Running head: HEALTHY COMMUNITIES 1

Developing Healthy Learning Communities:

Promoting Positive Body Image and Healthy Lifestyle Choices to Adolescents

Jessica Batayola

Arizona State University

PPE 310: Healthy Learning Communities

Dr. Jennifer Houston

Signature Assignment

November 19, 2017

HEALTHY COMMUNITIES 2

Developing Healthy Learning Communities: Promoting Positive Body Image and Healthy

Lifestyle Choices to Adolescents

Health and wellness habits and behaviors developed during adolescence continue on into

adulthood, both positive and negative. Some specific negative behaviors run the risk of

developing into disorders. Eating disorders have continuous negative effects on the development

of adolescents, and if untreated, run the risk of leading to life threatening heath concerns. In

todays day and age, social media has brought vanity to the forefront of many adolescents lives.

Beauty and physical appearance blogs and vlogs are some of the most widely searched topics

across all social media platforms. A majority of adolescents have an online presence. Constantly

being in the online publics eye can create pressure on youth to obtain unhealthy lifestyle habits

in attempts to reach desired physical appearances. Outreach in the form of programs and events

can provide valuable information about health and wellness that these online communities may

not provide.

Within this paper readers will: read a review of current literature regarding eating

disorders; learn the most common forms of eating disorders affecting todays adolescents; view

historical trends; compare psychological theories behind behaviors; and learn about the effects of

such disorders on the developing mind, body and soul. [For further research and relevant

information, please visit http://jessbatppe310.weebly.com/ ]. Most importantly, readers will

discover a plan for a community program designed to inform and combat the negative behaviors

discussed throughout by promoting healthy body image, appreciating diversity, and teaching

about the dangers of eating disorders.

HEALTHY COMMUNITIES 3

Literature Review

Perception is defined as the ability to see hear, or become aware of something through the

senses (New Oxford American Dictionary, 2017). Yet as many words can have multiple

definitions, it can also be described as: a way of regarding, understanding, or interpreting

something; a mental impression (New Oxford American Dictionary, 2017). Through this second

definition it becomes clear that perception is as individualized as the person perceiving; its

subjective by nature. This subjectivity was the focus of the research paper, The perception of

persons with Anorexia Nervosa on Quality of Life: An initial investigation (2016).

The purpose of the research was to two-fold: to differentiate Health-Related Quality of

Life (HRQoL) from Quality of Life (QoL) with a multidimensional perspective; and to measure

QoL perceptions of persons with Anorexia Nervosa (AN). It was observed by the authors, C.D.

Ruysscher; Patty Annicq; Stijn Vandevelde; and Claudia Cleas, that a vast majority of studies

about QoL focusing on AN persons, actually only focus on HRQoL. The authors believed

additional QoL studies that included the perception of the individuals, not merely health physical

health related measurements, to be a significant need in the field of research.

The methods used required a specific setting, specific sample group, ethical aspects, as

well as a detailed procedure. The setting occurred within a therapeutic treatment center in Ghent,

Belgium named Empathie in which a treatment program for AN exists. Similar to the lack of

total QoL research, many AN treatment facilities only focus on HRQoL. Empathie was chosen as

the setting as its program is unique in that it considers the total impact of an Eating Disorder

(ED); the multidimensional approach the authors of the study aim to research.
HEALTHY COMMUNITIES 4

In-depth interviews were designed, composed of three sections: exploring themes

divulged through the questions; QoL model by Schalock was introduced to begin to discuss

domains in detail in order to identify specific indicators for each domain; analysis of emerging

themes.

Results indicated that global perceptions of QoL exists amongst a group. Five main

themes were mentioned by participants: 100% of participants included the importance of

interpersonal relationships when defining QoL; 53% stated personal development is important;

41% stated that being able to relax is important; 29% stated the importance of self-determination;

and 3% add having a healthy lifestyle to the definition of QoL. Participants perceived that

treatment at Empathie advanced growth within the following domains: 35% stated social

inclusion, 53% stated emotional well-being, and 29% stated self-determination.

The next research article reviewed was titled, Assessment of Nutrition Knowledge of

Adolescents With an Eating Disorder (2012), authored by M. C. Castillo, MD; Ronald Feinstein,

MD; James Tsang; MPH; Martin FisherMD, FSAHM. The purpose of the study was to gauge the

level of knowledgable of healthy nutrition of those with an Eating Disorder (ED), and compare

their knowledge to peers without ED.

A sample group was pulled from the Adolescent Medicine Clinic and given a

questionnaire. Based around nutrition, 18 questions with multiple choice answers were provided.

During 2011, 182 questionnaires were gathered, composed of 45 patients with ED, 67 of their

parents, 36 non-ED patients, and 30 of their parents. The average age of all youth was 16 years

old. A majority of ED patients (76%) were white, while non-ED patients were far more evenly

distributed (36% white, 19% hispanic, 13% black).

