic writing and formatting requirements that are specific to this assessment are:
\n\u2022 11 or 12 point readable font (e.g., Calibri, Times New Roman, Arial etc.) and left-justified;
\n\u2022 1.5 line spacing throughout (including the reference list);
\n\u2022 Page numbers and your name in the top right-hand side document header;
\n\u2022 Full sentences (no dot points);
\n\u2022 Contractions (where two words are shortened into one e.g., doesn\u2019t, wouldn\u2019t, couldn\u2019t etc.) should not be used in formal academic writing;
\n\u2022 Numbers under 10 should be in written format (e.g., \u2018five\u2019); numbers over 10 should be in numeric format (e.g., \u201820\u2019).
\n\u2022 All numbers (no matter how big) at the very beginning of a sentence should be in written format (e.g., \u201cThirty-five participants completed a questionnaire.\u201d);
\n\u2022 E.g. and i.e. should only be used when in parentheses (AKA brackets). When outside parentheses use \u201cFor example,\u201d for e.g. and \u201cthat is\u201d for i.e.;
\n\u2022 The word prove or its variants (such as proven, proves, or proved etc.) should not appear in your writing. Research hypotheses are only supported or not supported within defined terms of reference. Use \u201cdemonstrates\/d\u201d or \u201cshows\/n\u201d or similar instead;
\n\u2022 Always try and paraphrase from your source rather than quote as it demonstrates that you have understood the material;
\n\u2022 Do not ask questions in your assessments – you need to be answering them for your reader;
\n\u2022 First person (i.e. \u201cI\u201d, \u201cwe\u201d etc.) should not be used for this assessment;
\n\u2022 Australian spelling rather than US spelling (e.g., \u201cbehaviour\u201d rather than \u201cbehavior\u201d) should be used;
\n\u2022 Acronyms, initialisms, and abbreviations must be given in full the first time you use them;
\n\u2022 Do not use the word \u201csuffer\/sufferer\u201d as this is discriminatory language. Use versions of \u201cexperiencing\u201d or \u201cliving with\u201d. Put the person before the diagnosis\/illness (e.g. \u201cperson living with schizophrenia\u201d rather than \u201cschizophrenic\u201d); \u2022 Careful proofreading of your paper and run a spelling and grammar check before submission.
\nWe have put together a document for you with some writing hints and tips called \u201cWriting Tips for Advanced Students\u201d. It is available in the Assessments folder in Blackboard. We strongly recommend reading it \u2013 it is the standard of writing by which you will be assessed.
\nCurtin University also has some very good FREE online eLearning programs (particularly those on critical thinking\/writing and sentence structure) to help you with your academic writing skills: studyskills.curtin.edu.au
\nManchester University\u2019s Academic Phrasebank has some excellent ideas about how to phrase your ideas: phrasebank.manchester.ac.uk
\nNURS3001 Case Study Paper Writing Service – Topic Examples – Rubric and Feedback Guide For each assessment criterion, category score ranges corresponding to different standards of performance are stated below. For each category, examples of standards of performance MAY include but are not limited to:
\nContent and task fulfilment Unacceptable = 0-0.75 Needs Improvement = 1-1.25 Satisfactory = 1.5-2.25 Proficient = 2.5-2.75 Exceptional = 3
\n1 Very brief overview of case study person
\nDoes not successfully summarise the case study
\nperson\u2019s presentation and their
\nmain concerns \u2013 ignores key relevant information
\nProvides a superficial summary of the case study person\u2019s
\npresentation and their main concerns \u2013 often misses key relevant information
\nProvides an adequate summary of the case study person\u2019s
\npresentation and their main
\nconcerns \u2013 sometimes misses key important relevant information
\nProvides a clear summary of the case study person\u2019s
\npresentation and their main
\nconcerns
\nProvides a clear, rich, and succinct summary of the case
\nstudy person\u2019s presentation and their main concerns
\nUnacceptable = 0-2.5 Needs Improvement = 2.75-4.75 Satisfactory = 5-7.25 Proficient = 7.5-9 Exceptional = 9.25-10
\n2 Examination of case study person\u2019s behavioural and psychological responses to their illness and situation (i.e., the physical and social environment) and the coping strategies deployed to manage stressors
\nWrite my Essay Online Writing Service with Professional Essay Writers – Explains very few of the major behavioural and psychological
\nresponses and coping strategies present in the case study with little effective comparison to
\nthe relevant research literature and unit concepts. Information
\npresented does not appear to link with the case study or explain the person\u2019s responses
\nWrite my Essay Online Writing Service with Professional Essay Writers – Explains few of the major behavioural and psychological
\nresponses and coping strategies present in the case study by
\nsuperficially comparing these to the relevant research literature
\nand unit concepts. Information presented superficially links
\nwith the case study but does not explain the person\u2019s
\nresponses
\nWrite my Essay Online Writing Service with Professional Essay Writers – Explains some of the major behavioural and psychological
\nresponses and coping strategies present in the case study by comparing these to the
\nrelevant research literature and unit concepts. Information
\npresented generally links with the case study but may not
\nadequately explain the person\u2019s
\nresponses
\nWrite my Essay Online Writing Service with Professional Essay Writers – Explains most of the major behavioural and psychological
\nresponses and coping strategies present in the case study by
\nanalysing, applying, comparing, and contrasting these to the
\nrelevant research literature and unit concepts. Information
\npresented links with the case study and demonstrates why the case study person
\nresponded in such a way to their illness and situation
\nWrite my Essay Online Writing Service with Professional Essay Writers – Explains all of the major behavioural and psychological
\nresponses and coping strategies present in the case study by
\ncritically analysing, applying, comparing, and contrasting
\nthese to the relevant research literature and unit concepts.
