Running head TREATMENT INTERVENTIONS BENCHMARK 1.docx

Running head: TREATMENT INTERVENTIONS
BENCHMARK 1
4
TREATMENT INTERVENTIONS BENCHMARK
Benchmark: Treatment Interventions
NAME
Grand Canyon University
PCN-501: Introduction to Addictions &
Substance Use Disorders
DATE
Introduction
[Type a comprehensive introduction paragraph. Finish with
thesis statement. Thesis statement makes the purpose of the
paper clear.]
Overview of Treatment Approaches for Addiction Issues
Empirical Theory #1 (Insert Theory Title)
[Essay expertly describes at least two common empirically
researched substance use disorder treatments (the first one is in
this section), and description is comprehensive and insightful
with relevant evidence to support claims. Essay demonstrates an
exceptional understanding of the topic.]
Empirical Theory #2 (Insert Theory Title)

[Essay expertly describes at least two common empirically
researched substance use disorder treatments (the second one is
in this section), and description is comprehensive and insightful
with relevant evidence to support claims. Essay demonstrates an
Differences in Treatment Approaches
[Essay expertly discusses the differences of each treatment
listed, and description is comprehensive and insightful with
relevant evidence to support claims. Essay demonstrates an
Preferred Method & Rationale
[Essay expertly discusses which method the student would
prefer to use and why, and description is comprehensive and
insightful with relevant evidence to support claims. Essay
demonstrates an exceptional understanding of the topic.]
Treatment Professionals and Coordinated Treatment
[Essay expertly includes a list of professionals who may be
involved in treatment as well as a discussion of how treatment
would be coordinated with them, and the discussion is
comprehensive and insightful with relevant evidence to support
claims. Essay demonstrates an exceptional understanding of the
topic.]
Conclusion
[Conclude the paper and all topics. Write in paragraph
format and connect your content from the other sections back to
the completed purpose of the paper.]
References
Use journal articles to complete this list of references. There is
no specific target for number of references, but you should have
scholarly support for every section of this writing assignment.
The textbook does not count as one, but you can use it to
support your responses in the above research paper. The same
rule applies to web-resources, videos, psychological opinion
articles designed for lay audiences etc. You may use them, but
make sure to have three resources of high scholarship value.

Author, I. N. (Year). Title of the article. Title of the Journal or
Periodical, volume(Issue), pp-pp.
Last, F. M. (Year Published) Book. City, State: Publisher.
Chapter 6
Earthquakes
Dr. Joao Santos
Chapter 6
Earthquakes
Dr. Joao Santos
Essentials of Geology, 3rd edition, by Stephen
MarshakEssentials of Geology, 3rd edition, by Stephen Marshak
Chapter 8: A Violent Pulse: EarthquakesChapter 8: A Violent
Pulse: Earthquakes
What is an Earthquake?
� Earth shaking caused by a rapid release of energy.
� Due to tectonic stresses that cause rocks to break.
� Energy moves outward as an expanding sphere of waves.
� This waveform energy can be measured around the globe.
� Earthquakes destroy buildings and kill people.

� 3.5 million deaths in the last 2000 years.
� Earthquakes are common.
Edited by Joao Santos
Pulse: Earthquakes
Seismicity
� Seismicity (earthquake activity) occurs due to…
� Motion along a newly formed crustal fracture (or fault).
� Motion on an existing fault.
� Inflation of a magma chamber.
� Volcanic eruption.
� Giant landslides.
� Meteorite impacts.
� Nuclear detonations.

Pulse: Earthquakes
Earthquake Concepts
� Hypocenter (or focus) - The spot within the Earth where
earthquake waves originate.
� Usually occurs on a fault surface.
� Earthquake waves expand outward from the hypocenter.
� Epicenter – Land surface above the hypocenter.
Pulse: Earthquakes
Faults and Earthquakes
� Most earthquakes occur along faults.
� Common crustal fractures that move rock masses.
� The amount of movement is termed displacement.
� Displacement is also called offset, or slip.
� Markers reveal the
amount of offset.