HEALTHY COMMUNITIES 5

Results indicated that all groups lacked sufficient nutritional knowledge to attain a test

score higher than 50%, on average. Results also indicated that ED patients did not have a deeper

understanding of nutrition that their non-ED peers. For many ED patients, a healthy diet

actually consisted of extreme caloric restriction as opposed to providing nutrients. The study was

concluded with author suggestions to further educate both parents and patients about nutrition.

The next research article reviewed was titled, Body composition, eating disorder

psychopathology, and psychological distress in anorexia nervosa: a longitudinal study (2014),

authored by M. El Ghoch; C. Milanese; S. Calugi; M. Pellegrini; N.C. Battistini; and R. Dalle

Grave. The purpose of the study was to determine the long-term psychological affects after body

weight restoration of those with ED. Body weight restoration refers to the rebuilding of fat mass

and restructuring of body composition.

The authors measured body composition and fat mass of ED patients before and after

weight restoration. Attitudes and psychological factors were measured using the Eating Disorder

Examination Review, as well as the Global Severity Index of the Brief Symptom Inventory.

Results indicated that normalization could occur, and that overall psychopathy was not further

influenced by overall body mass increases, after normalization occurred. During normalization

however, it was observed that patients with AN had preference to where on the body gained

weight and mass occurred.

The last research article reviewed was titled, Eating disorder beliefs and behaviours

across eating disorder diagnoses (2014), authored by S. Allen and K. Gross. The purpose of the

research was to evaluate different beliefs and behaviors about ED and explore if there are clinical

implications related to such beliefs and behaviors. The authors administered the Stiriling Eating
HEALTHY COMMUNITIES 6

Disorder Scale to 136 women. The Stirling Eating Disorder Scale was developed to measure

eating disorder beliefs and behaviors and other problems commonly associated with eating

disorders, to allow comparison between eating disorder groups and controls and to monitor

treatment progress (Allen & Gross, 2014). Both AN and Bulimia patients were studied, and

compared.

The results indicated that those with AN had a greater understanding of Anorexic Dietary

Cognitions. Overall, significant differences were found between dietary cognitions and dietary

behaviors when comparing the two groups. Within a clinical setting, a majority of AN patients

were not performing their usual dietary behaviors, such as hiding food or calorie counting, yet

were maintaining unhealthy body weight levels. Findings such as this implicate the need for

clinicians to broaden their search when exploring weight control activities, such as watching for

excessive exercise.

To further research, an additional article was reviewed, titled, Potential risks of pro-

eating disorder websites (2011), authored by C. Rouleau, & Von Ranson. Pro-eating disorder

websites have been previously discussed in the media, yet little integration of research findings

on this topic exist. This lack of integration was the basis of the research paper, Potential risks of

pro-eating disorder websites, by C. R. Rouleau and K.M. von Ranson.

The purpose of the study was to discover possible risks, to then identify themes while

reviewing other peer reviewed articles. The researchers believe that evaluation of these themes

and risks can aid in awareness, as well as guide future, further research. Three themes occurred:

operation under the guise as support; reinforcement of disordered eating; and prevention of

help-seeking and recovery.

HEALTHY COMMUNITIES 7

The results indicated that social support is the driving force behind pro-Eating Disorder

(pro-ED) websites. This research indicates that strengthening healthier social bonds may replace

the need for the online community. An additional risk of pro-ED websites is their encouragement

of ED. Thirdly, treatment seeking may be discouraged through the use of pro-ED websites as

validation and acceptance occurs within.

Overall the research articles reviewed covered a variety of domain topics and informed

the reviewer of new paths to explore while researching the effects of eating disorders on the

development of adolescents.

Synthesis of Information

Overall, the studies had findings that indicate that persons with Eating Disorders (ED)

inaccurately understand their own current overall health within all domains. Almost all

concluded that perceptions of risk factors were underestimated by study subjects. Additionally,

half of the studies indicated that assumptions of knowledge of health metrics and nutritional

information were inflated when compared to actual tested knowledge, in both persons with ED

as well as those closely related to the individuals, i.e. parents and caretakers. Lastly, all studies

report that ED patients have a general poor Quality of Life (QoL), and that even after completing

treatment, QoL remains poor. A few of the studies go on to assert that this is due to the vast

correlation of ED with other diagnosed mental and emotional vulnerabilities such as depression

and/or anxiety.

One differing theme that occurred was the distinction of one study that purely focused on

perception on Quality of Life (QoL), while the other studies focused on Health-Related Quality

of Life metrics (HRQoL). This distinction separates the studies seeking how satisfaction with life
HEALTHY COMMUNITIES 8

is considered in relation to measurable physical and mental health [HRQoL], as compared to

seeking how satisfaction with life is multidimensionally based on an individuals personal

perceptions, behaviors and circumstances [QoL]. Additionally, only one study concluded with

implications that further education is a necessary to improve health knowledge of persons with

ED.

The data synthesized from these studies is valuable in supporting programs and events

that offer knowledge about ED, as well as attempts to inform of and prevent ED risk behaviors.

