Essay Rubric Criteria Rating Points Exceeds Expectations Meets Expectations Does Not Meet Expectations Organization & Structure Introduction Thesis position is clearly stated, adequately describes the structure of the essay, and invites reader's attention. (18-20) Some weakness related to the presentation of structure of the essay. (15-17) No attempt is made to state the thesis or position is vagu, and/or there is no description the structure of the essay. (0-14) 20 Body Body includes strong and relevant supporting details that logically align with the position of the author. Essay body is logically sequenced and cohesive with the essay thesis. Each body paragraph presents complete ideas/ supporting details. (36-40) Body includes relevant supporting details that logically align with the position of the author. Some weakness in logic, organization, or paragraph structure. (30-35) Body fails to include relevant supporting details with the author’s position. Essay body lacks coherence and does not align with the essay thesis. Body paragraphs present incomplete and/or incoherent ideas/supporting details. Position is difficult to articulate. (1-29) 40 Grammar and Usage Essay is free of grammatical and spelling errors. Technical terminology, words from other languages, and words from other historical periods are explained and used correctly. Sentences are clearly written and free of run-ons. Reader is able to fully comprehend the meaning of the narrative. (27-30) Essay contains a few minor grammatical and/or spelling errors. Paragraphs contain minor errors such as word misusage, run- on sentences, and wordy sentences. Sentences are generally clearly written. Contains no more than a few minor errors, which do not adversely affect the reader’s ability to understand the essay. (22-26) Paper contains numerous grammatical and spelling errors, and misused words. Paragraphs are wordy, contain multiple run-on sentences, and are unclear. Reader has a difficult time understanding the essay because of errors and poor sentence structure. (0-21) 30 Conclusion Conclusion clearly and effectively summarizes main points mentioned in the essay body, presents new information to the reader, and closes with supporting details mentioned in the essay body. (9-10) Some weakness in summarizing main points of essay and/or there is presentation of new material. (7-8) Conclusion is vague, does not summarize topics mentioned in the essay body, does not present new information to the reader, and/or fails to effectively close the essay with supporting details from the essay body. (0-7) 10 Content Quality Research Sources Presents a variety of reputable and relevant sources to support author’s position. Cites all sources of information referred to in essay. All sourc ...

1. Essay Rubric
Criteria Rating Points
Exceeds Expectations Meets Expectations Does Not Meet
Expectations
Organization & Structure
Introduction
Thesis position is clearly stated,
adequately describes the structure
of the essay, and invites reader's
attention.
(18-20)
Some weakness related to the
presentation of structure of the
essay.
(15-17)

2. No attempt is made to state the
thesis or position is vagu, and/or
there is no description the
structure of the essay.
(0-14)
20
Body
Body includes strong and relevant
supporting details that logically
align with the position of the
author. Essay body is logically
sequenced and cohesive with the
essay thesis. Each body paragraph
presents complete ideas/
supporting details.
(36-40)
Body includes relevant supporting
details that logically align with the
position of the author. Some
weakness in logic, organization, or
paragraph structure.

3. (30-35)
Body fails to include relevant
supporting details with the
author’s position. Essay body lacks
coherence and does not align with
the essay thesis. Body paragraphs
present incomplete and/or
incoherent ideas/supporting
details. Position is difficult to
articulate.
(1-29)
40
Grammar and Usage
Essay is free of grammatical and
spelling errors. Technical
terminology, words from other
languages, and words from other
historical periods are explained and
used correctly. Sentences are clearly
written and free of run-ons. Reader
is able to fully comprehend the
meaning of the narrative.
(27-30)
Essay contains a few minor

4. grammatical and/or spelling
errors. Paragraphs contain minor
errors such as word misusage, run-
on sentences, and wordy
sentences. Sentences are generally
clearly written. Contains no more
than a few minor errors, which do
not adversely affect the reader’s
ability to understand the essay.
(22-26)
Paper contains numerous
grammatical and spelling errors,
and misused words. Paragraphs
are wordy, contain multiple run-on
sentences, and are unclear.
Reader has a difficult time
understanding the essay because
of errors and poor sentence
structure.
(0-21)
30
Conclusion

5. Conclusion clearly and effectively
summarizes main points mentioned
in the essay body, presents new
information to the reader, and
closes with supporting details
mentioned in the essay body.
(9-10)
Some weakness in summarizing
main points of essay and/or there
is presentation of new material.
(7-8)
Conclusion is vague, does not
summarize topics mentioned in
the essay body, does not present
new information to the reader,
and/or fails to effectively close the
essay with supporting details from
the essay body.
(0-7)
10