Pulse: Earthquakes
� Faults are like planar breaks in blocks of crust.
� Most faults slope (although some are vertical).
� On a sloping fault, crustal blocks are classified as:
� Footwall (block below the fault).
� Hanging wall (block above the fault).
Faults and Fault Motion
Pulse: Earthquakes
Fault Types
� Fault type based on relative block motion.
� Normal fault

�Hanging wall moves down relative to footwall.
�Result from extension (stretching).
Pulse: Earthquakes
Fault Types
� Reverse fault
�Hanging wall moves up relative to footwall.
�Results from compression (squeezing or shortening).
�Slope (dip) of fault is steep.
Pulse: Earthquakes
Fault Types

� Thrust fault
�Special kind of reverse fault.
�Slope (dip) of fault surface is not steep.
Pulse: Earthquakes
Fault Types
� Strike-slip fault
�Blocks slide laterally past one another.
�No vertical block motion.
�Fault surface is nearly vertical.
Pulse: Earthquakes
Fault Types

� Oblique-slip fault
�A combination of dip-slip and strike-slip displacement.
�Most faults display an oblique-slip character.
�Pure dip-slip or strike-slip faults are rare.
Pulse: Earthquakes
Fault Initiation
� Tectonic forces add stress to unbroken rocks.
� The rock deforms slightly (elastic strain).
� Continued stress will cause growth of cracks.
� Eventually, cracks grow to the point of failure.
� When the rock breaks, elastic strain transforms into brittle
deformation, releasing earthquake energy.

Pulse: Earthquakes
Fault Motion
� Faults move in jumps.
� Once movement starts, it quickly stops due to friction.
� Eventually, strain builds up again causing failure.
� This behavior is termed stick-slip behavior.
Pulse: Earthquakes
Seismic Waves
� Body waves – Pass through Earth’s interior.
� Compressional, or primary (P), waves
�Push-pull (compress and expand) motion.
�Travel through solids, liquids, and gases.
�Fastest.

Pulse: Earthquakes
Seismic Waves
� Body waves – Pass through Earth’s interior.
� Shear, or secondary (S), waves
�“Shaking" motion.
�Travel only through solids, not liquids.
�Slower.
Pulse: Earthquakes
Seismic Waves
� Surface Waves – Travel along Earth’s surface.
� Love waves – S waves intersecting the surface.
�Move back and forth like a writhing snake.
� Rayleigh waves – P waves intersecting the surface.
�Move like ripples on a pond.

� These waves are the slowest and most destructive.
Pulse: Earthquakes
Seismology
� Seismology is the study of earthquake waves.
� Seismographs – Instruments that record seismicity.
� Worldwide, they detect earthquakes anywhere on Earth.
� Seismology reveals size and location of earthquakes.
Pulse: Earthquakes
� Measure wave arrivals and magnitude of motion.
� Straight line = background.
� 1st wave causes frame to sink (pen goes up).

� Next vibration causes opposite motion.
Seismographs
Pulse: Earthquakes
Seismograph Operation
� Waves always arrive in sequence.
� P waves first
� S waves second
� Surface waves last.
� Wave arrivals are captured by the seismograph.
Pulse: Earthquakes
Locating an Epicenter
� p and s waves travel at different velocities.

� 1st arrivals of p and s waves vary with distance.
� A travel-time graph plots the distance of each station to
the epicenter.
Pulse: Earthquakes
Locating an Epicenter
� Data from 3 stations can pinpoint the epicenter.
� A circle is drawn around each station.
�The radius is equal to the distance to epicenter.
�Circles around 3 or more stations will intersect.
� The point of intersection is the epicenter.
Pulse: Earthquakes
Earthquake Size
� Size is described by either intensity or magnitude.

