What are learning objectives? These are the concepts we are learning in the class and the skills we are practicing. Each person comes into this class on a different learning path. For some of you, some of these objectives might be totally new, while for others they may be refreshers. Either way, the goal is to come away from the class further along than when you came in. Each person will develop in their own way, and that is OK. There is no “right way” or “one way” to accomplish these objectives. I am your guide. It’s my job to design meaningful learning experiences, guide you through those experiences, give you meaningful and timely feedback, and work with you in class and one-on-one to help you learn in a way that is unique to you and your goals. The best way I can tailor your learning experience is for you to communicate with me often. Drop me a note, come by office hours, or chat with me after class and let me get to know you and your needs and goals! English 288 Learning Objectives As part of the general education curriculum, English 288 engages with writing as both a means of communicating and a way of making meaning. At the end of this course you will be able to: 1. Write for specialist and non-specialist audiences in specific professional situations. Analyze diverse audiences, social contexts, and professional cultures, and explain the way these factors influence the creation of specific instances of workplace writing for internal and external audiences. 2. Manage writing processes and projects. Identify, develop, and use effective strategies for planning, researching, drafting, and editing documents, individually and collaboratively. 3. Design usable and rhetorically effective documents. Make rhetorical design decisions about workplace documents and assess the usability of documents. 4. Collaborate with writing partners and on writing teams. Identify and apply strategies for successful teamwork and collaboration on multidisciplinary teams including giving and making effective use of peer feedback. 5. Plan and carry out primary and secondary research. Distinguish between and select appropriate research methods to produce professional documents. 6. Respond ethically to specific writing tasks. Explain ethical responsibilities in professional writing situations, and produce texts that respond ethically to global, local, economic, environmental, cultural, and societal contexts. Instructions You have created a policy brief presentation that has theoretically caught the attention of a lawmaker. He/she would like more information about this. Write a formal paper, including title page, table of contents, executive summary, topic headings, in-text citations, and references about your selected health issue. Using the outline that you created last week for the presentation, write a formal Policy Brief with the sections outlined below as APA headings. Be sure each section is well developed and supported with in-text citations and logical discus.

1. What are learning objectives?
These are the concepts we are learning in the class and the
skills we are practicing. Each person comes into this class on a
different learning path. For some of you, some of these
objectives might be totally new, while for others they may be
refreshers. Either way, the goal is to come away from the class
further along than when you came in. Each person will develop
in their own way, and that is OK. There is no “right way” or
“one way” to accomplish these objectives.
I am your guide. It’s my job to design meaningful learning
experiences, guide you through those experiences, give you
meaningful and timely feedback, and work with you in class and
one-on-one to help you learn in a way that is unique to you and
your goals. The best way I can tailor your learning experience is
for you to communicate with me often. Drop me a note, come by
office hours, or chat with me after class and let me get to know
you and your needs and goals!
English 288 Learning Objectives
As part of the general education curriculum, English 288
engages with writing as both a means of communicating and a
way of making meaning. At the end of this course you will be
able to:
1. Write for specialist and non-specialist audiences in specific
professional situations. Analyze diverse audiences, social
contexts, and professional cultures, and explain the way these
factors influence the creation of specific instances of workplace
writing for internal and external audiences.
2. Manage writing processes and projects. Identify, develop,
and use effective strategies for planning, researching, drafting,
and editing documents, individually and collaboratively.
3. Design usable and rhetorically effective documents. Make
rhetorical design decisions about workplace documents and
assess the usability of documents.
4. Collaborate with writing partners and on writing teams.

