amelia martin signature assignment dehydration and the ... · web viewwater, a vital nutrient,...

Running head: dehydration and drink up!

Amelia Martin

Signature Assignment

Dehydration and the Drink Up! Campaign

PPE 310

Arizona State University

Instructor: Vance Miller

11/30/15

dehydration and drink up! 2

Introduction:

Water, a vital nutrient, makes up between fifty-five and seventy-five percent of human

body weight. Humans cannot survive without it for more than a few days (Popkin, Anci, &

Rosenberg, 2010). Because of Arizona’s hot, dry climate, hydration is an issue of particular

importance, since the heat causes increased water loss through sweating. Proper hydration is vital

to life and to overall health, especially in organ function, temperature regulation, and cognitive

performance.

One age group in particular that may not be consuming sufficient water is that of

adolescents. With a wide variety of soft drinks, energy drinks, and coffees all competing for their

consumption, water may not be included in some teens’ beverage choices. While these other

drinks are still significant sources of water, their other contents make them less than preferable

for hydration. Thus, teenagers should be encouraged to choose water when it comes to quenching

their thirst. It is also important to note that adolescents and children are more susceptible to

dehydration (Brashear, 2013). Student athletes in particular should be aware of their hydration

needs, as increased physical activity also causes increased water loss.

The Drink Up! Campaign is a year-long, school-wide program that raises students’

awareness of hydration and promotes the development of healthy water consumption habits.

Drink Up! engages students in fun and meaningful activities throughout the school year, and

rewards students who make water a priority. School staff also participate in the program by

modeling healthy water consumption, promoting the activities, and providing occasional

instruction on the topic of hydration.


Literature Review:

It is important to begin by examining the research related to adolescents and dehydration.

By doing so, solutions proposed can be tailored to meet the needs of the students.

In Dehydration Affects Brain Structure and Function in Healthy Adolescents the purpose

of the study was to determine how acute dehydration affects brain function, structure, and blood

flow in adolescents. In order to do so, the adolescents were asked to participate in a dehydration-

inducing exercise activity. To determine the adolescents’ levels of dehydration they measured

their urine osmolality and calculated the amount of water weight lost during the exercise. Their

brains’ function and structure were then assessed using functional magnetic resonance imaging

(fMRI) while performing a cognitive task, structural magnetic resonance imaging (sMRI), and

arterial spin labeling (ASL). The adolescents’ mood state was also assessed several times

throughout the experiment. During the assessment of cognitive functioning, it was determined

that, when dehydrated, the participants’ brains functioned less efficiently, requiring a higher level

of activity in the neurons in order to achieve the same performance level. It was also suggested

that a pattern of dehydration could more permanently affect executive function in adolescent

brains (Kempton, et. al, 2011).

In the study Hydration Behaviors Before and After an Educational and Prescribed

Hydration Intervention in Adolescent Athletes, the researchers wanted to determine the effect of

educating young athletes about dehydration on their habits. The participants were thirty-six

members of a female volleyball club. First, the researchers determined the students’ hydration

behaviors before the intervention. Then, the participants, as well as their parents and coaches,


were shown a presentation about preventing dehydration caused by physical activity, symptoms

of dehydration, and proper hydration choices. In the week after the hydration education, the

participants were observed and prescribed specific water-drinking requirements based on their

needs. The researchers continued to observe the participants in the final week of the observation.

It was determined that hydration education alone was not sufficient to change the participants’

behavior. However, after the prescribed intervention, the athletes’ hydration status improved

(Cleary, et. al, 2012).

In the article Mild Dehydration Affects Mood in Healthy Young Women the study was

conducted in order to determine the effects that mild dehydration has on cognitive functioning in

young women. Twenty-five women in their early twenties participated in the study. During the

experiment, dehydration was induced in the participants by means of exercise as well as by a

diuretic. Their cognitive performance was then assessed in a wide variety of exercises. A self-

report questionnaire was also used to assess the mood of each participant. The researchers

recognized several effects of mild dehydration on the participants, all of them adverse effects.