� Mercalli intensity scale - Degree of shaking damage.
� Roman numerals assigned to different levels of damage.
� Damage occurs in zones.
� Damage diminishes in
intensity with distance.
Pulse: Earthquakes
Earthquake Size
� Magnitude – The amount of energy released.
� Maximum seismogram motion.
� Several magnitude scales.
� Richter.
� Moment.
� Magnitude scales are
logarithmic.

� Increases of 1 unit = 10 fold
increase in ground motion.
Pulse: Earthquakes
Measuring Earthquake Size
� Earthquake energy release
can be calculated.
� M6.0 – Energy of the
Hiroshima bomb.
� M8.9 – Annual energy
released by all other
earthquakes.
Pulse: Earthquakes
Measuring Earthquake Size
� Small earthquakes are frequent.

� ~100,000 magnitude 3 / year.
� Large earthquakes are rare.
� 32 magnitude 7 earthquakes / year.
Pulse: Earthquakes
Earthquake Occurrence
� Earthquakes linked to plate tectonic boundaries.
� Shallow – Divergent and transform boundaries.
� Intermediate and deep – Convergent boundaries.
Pulse: Earthquakes
Earthquake Focal Depths
� Shallow – 0-20 km.
� Along the mid-ocean ridge.

� Transform boundaries.
� Shallow part of trenches.
� Continental crust.
Pulse: Earthquakes
Earthquake Focal Depths
� Intermediate and deep earthquakes occur along the
subduction trace, the Benioff-Wadati zone.
� Intermediate – 20-300 km - Downgoing plate still brittle.
� Deep - 300-670 km - Mineral transformations?
� Earthquakes rare below
670 km (mantle is ductile).

Pulse: Earthquakes
Convergent Boundaries
� Cities near subduction zones have frequent earthquakes.
� Most are minor.
� Periodically, they are devastating.
Pulse: Earthquakes
Continental Earthquakes
� Earthquakes in continental crust.
� Continental transform faults (San Andreas, Anatolian).
� Continental rifts (Basin and Range, East African Rift).
� Collision zones (Himalayas, Alps).
� Intraplate settings (ancient crustal weaknesses).

Pulse: Earthquakes
San Andreas Fault
� The Pacific plate meets the North American plate.
� The San Andreas is a very active strike-slip fault.
� A very dangerous fault; hundreds of earthquakes per year.
� San Francisco – Destroyed in 1906.
� Loma Prieta, 1989, World Series.
Pulse: Earthquakes
Earthquake Damage
� Earthquakes kill people and destroy cities.
� The damage can be heartbreaking and horrific.
� Knowledge improves odds of survival.

Pulse: Earthquakes
Earthquake Damage
� Ground Shaking and Displacement
� Earthquake waves arrive in a distinct sequence.
� Different waves cause different motion.
� P waves are the 1st to arrive.
� They produce a rapid up and down motion.
Pulse: Earthquakes
Earthquake Damage
� S waves arrive next (2nd).
� They produce a pronounced back and forth motion.
� This motion is usually much stronger than from P-waves.
� S waves cause extensive damage.

Pulse: Earthquakes
Earthquake Damage
� Surface waves lag behind S waves.
� Love waves are the first to follow.
� Ground writhes like a snake.
Pulse: Earthquakes
Earthquake Damage
� R waves are the last to arrive.
� The land surface behaves like ripples in a pond.
� These waves may last longer than others.
� Cause extensive damage.

Pulse: Earthquakes
Earthquake Damage
� Severity of shaking and damage depends on…
� Magnitude (energy) of the earthquake. More = more.
� Distance from the hypocenter.
� Intensity and duration of the vibrations.
� The nature of the subsurface material.
�Bedrock transmits waves quickly = less damage
�Sediments bounce waves = amplified damage.
Pulse: Earthquakes
Earthquake Damage
� Effects on buildings:
� Buildings “pancake.”
� Bridges topple.