\nInformation presented clearly links with the case study and
\nclearly demonstrates why the
\ncase study person responded in
\nsuch a way to their illness and situation
\n3 Evaluation of the health professionals\u2019 communication strategies
\nDoes not successfully identify of the health professionals\u2019
\ncommunication strategies and their role in the patients\u2018
\nbehavioural and psychological responses to their illness and situation with little effective comparison to the relevant
\nresearch literature and unit
\nconcepts. Does not effectively identify health professional
\ncommunication strategies or
\neffectively link these with the case study
\nLimited identification of the health professionals\u2019
\ncommunication strategies and their role in the patients\u2018
\nbehavioural and psychological
\nresponses to their illness and situation by superficially
\ncomparing these to the
\nrelevant research literature and
\nunit concepts. Identifies health
\nprofessional communication strategies but may not
\neffectively link these with the case study
\nSome identification of the health professionals\u2019
\ncommunication strategies and their role in the patients\u2018
\nbehavioural and psychological responses to their illness and
\nsituation by comparing these to
\nthe relevant research literature
\nand unit concepts. Identifies health professional
\ncommunication strategies
\npresent in the case study
\nEvaluation of the health professionals\u2019 communication
\nstrategies and their role in the patients\u2018 behavioural and
\npsychological responses to
\ntheir illness and situation by
\nanalysing, applying, comparing, and contrasting these to the
\nrelevant research literature and
\nunit concepts. Identifies health professional communication strategies that impeded and
\nenhanced patient outcomes in the case study
\nComprehensive evaluation of the health professionals\u2019
\ncommunication strategies and their role in the patients\u2018
\nbehavioural and psychological responses to their illness and
\nsituation by critically analysing, applying, comparing, and
\ncontrasting these to the
\nrelevant research literature and
\nunit concepts. Clearly identifies health professional
\ncommunication strategies that
\nimpeded and enhanced patient outcomes in the case study
\nUnacceptable = 0-1.5 Needs Improvement = 1.75-2.75 Satisfactory = 3-4.25 Proficient = 4.5-5.5 Exceptional =5.75-6
\n4 Specific and explicit recommendations for health services to improve future patients\u2019 experiences and enhance patient outcomes
\nNo clear outline and rationale for recommendations made to improve future patients\u2019
\nexperiences and enhance
\npatient outcomes. Suggestions and recommendations are
\nunlikely to be evidence-based
\nare poorly integrated with the case study (e.g. too
\ngeneralised). May largely outsource the
\nrecommendations to other
\nhealth care professionals where
\nthis could have been achieved by nurses\/paramedics
\nSome outline of but little rationale for recommendations made to improve future
\npatients\u2019 experiences and
\nenhance patient outcomes.
\nSuggestions and recommendations may not be evidence-based and are likely
\nnot well integrated with the case study (e.g. too
\ngeneralised). May discuss the nurse\u2019s\/paramedic\u2019s role but may outsource much of the
\nrecommendations to other
\nhealth care professionals where
\nthis could have been achieved by nurses\/paramedics
\nSome outline of and rationale for general recommendations made to improve future
\npatients\u2019 experiences and
\nenhance patient outcomes.
\nSuggestions and recommendations are
\nevidence-based but are likely
\nnot well integrated with the case study (e.g. too
\ngeneralised). Homework help – Discusses the
\nnurse\u2019s\/paramedic\u2019s role in implementing the
\nrecommendations but may
\noutsource tasks to other health care professionals where these
\ncould have been achieved by nurses\/paramedics
\nOutlines and provides rationale for specific and explicit
\nrecommendations made to improve future patients\u2019
\nexperiences and enhance
\npatient outcomes. Suggestions and recommendations are evidence-based and are
\ndetailed and described in
\nrelation to the case study.
\nHomework help – Discusses the nurse\u2019s\/paramedic\u2019s role in
\nimplementing and leading the recommendations
\nDetailed outline of and rationale for specific and
\nexplicit recommendations made to improve future
\npatients\u2019 experiences and
\nenhance patient outcomes.