6. Content Quality
Research Sources
Presents a variety of reputable and
relevant sources to support author’s
position. Cites all sources of
information referred to in essay. All
sources are properly formatted
according to APA style (7th edition).
(27-30)
Sources may lack variety and/or
may be of poor quality. Some
citations may be missing or minor
errors in use of APA style (7th
edition).
(22-26)
Essay does not utilize reputable
sources to support author’s
position. Sources referred to in the
essay are not cited. Sources are
not properly cited according to
APA style (7th edition).
(0-21)

7. 30
Analysis
*Descriptive ethics paper:
Assessment of the conditions and
factors that contributed to unethical
behavior in the organization.
*Normative ethics paper: Clear link
to ethical frameworks presented in
the course. Multiple perspective
offered on ethical issue addressed.
(27-30)
Some weakness in either
assessment of factors contributing
to unethical behavior or in linkage
to framework to the course.
(22-26)
Underlying logic has major flaws;
connection to position is not clear.
Connections to position are
incorrect or unclear or just a
repetition of the events without
explanation.

8. (0-21)
30
Compliance
Word Length
Essay is within required word
length.
(9-10)
Essay is with 20 percent of word
requirement.
(7-8)
Essay is more than 20 percent
outside of word limit.
(0-6)
10
In-Text Citation

9. In-text citations, footnotes, and
bibliography correctly follows APA
style (7th edition) format.
(9-10)
In-text citations, footnotes, and
bibliography generally follows APA
style (7th edition) format; essay
contains a few minor errors.
(7-8)
Fails to include in-text citations,
footnotes, and bibliography.
(0-6)
10
Proper Formatting
Essay follows formatting
requirements stated in assignment
instructions posted on Canvas.
(9-10)

10. Essay generally follows formatting
requirements stated in assignment
instructions posted on Canvas;
essay contains a few minor errors.
(7-8)
Essay does not follow formatting
requirements stated in assignment
instructions posted on Canvas.
(0-6)
10
On-Time Submission
Submitted by required due date.
(9-10)
Submitted more than three days
late.
(7-8)
Not submitted by required due
date.

11. (0-6)
10
D A Y 3 0
Community-
Based
Interventions
Presentation Overview
Announcements
Community-Based Interventions
Activity
Homework
Source: https://ctb.ku.edu/en/table-of-contents/analyze/where-
to-start/design-community-
interventions/main
What is an intervention?
PROGRAM

12. __________
A PRACTICE WHICH BECOMES POPULAR
WHAT THEY DO
FOCUS:
INDIVIDUAL BEHAVIORS
_______________________
IMPROVE SITUATIONS IN WHICH BEHAVIORS HAPPEN
IMPROVE COMMUNITY
HEALTH
WELL-BEING
________________
ENCOURAGE OTHERS TO EDUCATE ON THE ISSUE YOU
ARE ADDRESSING
__________________
UNDERSTAND MORE
THEORIES
CHOOSING
DESIGNING
DEVELOPING
Why should you develop interventions?
Source: https://ctb.ku.edu/en/table-of-contents/analyze/where-
to-start/design-community-interventions/main

13. When should you develop an
intervention?
WHEN THERE IS AN ISSUE OR PROBLEM
YOU/YOUR ORGANIZATION HAS
RESOURCES
____________
DESIRE
YOU/YOUR GROUP ARE RIGHT TO AID THE ISSUE OR
PROBLEM
Source: https://ctb.ku.edu/en/table-of-contents/analyze/where-
to-start/design-community-interventions/main
How do you develop an intervention?
Source: https://ctb.ku.edu/en/table-of-contents/analyze/where-
to-start/design-community-interventions/main
"DECIDE WHAT NEEDS TO HAPPEN"
"WHAT BEHAVIOR NEEDS TO CHANGE?"
"WHOSE BEHAVIOR NEEDS TO CHANGE?"
"IF PEOPLE ARE GOING TO CHANGE THEIR
BEHAVIOR, WHAT CHANGES IN THE ENVIRONMENT
NEED TO OCCUR TO MAKE IT HAPPEN? FOR
EXAMPLE, IF YOU WANT PEOPLE TO RECYCLE, YOU'LL
HAVE MUCH BETTER RESULTS IF THERE IS EASY
ACCESS TO RECYCLING BINS."
______________________________