Participants’ overall mood was worsened and their ability to concentrate was slightly impaired,

and they reported an increase in fatigue, as well as a decrease in vigor. While performance on the

cognitive tasks was not heavily affected, performance was slightly impaired. More notably,

participants’ perception of the difficulty of the tasks was increased. Participants also reported

experiencing headaches as well as decreased concentration. It is noted that the slight effect on

cognitive performance is consistent with the results of several similar studies (Armstrong, et. al,

2012).

The purpose of the study described in Mild Dehydration Impairs Cognitive Performance

and Mood of Men was to assess the cognitive and mood effects of mild dehydration on young


men. The twenty-six men in their early twenties that participated were subjected to exercise- and

diuretic-induced dehydration. They were then assessed in several cognitive tasks. Subjects’ mood

was assessed as well. The researchers found that the subjects’ cognitive performance in several

areas was mildly adversely affected by the dehydration, including vigilance, working memory,

reaction time, and false alarms. The dehydration also adversely affected the participants’ mood

states, especially in the areas of fatigue and anxiety. It was noted that increases in fatigue and

anxiety are typically associated with impeded performance. It was also noted that though there

was an adverse effect of the mild dehydration on cognitive performance, it was limited, and it

was consistent with other studies conducted (Ganio, et. al, 2011).

The article Prevalence of Inadequate Hydration Among US Children and Disparities by

Gender and Race/Ethnicity: National Health and Nutrition Examination Survey, 2009-2012

documents an extensive study conducted to determine the incidence of dehydration among

children and adolescents between the ages of six to nineteen. More than 4,000 youth participated

in the study nationwide. Participants’ urine was tested to determine hydration status, and their

body composition data was taken. The youth were also surveyed about their food and beverage

intake on the day previous to urine testing. It was determined that 54.5% of the participants were

deemed “inadequately hydrated”. Higher incidences of dehydration were observed in boys than

in girls, in non-Hispanic Blacks than in Whites, and in younger children (age 6-11) than in older

children (age 12-19). It was concluded that inadequate hydration is prevalent among children and

adolescents in the United States (Kenney, et. al, 2015).

Synthesis of Information:

Three of the five studies previously discussed center on the effects that mild dehydration

has on younger people. The conclusions from the different studies were very similar. They each


concluded that though the cognitive effects of mild dehydration were relatively small, they were

significant. This unanimity among the conclusions indicates that this hypothesis is fairly well

supported. This hypothesis is also supported by many other related studies as well. In a review

published in the British Journal of Nutrition, 26 similar studies were considered, and it was

concluded that “hydration state affects cognitive ability and mood” (Masento, et. al, 2014). The

other two studies were unique because they did not study the effects of dehydration, so their

conclusions are not easily compared with those of the others. One of these other two studies

focused more on the prevalence of dehydration among children and teenagers, and it was

concluded that half or more of children are inadequately hydrated (Kenney, et. al, 2015). The

final study considered the effect of hydration education on behavior. It was concluded that

instruction alone was not enough to affect hydration behaviors, but when that instruction was

combined with a prescribed intervention behavior was positively affected (Cleary, et. al, 2012).

Not only were the results similar among the studies, but the methods used in the studies

were also very similar. In all of the five studies, the measure of dehydration was based on

participants’ urine osmolality, one of the more commonly used measures of dehydration,

according to Kempton, et al.(2011). Another common theme among the studies was dehydration

as it relates to physical activity. All three of the studies about the effects of dehydration used

physical activity as a method of inducing dehydration in the participants, as opposed to

controlling their water intake to become dehydrated gradually. The study concerning hydration

education was directed toward student athletes, who have greater probability of dehydration due

to their increased physical activity.