2. Identify and apply strategies for successful teamwork and
collaboration on multidisciplinary teams including giving and
making effective use of peer feedback.
5. Plan and carry out primary and secondary research.
Distinguish between and select appropriate research methods to
produce professional documents.
6. Respond ethically to specific writing tasks. Explain ethical
responsibilities in professional writing situations, and produce
texts that respond ethically to global, local, economic,
environmental, cultural, and societal contexts.
Instructions
You have created a policy brief presentation that has
theoretically caught the attention of a lawmaker. He/she would
like more information about this. Write a formal paper,
including title page, table of contents, executive summary, topic
headings, in-text citations, and references about your selected
health issue. Using the outline that you created last week for the
presentation, write a formal Policy Brief with the sections
outlined below as APA headings. Be sure each section is well
developed and supported with in-text citations and logical
discussion. Again, remember that your audience is a
policymaker, not a medical professional.
· Title Page
· Table of Contents
· Executive Summary
· Introduction
· Background of the Problem
· Impact of the Problem
· Approaches/Options
· Proposed

3. Solution
to the Problem
· SWOT Analysis
· Results of the Analysis
· Recommendations
· Conclusion
· References
The paper should be 8-10 pages with at least 6 references.
Length does not include the title and references pages.
Upload to your completed assignment to the ePortfolio from
Unit 1 by Sunday night at midnight CT, for course objective #8.
Failure to submit to your ePortfolio by the due date will result
in a zero for this assignment.
Estimated time to complete: 10 hours
Rubric
NSG423 Paper Rubric 7
NSG423 Paper Rubric 7
Criteria
Ratings
Pts
This criterion is linked to a Learning OutcomeTopic
20 pts

4. 5
Identifies a creative, focused, and manageable topic that
addresses potentially significant aspects of the topic.
18 pts
4
Identifies a creative, focused and manageable topic that
addresses important and notable aspects of the topic.
16 pts
3
Identifies a focused and manageable/ doable topic that
appropriately addresses relevant aspects of the topic.
14 pts
2
Identifies a topic that while manageable/ doable, is too narrowly
focused and leaves out relevant aspects of the topic.
12 pts
1
Identifies a topic that is far too general and wide-ranging as to
be manageable and doable.
0 pts
0
Does not clearly identify a topics that is relative to the
assignment.
20 pts

5. This criterion is linked to a Learning OutcomeExisting
Knowledge, Research, and/or Views
15 pts
5
Synthesizes in-depth information from relevant sources
representing various points of view/ approaches.
13.5 pts
4
Examines in-depth information from relevant sources
representing various points of view/approaches.
12 pts
3
Explains in-depth information from relevant sources
representing various points of view/ approaches.
10.5 pts
2
Relates information from relevant sources representing limited
points of view/ approaches.
9 pts
1
Relates information from irrelevant sources representing limited
points of view/ approaches.
0 pts
0
Information is irrelevant to the topic. No clear point of

6. view/approaches.
15 pts
This criterion is linked to a Learning OutcomeDesign Process
10 pts
5
All elements of the methodology or theoretical framework are
skillfully developed. Appropriate methodology or theoretical
frameworks may be synthesized from across disciplines or from
relevant sub-disciplines.
9 pts
4
Most critical elements of the methodology or theoretical
framework are appropriately developed. Appropriate
methodology or theoretical frameworks may be analyzed from
across disciplines or from relevant sub-disciplines.
8 pts
3
Some critical elements of the methodology or theoretical
framework are appropriately developed, however, more subtle
elements are ignored or unaccounted for.
7 pts
2
Critical elements of the methodology or theoretical framework
are missing, incorrectly developed, or unfocused.

7. 6 pts
1
Inquiry design demonstrates a misunderstanding of the
methodology or theoretical framework.
0 pts
0
The design of the paper is not based upon a clear methodology
or framework.
10 pts
This criterion is linked to a Learning OutcomeAnalysis
20 pts
5
Organizes and synthesizes evidence to reveal insightful
patterns, differences, or similarities related to focus.
18 pts
4
Organizes and analyzes evidence to reveal insightful patterns,
differences, or similarities related to focus.
16 pts
3
Organizes evidence to reveal important patterns, differences, or
similarities related to focus.
14 pts
2