14. How do you develop an intervention?
Source: https://ctb.ku.edu/en/table-of-contents/analyze/where-
to-start/design-community-interventions/main
"USE A MEASUREMENT SYSTEM TO GATHER INFO
ABOUT THE LEVEL OF THE PROBLEM"
MEASUREMENT INSTRUMENTS
"DIRECT OBSERVATIONS OF BEHAVIOR. FOR EXAMPLE,
YOU CAN WATCH
WHETHER MERCHANTS SELL ALCOHOL TO PEOPLE
UNDER THE AGE OF
21."
"BEHAVIORAL SURVEYS. FOR EXAMPLE, THE YOUTH
RISK BEHAVIOR
SURVEY OF THE U.S. CENTERS FOR DISEASE CONTROL
AND PREVENTION
ASKS QUESTIONS ABOUT DRUG USE, UNPROTECTED
SEXUAL ACTIVITY,
AND VIOLENCE."
_____________________________
"REVIEW OF ARCHIVAL OR EXISTING RECORDS. FOR
EXAMPLE, WE MIGHT
LOOK AT RECORDS OF THE RATE OF ADOLESCENT
PREGNANCY,
UNEMPLOYMENT, OR CHILDREN LIVING IN POVERTY
How do you develop an intervention?
Source: https://ctb.ku.edu/en/table-of-contents/analyze/where-
to-start/design-community-interventions/main
"DECIDE WHO THE INTERVENTION SHOULD HELP"

15. EXAMPLES
CHILDHOOD IMMUNIZATION PROGRAM--> CHILDREN
__________________
INCREASE GUARDIANS TO GET KIDS IMMUNIZATIONS--
>TARGET PARENTS & BENEFIT KIDS
__________: INDIVIDUALS IN WHICH ONE IS AIMING TO
CHANGE
____________: INDIVIDUALS WHO AIDE IN THE CHANGE
How do you develop an intervention?
Source: https://ctb.ku.edu/en/table-of-contents/analyze/w here-
to-start/design-community-interventions/main
"INVOLVE POTENTIAL CLIENTS OR END USERS OF
THE INTERVENTION"
ASK
______________
BECOMES THEIR PROGRAM-"OWNERSHIP"
How do you develop an intervention?
Source: https://ctb.ku.edu/en/table-of-contents/analyze/where-
to-start/design-community-interventions/main
"ID THE ISSUES OR PROBLEMS YOU WILL ATTEMPT TO
SOLVE
TOGETHER:

16. COMMON WAYS TO TALK WITH SOMEONE IMPACTED:
"INFORMAL PERSONAL CONTACT - JUST TALKING WITH
PEOPLE,
AND SEEING WHAT THEY HAVE TO SAY"
"INTERVIEWS
__________
COMMUNITY FORUMS
CONCERNS SURVEYS"
UNDERLYING ISSUE
_________________________
http://ctb.ku.edu/en/community-tool-box-toc/community-
assessment/chapter-3-assessing-community-needs-and-
resources-8
http://ctb.ku.edu/en/community-tool-box-toc/community-
assessment/chapter-3-assessing-community-needs-and-
resources-41
How do you develop an intervention?
Source: https://ctb.ku.edu/en/table-of-contents/analyze/where-
to-start/design-community-interventions/main
"ANALYZE THESE PROBLEMS OR THE ISSUE TO BE
ADDRESSED IN THE INTERVENTION"
ANSWER IMPORTANT QUESTIONS:
"WHAT FACTORS PUT PEOPLE AT RISK FOR (OR
PROTECT THEM AGAINST) THE PROBLEM OR CONCERN?
WHOSE BEHAVIOR (OR LACK OF BEHAVIOR) CAUSED
THE PROBLEM?
___________________
FOR WHOM IS THE SITUATION A PROBLEM?

17. WHAT ARE THE NEGATIVE CONSEQUENCES FOR THOSE
DIRECTLY AFFECTED?
WHAT ARE THE NEGATIVE CONSEQUENCES FOR THE
COMMUNITY?
_________________________
HOW DO THEY BENEFIT?
WHO SHOULD SHARE THE RESPONSIBILITY FOR
SOLVING THE PROBLEM?
WHAT BEHAVIORS NEED TO CHANGE TO CONSIDER THE
PROBLEM "SOLVED"?
WHAT CONDITIONS NEED TO CHANGE TO ADDRESS THE
ISSUE OR PROBLEM?
HOW MUCH CHANGE IS NECESSARY?
AT WHAT LEVEL(S) SHOULD THE PROBLEM BE
ADDRESSED? IS IT SOMETHING THAT SHOULD BE
ADDRESSED BY
INDIVIDUALS; BY FAMILIES WORKING TOGETHER; BY
LOCAL ORGANIZATIONS OR NEIGHBORHOODS; OR AT
THE
LEVEL OF THE CITY, TOWN, OR BROADER
ENVIRONMENT?
WILL YOU BE ABLE TO MAKE CHANGES AT THE
LEVEL(S) IDENTIFIED? THIS QUESTION INCLUDES
TECHNICAL
CAPABILITY, ENSURING YOU HAVE ENOUGH MONEY TO
DO IT, AND THAT IT IS GOING TO BE POLITICALLY
POSSIBLE.
How do you develop an intervention?
Source: https://ctb.ku.edu/en/table-of-contents/analyze/where-
to-start/design-community-interventions/main
"SET GOALS & OBJECTIVES"