One of the few major differences in the focuses of the research was the targeted age of

participants. The study concerning the prevalence of dehydration centered on children and


adolescents aged six to eighteen. The study that focused on the effects of educating participants

about dehydration was directed at a group of adolescent athletes. One of the three studies

conducted to determine the cognitive effects of dehydration targeted adolescents, while the other

two studies called for participants in their early twenties. However, these differences in age of

participants are relatively small, as the participants in all of the studies could be easily described

as “young”.

Overall, it can be concluded that lack of proper hydration is a prevalent issue among

adolescents, and that even mild dehydration may be negatively affecting their academic

performance. Some adolescents may be dehydrated to an even greater degree, which the studies

admit may cause even greater cognitive impairment. While educating students about the

importance of staying hydrated is an important step to address this issue, it can be concluded that

mere instruction is not sufficient to significantly change their hydration habits. For this reason, it

may be beneficial to implement a hydration education program that features activities along with

instruction to help students improve. In such a program, students would receive instruction in

healthy hydration habits, as well as opportunities and encouragement to put it into practice.

Practical Implications:

The Drink Up! Campaign is specifically designed to not only instruct students about

hydration and its impact on their lives, but to also promote application of the knowledge for the

betterment of students’ lives. This is accomplished through three integral elements of the

program: instruction, modeling, and meaningful activities.

In reality, the Drink Up! Campaign is not a one-time series of events planned to inform

students about the need for healthy habits. Rather, it is a theme woven into the fabric of the

year’s curriculum. Students should not only understand that there is a need for them to make


changes in their lives, but have an understanding of why these changes are to be made and how

they are to make them. Without this kind of understanding, there will be little incentive for them

to make changes. For this reason, it will be important to take time to give students some basic

instruction regarding hydration.

The program, however, does not require taking away valuable instruction time from

teachers in order to accomplish this goal. Such instruction can take on many different forms.

Though the instruction is not intended to replace time spent learning in any other content area, a

teacher may decide to take a few minutes to talk about hydration, time permitting. This however,

will likely be the exception rather than the rule. The main hope with regards to instruction is that

teachers will be able to plan so that their content area lessons address the topic of hydration, so

that students can study the content and hydration simultaneously. For example, in an English

class, when students practice researching, reading, and analyzing scholarly articles, the teacher

could have students choose one about the topic of dehydration. A biology teacher could take a

moment to emphasize the importance of water intake when students learn about the human body.

Certainly a physical education instructor could take a short amount of time to make sure their

students understand hydration habits, especially as they relate to physical activity. An infinite

number of similar examples could be given.

Another way to accomplish this instructional goal is to integrate it into the very culture of

the school. For example, perhaps once per week a one-minute informational piece about

hydration can be read during the announcements. Another possible opportunity for instructing

may be during a sports assembly or other similar gathering. Something as simple as posters on

the walls can help remind students of their need to drink more water. Each small teaching

opportunity is one more reinforcement of the principles being taught. The more that students are


exposed to and reminded about healthy habits, the more likely they will become aware of their

own habits.

As it is clear from the research conducted, instruction regarding hydration is not

sufficient on its own to promote a change in students’ habits. Another necessary element in this

process is modeling. Students need examples to look to who will demonstrate to them how to

apply what they have learned. Teachers and other staff would be natural candidates to take on

this role. Students in leadership positions would also be encouraged to be examples to their

peers. Modeling in this program is quite simple; teachers, staff, and leading students should be

seen drinking water, actively participating in the events, and promoting hydration in any way

they can.

In addition to frequent exposure to hydration principles through instruction and modeling,

students will also need a source of motivation for putting them into practice. For this purpose, the

Drink Up! Campaign will involve several school-wide hydration-related activities to jumpstart

the formation of healthy habits in students’ lives. The ideas proposed below are merely a starting

point for activities that can be implemented. The activities may be adapted or added to by

administration, student organizations, or staff organizations. The proposed activities include:

1. Drink Up! Poster Design Contest – All students will be invited to participate in a

poster design contest. Submissions must meet size requirements, and must promote

healthy hydration habits. Students in art, photography, and computer science classes

will be especially encouraged to participate. All students will have the opportunity to

vote on which posters are the best, and the top five will be printed and hung up

around the school. This activity promotes a high level of student involvement and

allows students to use their creativity. The posters created will provide important


marketing of the year-long program. The poster design contest would most likely be

featured earlier in the school year, perhaps toward the end of September, so that

students will be able to enjoy their peers’ creative works for most of the school year.