Pulse: Earthquakes
Earthquake Damage
� Effects on buildings:
� Bridge supports crush.
� Masonry walls break apart.
Pulse: Earthquakes
Earthquake Damage
� Landslides and Avalanches.
� Shaking causes slopes to fail.
� Hazardous slopes bear evidence of ancient slope failures.
� Rockslides and avalanches follow earthquakes in uplands.
� Mount St. Helens erupted via an earthquake landslide.

Pulse: Earthquakes
Earthquake Damage
� Liquefaction – Waves liquefy H2O-filled sediments.
� High pore pressures force grains apart, reducing friction.
� Liquefied sediments flow as a slurry.
� Sand becomes “quicksand;” clay becomes “quickclay.”
�Sand dikes.
�Sand volcanoes.
�Contorted layering.
Pulse: Earthquakes
Liquefaction
� Water saturated sediments turn into a mobile fluid.
� Land will slump and flow.

� Buildings may founder and topple over intact.
Pulse: Earthquakes
Earthquake Damage
� Fire is a common hazard following earthquakes.
� Shaking topples stoves, candles, and power lines.
� Broken gas mains and fuel tanks ignite a conflagration.
� Earthquakes destroy critical infrastructure such as water,
sewer, telephone, and electrical lines, as well as roads.
� Firefighters powerless.
�No road access.
�No water.
�Too many hot spots.
� Good planning is
crucial to saving lives.

Pulse: Earthquakes
Earthquake Damage
� Earthquake devastation fuels disease outbreaks.
� Food, water, and medicines are scarce.
� Basic sanitation capabilities disabled.
� Hospitals damaged or destroyed.
� Health professionals overtaxed.
� There may be many decaying corpses.
Pulse: Earthquakes
Earthquake Damage
� Tsunamis, or seismic sea waves (not tidal waves).
� Tsunamis result when earthquakes change the seafloor.
� Normal faulting drops the seabed; thrusting raises it.
�This displaces the entire volume of overlying water.

�A giant mound (or trough) forms on the sea surface.
�This feature may be enormous (up to a 10,000 mi2 area).
�Feature collapse creates waves that race rapidly away.
Pulse: Earthquakes
Earthquake Damage
� Destructive tsunamis occur frequently - about 1/yr.
� 94 destructive tsunamis in the last 100 years.
� 51,000 victims (not including 12/26/04)
� Future tsunami disasters are inevitable.
� Growing human population in low-lying coastal areas.
� Education about tsunamis can save many lives.

Pulse: Earthquakes
Tsunami vs. Wind Waves
� Wind waves
� Influence the upper ~100 m.
� Have wavelengths of several
tens to hundreds of meters.
� Wave height and wavelength
related to windspeed.
� Wave velocity maximum
several tens of km per hour.
� Waves break in shallow water
and expend all stored energy.
� Tsunami waves
� Influence entire water depth
� Have wavelengths of several
10s to 100s of kilometers.
� Wave height and wavelength
unaffected by windspeed.
� Wave velocity maximum
several 100s of kph.
� Waves come ashore as a
raised plateau of water that
pours onto the land.

Pulse: Earthquakes
Tsunami Behavior
� Tsunamis race at jetliner speed across the ocean.
� They may be almost imperceptible in deep water.
� Low wave height.
� Long wavelength.
� As water shallows, waves
slow from frictional drag.
� Waves grow in height,
reaching 10-15 m or more.
Pulse: Earthquakes
Tsunami
� Tsunami destruction of the coast depends upon…

� Offshore bathymetry.
�Broad shallows increase amplitude but sap wave energy.
�Quick deep-to-shallow transition – Deadliest condition.
�Waves have maximum energy.
�Wave heights are modest.
�Water pours onto land as a sheet.
� Topography of shore.
�Broad lowland – Maximum damage.
�Steep rise of land – Less damage.
Pulse: Earthquakes
Tsunami Reality
� The Indian Ocean Tsunami
� On December 26, 2004, a strong megathrust earthquake
(M9.0+) originated in the trench to the west of N. Sumatra.
� The earthquake was the largest in 40 years.