18. _______________________
**STARTING FROM THE FINISH LINE AND WORKING
BACKWARD
ANSWER THE FOLLOWING
"WHAT SHOULD THE INTERVENTION ACCOMPLISH? FOR
EXAMPLE, YOUR GOAL MIGHT BE
FOR MOST OF THE HOMELESS PEOPLE WHO ARE ABLE
TO HOLD JOBS DO SO BY THE END
OF THE INTERVENTION."
"WHAT WILL SUCCESS LOOK LIKE? IF YOUR
INTERVENTION IS SUCCESSFUL, HOW WILL
YOU KNOW IT? HOW WILL YOU EXPLAIN TO OTHER
PEOPLE THAT THE INTERVENTION
HAS WORKED? WHAT ARE THE "BENCHMARKS" OR
INDICATORS THAT SHOW YOU ARE
MOVING IN THE RIGHT DIRECTION?"
"FINALLY, WHAT ARE THE SPECIFIC OBJECTIVES YOU
WANT TO ACHIEVE? WHEN YOU ARE
WRITING DOWN YOUR OBJECTIVES, BE AS SPECIFIC AS
POSSIBLE. STATE HOW MUCH
CHANGE YOU WANT TO SEE HAPPEN IN WHAT
BEHAVIORS AND ACTIVITIES. BY WHOM? BY
WHEN?"
___________________________________
http://ctb.ku.edu/en/table-of-contents/evaluate/evaluate-
community-initiatives/community-level-indicators/main
http://ctb.ku.edu/en/table-of-contents/structure/strategic-
planning/create-objectives/main
How do you develop an intervention?

19. Source: https://ctb.ku.edu/en/table-of-contents/analyze/where-
to-start/design-community-interventions/main
"LEARN WHAT OTHERS HAVE DONE"
_____________
MORE COMMON RESOURCES:
"SEE WHAT LOCAL EXAMPLES ARE AVAILABLE. WHAT
HAS WORKED IN YOUR COMMUNITY? HOW
ABOUT IN NEARBY PLACES? CAN YOU FIGURE OUT
WHY IT WORKED? IF POSSIBLE, TALK TO THE
PEOPLE RESPONSIBLE FOR THOSE APPROACHES, AND
TRY TO UNDERSTAND WHY AND HOW THEY
DID WHAT THEY DID."
"LOOK FOR EXAMPLES OF WHAT HAS BEEN DONE IN
ARTICLES AND STUDIES IN RELATED FIELDS.
SOURCES MIGHT BE PROFESSIONAL JOURNALS, SUCH
AS THE AMERICAN JOURNAL OF PUBLIC
HEALTH, OR EVEN OCCASIONALLY, GENERAL NEWS
MAGAZINES. ALSO, LOOK AT INTERVENTIONS
THAT HAVE BEEN DONE FOR RELATED PROBLEMS--
PERHAPS THEY CAN BE ADAPTED FOR USE BY
YOUR GROUP. INFORMATION AND AWARENESS EVENTS,
FOR EXAMPLE, TEND TO BE GENERAL IN
NATURE--YOU CAN DO A SIMILAR EVENT AND CHANGE
WHAT IT'S FOR. A 5-K RACE MIGHT BE
PLANNED, FOR EXAMPLE, TO RAISE AWARENESS OF
AND MONEY FOR BREAST CANCER, TO PROTEST
ENVIRONMENTAL DESTRUCTION, AND SO ON."
_________________________________
How do you develop an intervention?
Source: https://ctb.ku.edu/en/table-of-contents/analyze/where-