2. Fluid Tracker Activity – Students will have the opportunity to analyze their own

current hydration habits by tracking their fluid intake for a full day. They will not

only consider how much liquid they are consuming, but the types of liquids and the

potential effects of drinking these beverages. Students will be given a form for

recording their fluid intake, writing a short reflection, and setting goals to improve.

The activity will be open to students for two weeks, perhaps in the month of

November. Any student who returns the completed form to the staff member in

charge will receive a prize, such as the Drink Up! water bottle pictured in Appendix

A.

3. The Gallon Challenge – Many student athletes can often be seen carrying a gallon jug

of water around school. Their goal in doing so is usually to stay properly hydrated by

drinking at least one full gallon each day. All students will be invited to do the same

as they participate in the “Gallon Challenge”. Students who desire to participate will

provide some kind of evidence (photographic, adult signatures, etc.) that they drank

an entire gallon of water each day for a week. In exchange, they will receive a T-shirt

that reads, “I Took the Gallon Challenge!”, pictured in appendix A. The activity will

be open to students for a month, so early participants who are wearing the “I Took the

Gallon Challenge” shirts will hopefully encourage other students to participate later

in the month. Student athletes and other student leaders will be especially encouraged

to participate. The month of February would be a good possible time for this activity.


4. Water-ful Wednesday – The purpose of Water-ful Wednesday is to remind students

that water is always readily available as a healthy beverage choice. On that day, ice-

cold bottled water will be offered to students without charge during their passing

periods and at lunch. The student volunteers passing out water will be strategically

placed near vending machines and in the cafeteria to encourage their peers to choose

water instead of or in addition to other beverages. The end of April would be an

appropriate time for this event because it is when the weather is beginning to get

hotter.

5. Bottled Water Drive for Homeless – The Phoenix Rescue Mission and many other

charities collect bottled water to give to the homeless during the hot Arizona

summers. Students, staff, and community members would come together to plan,

host, and participate in a bottled water drive to benefit these charities. This activity

would be the final major event of the year for the Drink Up! Campaign, most likely

taking place during the month of May. It will provide one more opportunity for

students to reflect on hydration, but also to think of the needs of others who are less

fortunate.

It is clear that the success of such a comprehensive campaign will depend heavily on the

participation of administrators, staff, students, and community members. Administrators and

Student Leadership Advisors will be some of the most important proponents of the Drink Up!

Program. All activities will need to be approved by the administration, and the bulk of those

activities should be planned and executed by student council and other student organizations.

The cooperation of other staff members will be vital as they incorporate hydration instruction

into their lessons, model good hydration habits for their students, and support school-wide


activities. Students, particularly student leaders, will be called upon to organize the activities and

participate in them. Community members will occasionally be called upon to help with activities

as well. The work needed to successfully implement the program will be substantial, but if each

member contributes in their own small way to the project, it will flourish.

Conclusion:

It is clear that there is a need for a comprehensive hydration initiative like the Drink Up!

Campaign in schools across the United States, especially in states with warmer climates like

Arizona. Students of all ages need to practice these healthy habits that will continue with them

for the rest of their lives. For this reason, it is anticipated that not only one school will have the

benefit of the program. A year after successfully implementing Drink Up! at one high school, it is

anticipated that its success will inspire other high schools to implement it. After three years, it is

hoped that all the high schools in the district will be participants in the program. After five years

of successful implementation, the goal is for other schools in the district to begin to adopt and

adapt the program to meet the needs of the students at all age levels.