8. Organizes evidence, but the organization is not effective in
revealing important patterns, differences, or similarities.
12 pts
1
Describes evidence, but it is not organized and/ or is unrelated
to focus.
0 pts
0
Lists evidence, but it is not organized and/ or is unrelated to
focus.
20 pts
This criterion is linked to a Learning OutcomeConclusion
15 pts
5
States a conclusion that is a logical extrapolation from the
inquiry findings.
13.5 pts
4
States a conclusion that is a logical interpretation of the inquiry
findings.
12 pts
3
States a conclusion focused solely on the inquiry findings. The
conclusion arises specifically from and responds specifically to

9. the inquiry findings.
10.5 pts
2
States a general conclusion that, because it is so general, also
applies beyond the scope of the inquiry findings.
9 pts
1
States an ambiguous or unsupportable conclusion from inquiry
findings.
0 pts
0
States an illogical conclusion from inquiry findings.
15 pts
This criterion is linked to a Learning OutcomeLimitations and
Implications
10 pts
5
Insightfully discusses in detail relevant and supported
limitations and implications.
9 pts
4
Examines relevant and supported limitations and implications.
8 pts
3

10. Discusses relevant and supported limitations and implications.
7 pts
2
Presents relevant and supported limitations and implications.
6 pts
1
Presents limitations and implications, but they are unsupported.
0 pts
0
Presents limitations and implications, but they are irrelevant.
10 pts
This criterion is linked to a Learning OutcomeWriting
10 pts
5
The paper exhibits a superior command of written English
language conventions. The paper has no errors in mechanics,
grammar, or spelling.
9 pts
4
The paper exhibits a stronger command of written English
language conventions. The paper has no errors in mechanics,
grammar, or spelling that impair the flow of communication.
8 pts
3

11. The paper exhibits command of written English language
conventions. The paper has minor errors in mechanics,
grammar, or spelling that impact the flow of communication.
7 pts
2
The paper exhibits a limited command of written English
language conventions. The paper has frequent errors in
mechanics, grammar, or spelling that impede the flow of
communication.
6 pts
1
The paper exhibits little command of written English language
conventions. The paper has errors in mechanics, grammar, or
spelling that cause the reader to stop and reread parts of the
writing to discern meaning.
0 pts
0
The paper does not demonstrate command of written English
language conventions. The paper has multiple errors in
mechanics, grammar, or spelling that cause the reader difficulty
discerning the meaning.
10 pts
This criterion is linked to a Learning OutcomeAPA
10 pts

12. 5
The required APA elements are all included with correct
formatting, including in-text citations and references.
9 pts
4
The required APA elements are all included with minor
formatting errors, including in-text citations and references.
8 pts
3
The required APA elements are all included with multiple
formatting errors, including in-text citations and references.
7 pts
2
The required APA elements are not all included. AND/OR there
are major formatting errors, including in-text citations and
references.
6 pts
1
Several APA elements are missing. The errors in formatting
demonstrate limited understanding of APA guidelines, in-text-
citations, and references.

13. Reflective Report Instructions
1. First, review the course learning objectives in the attached
file.
2. In your report, each of these learning objectives will be a
heading
3. Under each heading/learning objective, you will:
• Explain in your own words what that learning objective means
• Discuss a minimum of 2 specific examples of your work that
either
helped you to learn that objective or shows that you
accomplished
that learning objective. Work Example (Resume, Cover letter
and Research Project.)
4. Your report will also have an Introduction and Conclusion
Tips
1. Your report should demonstrate professional writing skills
with overall organization, paragraphing, headings, good
document design, etc. It must be proof-read for grammar and
punctuation.
2. The introduction should demonstrate good technical and
professional writing skills and effectively “forecast” the body
of the report.
3. The conclusion is more open where you can discuss your
learning and accomplishments of this course more
generally. It’s a good place to discuss anything you learned that

14. didn’t quite fit the learning objectives but that you felt
was important to mention.
4. I recommend using visuals to create your examples. For
example, you could take a screenshot of a specific part of
your resume that you feel demonstrates something you learned.
Your discussion of specific examples of your work
needs to be specific and detailed, and using screenshots to
provide these examples really helps.
5. Upload your report as a .docx or PDF
6. you must be specific, detailed, and show good professional
writing skills.