20. to-start/design-community-interventions/main
"BRAINSTORM IDEAS OF YOUR OWN"
WRITE IT DOWN
_____________
BE CREATIVE
How do you develop an intervention?
Source: https://ctb.ku.edu/en/table-of-contents/analyze/where-
to-start/design-community-interventions/main
"TRY TO DECIDE WHAT INTERVENTIONS OR PARTS OF
INTERVENTIONS HAVE WORKED, AND WHAT MIGHT BE
APPLICABLE TO YOUR SITUATION"
AFFORD:
FINANCIALLY
POLITICALLY
_____
RESOURCE
CONSIDERING OTHER INTERVENTIONS, LOOK FOR:
"___________ - DO THEY FIT THE GROUP'S PURPOSE?"
"______ - DID THEY MAKE A DIFFERENCE ON BEHAVIOR
AND OUTCOME?"
"REPLICABLE - ARE THE DETAILS AND RESULTS OF
WHAT HAPPENED IN THE ORIGINAL
INTERVENTION EXPLAINED WELL ENOUGH TO REPEAT
WHAT WAS DONE? UNFORTUNATELY,
THIS ISN'T ALWAYS THE CASE--MANY PEOPLE, WHEN
YOU TALK TO THEM, WILL SAY, "OH! WE
JUST DID IT! "
"_______- IS IT CLEAR ENOUGH FOR PEOPLE IN YOUR

21. GROUP TO DO?"
"_________- DO WE HAVE THE TIME AND MONEY TO DO
THIS?"
"COMPATIBLE WITH YOUR SITUATION - DOES IT FIT
LOCAL NEEDS, RESOURCES, AND VALUES"
http://ctb.ku.edu/en/table-of-contents/analyze/choose-and-
adapt-community-interventions/cultural-adaptation/main
How do you develop an intervention?
Source: https://ctb.ku.edu/en/table-of-contents/analyze/where-
to-start/design-community-interventions/main
"ID BARRIERS & RESISTANCE YOU MIGHT COME UP
AGAINST"
"WHAT BARRIERS & RESISTANCE MIGHT WE FACE?"
________________________
"FOR EXAMPLE, A YOUTH GROUP TO PREVENT
SUBSTANCE ABUSE WANTED
TO OUTLAW SMOKING ON THE HIGH SCHOOL CAMPUS
BY EVERYONE,
INCLUDING THE TEACHERS AND OTHER STAFF
MEMBERS. HOWEVER, THEY
KNEW THEY WOULD COME UP AGAINST RESISTANCE
AMONG TEACHERS
AND STAFF MEMBERS WHO SMOKED. HOW MIGHT THEY
OVERCOME THAT
OPPOSITION?"
How do you develop an intervention?

22. Source: https://ctb.ku.edu/en/table-of-contents/analyze/where-
to-start/design-community-interventions/main
"ID CORE COMPONENTS & ELEMENTS OF THE
INTERVENTION"
NUTS & BOLTS OF DESIGN'
BIG IDEAS
4 CLASSES WHEN IT COMES TO DESIGN
____________________
"ENHANCING SUPPORT AND RESOURCES"
____________
"MONITORING AND GIVING FEEDBACK"
_________________________________
How do you develop an intervention?
Source: https://ctb.ku.edu/en/table-of-contents/analyze/where-
to-start/design-community-interventions/main
"DEVELOP AN ACTION PLAN TO CARRY OUT THE
INTERVENTION"
DEVELOPING AN ACTION PLAN, CONSIDER....
"WHAT COMPONENTS AND ELEMENTS WILL BE
IMPLEMENTED?
"WHO SHOULD IMPLEMENT WHAT BY WHEN?"
___________________
"WHAT POTENTIAL BARRIERS OR RESISTANCE ARE
EXPECTED?
HOW WILL THEY BE MINIMIZED?"
"WHAT INDIVIDUALS OR ORGANIZATIONS NEED TO BE

23. INFORMED? WHAT DO YOU NEED TO TELL THEM?"
How do you develop an intervention?
Source: https://ctb.ku.edu/en/table-of-contents/analyze/where-
to-start/design-community-interventions/main
"PILOT-TEST YOUR INTERVENTION"
WORK OUT ANY ISSUES
PILOT TESTING DOING THIS..
"DECIDE HOW THE INTERVENTION WILL BE TESTED ON
A SMALL
SCALE"
__________________-
"PAY PARTICULAR ATTENTION TO UNINTENDED
CONSEQUENCES OR
SIDE EFFECTS THAT YOU FIND WHEN YOU EVALUATE
YOUR WORK"
"USE FEEDBACK FROM THOSE WHO TRIED THE
INTERVENTION TO
SIMPLIFY AND REFINE YOUR PLAN"
Wednesday
RA 17 Due by 11:59 pm Wednesday
Healthy People
CDC-Community-Based Interventions
https://www.healthypeople.gov/2020/topics-

24. objectives/topic/educational-and-community-based-
programs/ebrs
https://www.cdc.gov/nccdphp/dch/programs/communitiesputting
preventiontowork/pdf/community-based-interventions-
executive-brief-update.pdf