� Displacement exceeded 15 m; rupture > 1100 km long.
� The devastating tsunami killed people in 10 countries
surrounding the Indian Ocean.
Pulse: Earthquakes
The Indian Ocean Tsunami
� Killed more people than any tsunami on record.
� 227,898 were killed or missing and presumed dead.
� 1.7 million people were displaced (as of 6/4/2009).
� Record-setting death toll.
� The earthquake was
so large and the
tsunami spread fast.
� Coasts were full of
Christmas tourists.
Source: USGS Earthquake Hazards Program, Most Destructive
Earthquakes
http://earthquake.usgs.gov/regional/world/most_destructive.php/

Pulse: Earthquakes
The Indian Ocean Tsunami
� Complete devastation below “run-up” elevation.
� Dense coastal development in Banda Aceh hardest hit.
� Entire communities were erased – buildings and people.
Pulse: Earthquakes
Surviving a Tsunami
� Heed natural and official warnings.
� An earthquake in a coastal setting.
� Retreat of water from the shore is sign of an impending
tsunami.
� Expect many waves.

� Bigger waves may be next.
� Wave arrival may last for hours.
� Abandon belongings.
� Get to high ground and stay there.
Source: Brian F. Atwater and others, 1999, Surviving a Tsunami
– Lessons from Chile, Hawaii and Japan, USGS Circular 1187.
Pulse: Earthquakes
Surviving a Tsunami
� Expect roads to be impassable.
� Climb a sturdy building or a tree.
� Grab something that floats.
� Expect lots of debris (sediment, wreckage, corpses).
� Expect landscape changes.
Source: Brian F. Atwater and others, 1999, Surviving a Tsunami
– Lessons from Chile, Hawaii and Japan, USGS Circular 1187.

Pulse: Earthquakes
Earthquake Prediction
� Prediction would help reduce catastrophic losses.
� Can we predict earthquakes? Yes and no.
� They CAN be predicted – long-term (tens to hundreds of
years).
� They CANNOT be predicted - short-term (hours to months).
� Seismic hazards are mapped to assess risk.
� This information is useful for…
� Developing building codes.
� Land-use planning.
� Disaster planning.
Pulse: Earthquakes

Long-Term Earthquake Prediction
� Probability of a certain magnitude earthquake occurring
on a timescale of 30 to 100 years, or more.
� Based on the premise that earthquakes are repetitive.
Pulse: Earthquakes
� Require determination of seismic zones, by…
� Mapping historical epicenters (after ~ 1950).
� Evidence of ancient earthquakes (before seismographs).
�Evidence of seismicity – Fault scarps, sand volcanoes, etc.
�Historical records.
� Seismic gaps, places that haven’t slipped recently.

Pulse: Earthquakes
� Recurrence interval – Average time between events.
� Historical records.
� Geologic evidence – Requires radiometric dating of events.
�Sand volcanoes.
�Offset strata.
�Drowned forests.
Pulse: Earthquakes
� Goal: The location and magnitude of a large earthquake.
� Currently, we can’t reliably predict short-range events.
� Earthquakes do have precursors.
� Clustered foreshocks.
� Crustal strain.
� Stress triggering.