\nSuggestions and recommendations are
\nevidence-based and are
\ncomprehensively detailed and
\ndescribed in relation to specific
\nlessons learned from the case study itself. Focusses on,
\nprioritises, and emphasises the nurse\u2019s\/paramedic\u2019s role in
\nimplementing and leading the recommendations
\nUnacceptable = 0 Needs Improvement = 0.25-0.75 Satisfactory = 1-1.5 Proficient = 1.75 Exceptional = 2
\n5 Evidence of adequate reading and research to justify and defend ideas and claims
\n\u2022 Minimum of 12 peer-reviewed journal published articles independently sourced by student (i.e., not inclusive of the unit\u2019s essential or recommended readings\/resources or anything in the unit\u2019s Reading List \u2013 they are allowed to be used but do not count towards this requirement)
\n\u2022 Do not include the lecture\/workshop slides\/notes as references
\nPaper does not include the minimum number of references
\nUses the minimum number of references and little else. If
\nother resources are used they
\nlikely include mainly textbook, the unit readings, and\/or
\ninternet sources to support
\nideas presented (particularly
\nwhere peer-reviewed journal research would have been available to support claims)
\nUses the minimum number of references. Also uses some peer-reviewed journal
\nliterature sourced by the
\nstudents to support ideas
\npresented but may also rely on
\ntextbook, the unit readings, and\/or internet sources to support ideas presented
\n(particularly where peerreviewed journal research
\nwould have been available to support claims)
\nIn addition to including the minimum number of
\nreferences, also uses a wide range of relevant academic
\nliterature (most of which is peer-reviewed journal
\nliterature) sourced by the students to support ideas
\npresented
\nIn addition to including the minimum number of
\nreferences, also uses a wide
\nand diverse range of relevant
\nacademic literature (most of
\nwhich is high-quality peer-
\nreviewed research study
\njournal literature) sourced by
\nthe students to support ideas
\npresented
\nFormal academic writing style, structure, referencing, and presentation Unacceptable = 0 Needs Improvement = 0.25-0.75 Satisfactory = 1-1.5 Proficient = 1.75 Exceptional = 2
\n6 APA (6th ed.) end-text and intext format and accurate acknowledgement of sources, paraphrases, and direct quotes
\n(including from videos) throughout
\nThree or more fundamental errors in applying APA (6th ed.) format AND\/OR contains academic integrity breaches
\nTwo fundamental errors in applying APA (6th ed.) format
\nOne fundamental error in applying APA (6th ed.) format
\nMinor typographical-type errors in APA (6th ed.) format
\nNo errors or no more than 3 minor typographical-type errors in APA (6th ed.) format
\nUnacceptable = 0-0.25 Needs Improvement
\n= 0.5-0.75 Satisfactory = 1-1.5 Proficient = 1.75 Exceptional = 2
\n7 Formatting, paragraphing, fluency, and style of formal academic English writing
\n(1.5 line spacing throughout including reference list; 11\/12pt Arial\/Calibri\/Times New Roman font; left-justified; page numbers on the document; no cover\/title page\/contents page; numbers in APA 6th ed. format; APA 6th ed. format headings if used; written in third person; no use of contractions; acronyms, initialisms, and abbreviations given in full the first time used; Australian English spelling; does not use questions; does not use the word \u2018prove\u2019 or its variants; does not use the word \u2018suffer\/sufferer\u2019)
\nMajor errors in formatting, spelling, logical progression,
\nand\/or grammar to the extent
\nthat the meaning of the words
\nis unclear. Language is unclear and difficult to read\/
\nunderstand throughout the
\npaper. Content does not flow smoothly and logically
\nSignificant formatting, spelling, logical progression, and\/or
\ngrammatical errors that distract the reader and may obscure the meaning of the words.
\nLanguage is unclear making the paper difficult to read\/
\nunderstand. Content generally
\ndoes not flow smoothly and logically
\nSome formatting, spelling, logical progression, and\/or grammatical errors that
\nsometimes distract the reader.
\nLanguage is unclear in places;
\nhowever, meaning is generally
\nnot lost
\nMinor occasional formatting, spelling, logical progression, and\/or grammatical errors.
\nClear and effective formal academic language used
\nthroughout paper. Content flows smoothly and logically
\nFree or almost free from formatting, spelling, logical progression, and\/or
\ngrammatical errors. Clear,
\nsuccinct, and effective formal academic language used
\nthroughout the paper. Content flows smoothly and logically
\nSub-scores: Content and task fulfilment out of 31
\nWriting style, structure, referencing, and presentation out of 4
\nTOTAL out of 35
\nFeedback to students will be returned under normal circumstances within \u201c15 working days and no later than 20 working days\u201d (Assessment and Student Progression Policy and Procedures, 2018: 2024 – Write My Essay For Me | Essay Writing Service For Your Papers Online, p. 16).<\/p>\n","protected":false},"excerpt":{"rendered":"
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