For more information about the Drink Up! Campaign, please visit:

http://ameliamartinppe310.weebly.com/ .


References

Armstrong, L. E., Ganio, M. S., Casa, D. J., Lee, E. C., McDermott, B. P., Klau, J. F.. .

Lieberman, H. R. (2012). Mild dehydration affects mood in healthy young women. The

Journal of Nutrition, 142(2), 382-388. doi:10.3945/jn.111.142000

Brashear, P. (2013, July 30). Dehydration danger. The Orange County Register.

Cleary, M. A., Hetzler, R. K., Wasson, D., Wages, J. J., Stickley, C., & Kimura, I. F. (2012).

Hydration behaviors before and after an educational and prescribed hydration

intervention in adolescent athletes. Journal of Athletic Training, 47(3), 273-273.

doi:10.4085/1062-6050-47.3.05

Ganio, M. S., Armstrong, L. E., Casa, D. J., McDermott, B. P., Lee, E. C., Yamamoto, L. M.. .

Lieberman, H. R. (2011). Mild dehydration impairs cognitive performance and mood of

men. British Journal of Nutrition, 106(10), 1535-1543. doi:10.1017/S0007114511002005

Grandjean, A. C., & Grandjean, N. R. (2007). Dehydration and cognitive performance. Journal of

the American College of Nutrition, 26(Supplement 5), 549S.

Kempton, M. J., Ettinger, U., Foster, R., Williams, S. C. R., Calvert, G. A., Hampshire, A.. .

Smith, M. S. (2011). Dehydration affects brain structure and function in healthy

adolescents. Human Brain Mapping, 32(1), 71-79. doi:10.1002/hbm.20999

Kenney, E. L., Long, M. W., Cradock, A. L., & Gortmaker, S. L. (2015). Prevalence of

inadequate hydration among US children and disparities by gender and race/ethnicity:

National health and nutrition examination survey, 2009–2012. American Journal of

Public Health, 105(8), e113–e118. http://doi.org/10.2105/ajph.2015.302572

Manz, F. (2007). Hydration in children. Journal of the American College of Nutrition, 26(5),

562S–569S. doi:10.1080/07315724.2007.10719659


Masento, N. A., Golightly, M., Field, D. T., Butler, L. T., & van Reekum, C. M. (2014). Effects

of hydration status on cognitive performance and mood. British Journal of

Nutrition, 111(10), 1841–1852. http://doi.org/10.1017/s0007114513004455

Popkin, B. M., Anci, K. E. D’, & Rosenberg, I. H. (2010). Water, hydration, and health. Nutrition

Reviews, 68(8), 439–458. http://doi.org/10.1111/j.1753-4887.2010.00304.x


Appendix 1: Graphics

Donate water and help save lives this

An example of a personalized water bottle created with Vista Print for the Drink Up! Campaign

An example of a personalized t-shirt for the Gallon

Challenge participants, also from Vista Print


Rubric for Signature AssignmentIt is necessary to pass the Signature Assignment to pass this course.

A passing grade is a total score of 72.5 points or higher, which includes your 10 point outline score. See Appendix B for description of Signature Assignment

Criteria with Professional Standards Referenced

5Exemplary(97 – 100%)

4Highly

Proficient(93 – 96%)

3Proficient(83 – 92%)

2Approaching

Proficient(73 – 82%)

1 Unsatisfactory

(72% and below)

Outline 10 PointsOutline Turned In(Already submitted for points)

Logical, detailed outline with at least 5 original peer reviewed references written in APA format is submitted.

5 x 2=10 points

Brief outline with at least 5 original peer reviewed references written in APA format is submitted.

Brief outline with some references but not 5 original peer reviewed references written in APA format are submitted.

Brief outline with one or no references submitted.

No outline was submitted.

Introduction 10 PointsIntroduction to the topic and overview (In your purpose statement also introduce all subtopics)

InTASC 1c,k; 5k; 9f; 10hNAEYC 6bNETS-T 3a,d; 4a,cCEC EC2S1; CC7K1; EC7K1;CC9K4;CC9S8

Introduction is fully developed, well organized, introduces all topics, created a plan for the paper and invites the reader to read further.