� And, possibly…
�Water level changes in wells.
�Gases (Rn, He) in wells.
�Unusual animal behavior.
Short-Term Earthquake Prediction
© 2012 Pearson Education, Inc.
End of Chapter 6
Geol/Envs 111: Geology and the Environment
Assignment/Lab 2 (25 Points)
Chapter 6: Earthquakes
Earthquakes are a vital part of understanding how the Earth’s
surface is in constant motion or under constant pressure to
move. If you’ve been in an earthquake, you probably remember
all the details – it’s a weird and rather unpleasant experience.
I remember the Loma Prieta earthquake in 1989 in San
Francisco. Check out some footage here:
http://www.youtube.com/watch?v=FW-TkpvKPl0
http://www.youtube.com/watch?v=qpAPILKw3iY
1. What was the most striking part of the videos for you? (2
points)
2. Why do you think people live there? Would you? Is it
different than living with other natural disasters, like flooding

or blizzards? (3 points)
Earthquakes are actually occurring constantly all around the
globe – some big, mostly small.
3. Go to the USGS website that has information about
earthquakes (earthquake.usgs.gov), and choose one earthquake
that occurred in the last 24 hours. (3 points)
4. What are the relevant details? (include time, location,
magnitude, depth, and event ID). (3 points)
5. Include a map of the location (from another source, tell me
where). (3 points)
6. Did this earthquake affect a lot of people? Why or why not?
(2 points)
7. Was it reported in any newspapers? Why or why not? (2
points)
8. Explain why an earthquake would occur here.
a. What’s the reason the earthquake occurred at this location on
the Earth? (use at least two terms from the text) (2 points)
b. Are you surprised that an earthquake occurred here? Why or
why not? (2 points)
c. Include a graphic (and where you got it) of the process that
created this earthquake. (3 points)
Rubic_Print_FormatCourse CodeClass CodeAssignment
TitleTotal PointsCNL-501CNL-501-O502Benchmark -
Treatment Interventions (Obj.

3.3)100.0CriteriaPercentageUnsatisfactory (0.00%)Less Than
Satisfactory (74.00%)Satisfactory (79.00%)Good
(87.00%)Excellent (100.00%)CommentsPoints
EarnedContent70.0%A brief description of two common
empirically researched substance use disorder treatments from
the provided options C4.1: Assess valid and reliable research to
answer questions for an identified problem, concern, or
professional counseling intervention.20.0%Essay omits or
incompletely describes two common empirically researched
substance use disorder treatments from the provided
options.Essay does not demonstrate understanding of the
topic.Essay inadequately describes two common empirically
researched substance use disorder treatments from the provided
options, but description is weak and missing evidence to
support claims. Essay demonstrates poor understanding of the
topic.Essay adequately describes two common empirically
options, but description is limited and lacks some evidence to
support claims. Essay demonstrates a basic understanding of the
topic.Essay clearly describes two common empirically
options, and description is strong with sound analysis and some
evidence to support claims. Essay demonstrates understanding
that extends beyond the surface the topic.Essay expertly
describes two common empirically researched substance use
disorder treatments from the provided options, and description
is comprehensive and insightful with relevant evidence to
support claims. Essay demonstrates an exceptional
understanding of the topic.A discussion about the differences of
each treatment listed20.0%Essay omits or incompletely
discusses the differences of each treatment listed.Essay does not
demonstrate understanding of the topic.Essay inadequately
discusses the differences of each treatment listed, but
description is weak and missing evidence to support claims.
Essay demonstrates poor understanding of the topic.Essay
adequately discusses the differences of each treatment listed,

but description is limited and lacks some evidence to support
claims. Essay demonstrates a basic understanding of the
topic.Essay clearly discusses the differences of each treatment
listed, and description is strong with sound analysis and some
discusses the differences of each treatment listed, and
description is comprehensive and insightful with relevant
evidence to support claims. Essay demonstrates an exceptional
understanding of the topic.A discussion about which method the
student would prefer to use and why20.0%Essay omits or
incompletely discusses which method the student would prefer
to use and why.Essay does not demonstrate understanding of the
topic.Essay inadequately discusses which method the student
would prefer to use and why, but description is weak and
missing evidence to support claims. Essay demonstrates poor
understanding of the topic.Essay adequately discusses which
method the student would prefer to use and why, but description
is limited and lacks some evidence to support claims. Essay
demonstrates a basic understanding of the topic.Essay clearly
discusses which method the student would prefer to use and
why, and description is strong with sound analysis and some
discusses which method the student would prefer to use and
why, and description is comprehensive and insightful with
relevant evidence to support claims. Essay demonstrates an
exceptional understanding of the topic.A list of professionals
who may be involved in treatment and how treatment would be
coordinated with them10.0%Essay omits or incompletely
includes a list of professionals who may be involved in
treatment as well as a discussion of how treatment would be
coordinated with them. Essay does not demonstrate
understanding of the topic.Essay inadequately includes a list of
professionals who may be involved in treatment as well as a
discussion of how treatment would be coordinated with them,

but the discussion is weak and missing evidence to support
claims. Essay demonstrates poor understanding of the
topic.Essay adequately includes a list of professionals who may
be involved in treatment as well as a discussion of how
treatment would be coordinated with them, but the discussion is
limited and lacks some evidence to support claims. Essay
demonstrates a basic understanding of the topic.Essay clearly
includes a list of professionals who may be involved in
treatment as well as a discussion of how treatment would be
coordinated with them, and the discussion is strong with sound
analysis and some evidence to support claims. Essay
demonstrates understanding that extends beyond the surface the
topic.Essay expertly includes a list of professionals who may be
involved in treatment as well as a discussion of how treatment
would be coordinated with them, and the discussion is
comprehensive and insightful with relevant evidence to support
claims. Essay demonstrates an exceptional understanding of the
topic.Organization and Effectiveness20.0%Thesis Development
and Purpose7.0%Paper lacks any discernible overall purpose or
organizing claim.Thesis and/or main claim are insufficiently
developed and/or vague; purpose is not clear.Thesis and/or main
claim are apparent and appropriate to purpose.Thesis and/or
main claim are clear and forecast the development of the paper.
It is descriptive, reflective of the arguments, and appropriate to
the purpose.Thesis and/or main claim are comprehensive. The
essence of the paper is contained within the thesis. Thesis
statement makes the purpose of the paper clear.Argument Logic
and Construction8.0%Statement of purpose is not justified by
the conclusion. The conclusion does not support the claim
made. Argument is incoherent and uses noncredible
sources.Sufficient justification of claims is lacking. Argument
lacks consistent unity. There are obvious flaws in the logic.
Some sources have questionable credibility.Argument is
orderly, but may have a few inconsistencies. The argument
presents minimal justification of claims. Argument logically,
but not thoroughly, supports the purpose. Sources used are

credible. Introduction and conclusion bracket the
thesis.Argument shows logical progressions. Techniques of
argumentation are evident. There is a smooth progression of
claims from introduction to conclusion. Most sources are
authoritative.Clear and convincing argument that presents a
persuasive claim in a distinctive and compelling manner. All
sources are authoritative.Mechanics of Writing (includes
spelling, punctuation, grammar, language use)5.0%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 English.Format10.0%Paper Format (use of appropriate
style for the major and assignment)5.0%Template is not used
appropriately or documentation format is rarely followed
correctly.Appropriate template is used, but some elements are
missing or mistaken. A lack of control with formatting is
apparent.Appropriate template is used. Formatting is correct,
although some minor errors may be present.Appropriate
template is fully used. There are virtually no errors in
formatting style.All format elements are correct.Documentation
of Sources (citations, footnotes, references, bibliography, etc.,
as appropriate to assignment and style)5.0%Sources are not
documented.Documentation of sources is inconsistent or
incorrect, as appropriate to assignment and style, with numerous
formatting errors.Sources are documented, as appropriate to
assignment and style, although some formatting errors may be
present.Sources are documented, as appropriate to assignment
and style, and format is mostly correct.Sources are completely

and correctly documented, as appropriate to assignment and
style, and format is free of error.Total Weightage100%

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