5 x 2=10 points

Introduction is fully developed with all topics introduced.

Introduction is addressed well, somewhat organized and created a plan for the paper

Introduction is addressed adequately.

Introduction is omitted or was disorganized and did not create a plan for the paper.

Literature Review

15 Points

Adequacy of Knowledge(includes 5 peer reviewed original research

1. Literature review highlights major issues in the area.

1. Literature review addresses major issues in the area.

1. Literature review may address major issues, but issues may

1. Literature review does not address the major issues in the

1. Literature review does not have the depth of knowledge


articles references)InTASC 1c,k; 5k; 9f; 10hNAEYC 6b

NETS-T 3a,d; 4a,c

CEC EC2S1; CC7K1; EC7K1;CC9K4;CC9S8

2. Through use of a range of references to support key issues.

3. Description of important studies establishes context for the reader. 4. Includes more than 5 informative references.

5 x 3=15 points

2. Thorough use of a range of references to support key issues.

3. Includes descriptions of important studies to provide context for the reader.

4. Includes 5 or more references.

not be supported with expert knowledge.

2. Good use of references, but additional references may have strengthened the paper.

3. Includes 4 references.

area; the level of support for the issues is not adequate. 2. Includes 3 references.

appropriate to this upper level course.

2. Includes less than 2 references.

Synthesis of Information

15 Points

Synthesis of Information (what did the

articles collectively say about the topic? Which authors had similar and

different findings?)

InTASC 1c,k; 5k; 9f; 10hNAEYC 6b

NETS-T 3a,d; 4a,c

CEC EC2S1; CC7K1;

EC7K1;CC9K4;CC9S8

1. Studies covering the same topic synthesize related research.

2. Described similar or differing and detailed themes throughout the articles

3. Demonstrate thoroughly how your research and the data collected supports your stance on why your healthy

Studies covering the same topic are summarized and integratedlevel work.

Information is presented study-by-study rather than summarized by topic.

2. Described similar or differing themes throughout the articles which were not detailed

3. Somewhat emonstrated how your research and the data collected supports your

The literature review is a mixed set of ideas without a particular focus.

The literature review does not demonstrate a particular focus and lacks ideas based on the subject chosen.

2. Described similar or differing themes throughout the articles, however they were not detailed

3. Did not demonstrate how your


and active school plan is not only important for hope and engagement at your school and in your community, but ties to academic success in your classroom as well.

5 x 3=15 points

stance on why your healthy and active school plan is not only important for hope and engagement at your school and in your community, but ties to academic success in your classroom as well.

research and the data collected supports your stance on why your healthy and active school plan is not only important for hope and engagement at your school and in your community, but ties to academic success in your classroom as well.

Practical Implications

30 Points

Practical Implications (Discuss how the findings can or will later be applied to your teaching setting)InTASC 1c,k; 5k; 9f; 10hNAEYC 6bNETS-T 3a,d; 4a,cCEC EC2S1; CC7K1; EC7K1;CC9K4;CC9S8

1. Practical implications of your event details including your teaching level and in a particular setting are discussed thoroughly. A minimum of 6 topics are applied.

2. Contains thorough discussion on how each of the 6 program/components that are in place are

1. Pratical implications are discussed but not related to a particular teaching setting or topic or certain details are missing.

1. Pratical implications are discussed but not at a particularly level or in a particular setting and many details of your event are missing.

2. Contained at least 4-5 components of a comprehensive school program; however, some of the needed detail is missing.

1. Practical implications are not thoroughly discussed and only a few details of the event are present

1. Practical implications are not discussed and no details of the event are present.

2. Contained 3 or fewer components of a comprehensive school program

3. Contains little discussion on which programs/components are currently in


organized, conducted, and overseen or a detailed plan about how each component can be added.

3. All programs/components implemented include discussion on modifications for those with disabilities.

4. Contained a detailed description of a special event that promotes a healthy and active school environment

5. Contained discussion on a specific health behavior highlighted by the special event

6. Specific target grade level was identified and was appropriate for students of that age

7. Contained

3. Contains thorough discussion on how most of the program/component that are in place are organized, conducted, and overseen or a detailed plan about how the components can be added.

4. Most programs/components implemented include discussion on modifications for those with disabilities.

5. Contained a somewhat detailed description of a special event that promotes a healthy and active school environment

6. Contained some discussion on a specific health behavior highlighted by

place

4. Contains little discussion on how each program/component is organized, conducted, and overseen and little detail about how the components can be added.

5. Few programs/components implemented include discussion on modifications for those with disabilities.

6. Contained little detail on a special event that promotes a healthy and active school environment

7. Contained little discussion on a specific health behavior highlighted by the special event


discussion on how to involve the entire school in the event

5 x 6=30 points

the event

7. Specific target grade level was somewhat identified and was appropriate for students of that age

8. Contained some discussion on how to involve the entire school in the event

8. Specific target grade level was not identified and/or not appropriate for students of that age

9. Contained little discussion on how to involve the entire school in the event

Conclusion 10 PointsConclusionITASC 1c,k; 5k; 9f; 10hNAEYC 6bNETS-T 3a,d; 4a,cCEC EC2S1; CC7K1; EC7K1;CC9K4;CC9S8

Major issues support and establish conclusions.

5 x 2=10 points

The major issues are summarized under conclusions.

The conclusions are not complete.

Provides opinions, but not a summary of findings.

No conclusions are included.

Writing and Referencing Style

10 Points

First Draft of all sections submitted with changes made integrating instructor comments from the outline

Detailed draft of all sections of the paper with appropriate content, headers, writing style, and references in APA 6.0 style.

Detailed draft of ALL sections with some errors in content covered, headings, writing style and/or refernces in APA 6.0

Detailed draft of MOST sections with some errors in content covered, headings, writing style and/or refernces in APA 6.0 style.

Missing sections or paper has regular errors across content covered, headings, writing style and/or refernces in APA 6.0 style.

Incomplete (missing half of the requirements) or completely missing paper.


style.Integration of instructor comments from first draft

All comments from instructor integrated into final version. All were highlighted in yellow

Most comments from instructor integrated into final version. All were highlighted in yellow

Some comments from instructor integrated into final version. Most were highlighted in yellow

Very few comments from instructor integrated into final version. Most were highlighted in yellow

No comments from instructor integrated into final version. The changes were not highlighted

Writing and referencing style

1. Cover page included, proper spelling and grammar, all references in APA 6.0 style. Paper was appropriate length (at least 5 pages)

2. The file document name contains… Lastname.firstname.assignment#.course#

3. This rubric was added to the last page of the document submitted

4. All sentences are clear and well developed 5. Proposals and events are appropriate length with

1. Cover page included, few grammatical errors and misspellings, all references in APA 6.0 style.

2. Paper was appropriate length (at least 5 pages)

1. Cover page included, some grammatical errors and misspellings, some errors in referencing style APA 6.0.

2. Paper was too short for the topic (3-4 pages)

3. The file name somewhat contains the Lastname.firstname.assignment#.course#

4. This rubric was added but not at the end of the document submitted

5. Most sentences are clear and well developed

1. Cover page not included, many grammatical errors and misspellings, some errors in referencing style APA 6.0.


1. Cover page not included, major grammatical errors and misspellings, many errors in referencing style APA 6.0.


3. The file document name does not contain the Lastname.firstname.assignment#.course# 4. This rubric was not added to the document submitted

5. Many sentences are not clear and underdeveloped


standard margins, font, and size of text

6. Proposals and events are mostly appropriate length with standard margins, font, and size of text

6. Proposals and events are not of appropriate length with larger than standard margins, font and size of text

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