All domains: social, intellectual, emotional, nutritional, and spiritual, are affected within those

afflicted by an ED. The sourced data can help to inform the implementation of ED risk behavior

prevention programs as well as programs designed to promote healthy body image through

factual data and imagery, not invalid assumptions and perceptions.

Practical Implications

The following plan to outline and detail the Positively Gorgeous public workshop has

many practical implications to it, including: Educational Components, Engagement,

Administration, Funding, Marketing, and Scheduling. The goal of promoting positive body

image is to allow adolescents to understand that healthy bodies come in different shapes and

sizes and that body size and weight alone do not predict overall health, happiness, or future

successes. This overarching theme will be the backdrop of the public workshop, detailed below.

Basing the design the workshop around freedom of choice, allowing for relative privacy

while promoting socialization, and providing educational, the public workshop will be set up

similar to a street fair, with different booths to attend, all encircled within a central social area.

Little structure will be required as to time management of booth attendance per attendee, rotation
HEALTHY COMMUNITIES 9

through booths; this public workshop is open to the public and allows for participation in as little

or as much as desired. Booths will offer a variety of educational information, as well as offer

opportunities to connect socially, both with peers, specialists, and relevant public figures.

Offering this freedom of exploration allows for different levels of privacy preferences to

be met amongst individuals, as well as speaks to the individuality of the topic at hand. The

booths available for visit include:

Cooking and Nutrition Zone, offering a live cooking demonstration with information from

shopping list ideas to culinary tips;

One-day sign up for a 3-month free trial gym membership provided by local gym, including a

one-time personalized personal trainer session that will help to set individualized fitness goals;

CodeStars booth, promoting the newest technology careers and encouraging adolescents to

seek careers within the industry (promoting intelligence as the deepest form of beauty)

Carnival Mirror booth, for fun! All to often adolescents struggling with negative body image

form unhealthy relationships with the image reflected in the mirror. This small area allows for

an environment where unrealistic reflections can bring laughter and new perspective.

BMI measurement booth, with privacy screen, offering personalized data and information.

Ancestry booth, allowing adolescents to provide a quick, non-intrusive family history and

receive back a general ancestral report with images of typical people from the time/place/

culture. This historical perspective enriches viewers by showcasing how adolescents

throughout time have varied in look, size, ethnicity, culture, fashion, etc. and encourages

individuality and pride in ones sense of self.

HEALTHY COMMUNITIES 10

Activities booth, promoting fun, low-impact physical exercises including Rhythm Pass, yoga,

and pilates. This area will be set up for full participation including all safety and sport

equipment. Additional information relevant to Rhythm Pass is included in Appendix D.

PhotoShop booth, led by local volunteer college students. This booth allows visitors to get a

quick tutorial on the use of PhotoShop, as well watch demonstrations of how images are

manipulated to enhance and/or change the original. The booth will be lined wall-to-wall with

visual examples of before-and-after images for visitors to compare and understand how

distorted an image printed within the media can be compared to the original image captured.

Inspiration Room, a visual installation. This room will contain wall-to-wall images of and

quotes from celebrities known for promoting positive body image. Celebritys are idolized by

many adolescents, therefor celebrity driven promotions are some of the most widely viewed

and related to messages for this age group (Williams, 2016). An outline of this display is

attached in Appendix B.

An aerial view of location setup is included in Appendix C

Educational Components. Promoting positive body image is done largely through education

and information sharing. Body image is how a person sees and feels about their body; educating

adolescents about realistic expectations of health and providing honest definitions of health will

allow them to take an appropriate perspective when viewing them-self, both physically and

intellectually/emotionally.

By design, many of the event booths will focus on providing education related to the

different pillars of health and wellness, including: social health (carnival mirror booth, activities

room, inspiration room); emotional health (inspiration room, PhotoShop booth); physical health
HEALTHY COMMUNITIES 11

(gym membership booth, cooking and nutrition zone, BMI booth); spiritual health (ancestry

booth); intellectual health (CodeStars booth); and nutritional health (cooking and nutrition zone).

Engagement. Participation within every booth is encouraged through the easy to approach and

relevant information offered. Rhythm Pass within the Physical Activities booth will be the most

physically engaging area of the workshop. This easy to learn activity requires teamwork, basic

motor skills, and is easily modified for a variety of participants.

Engaging the community to support this event will require volunteers from the local

college to aid in the CodeStars and PhotoShop booths. These volunteers were offered the same 3-

month gym membership by our local gym sponsor, received 8-hours of community service

completion hours applicable to some of their courses, and received commendation from their

College Dean, in the form of reference letters commanding their participation and engagement

within the youth community, to attach to future resumes.

Administration. Currently, all administration of the event will be led by the event coordinator,

Jessica Batayola. Pre-Event activities will be completed 30 days before the event and include,

sourcing location, sourcing, grant funding, approving and communicating scheduling,

developing and distributing marketing, and delegating event tasks. Additional administration is

currently being sourced in efforts to share the work load and accomplish all tasks in a timely

manner.

Funding. Local business engagement will be the main source of funding, through sponsorship

and volunteerism. Land usage availability provided by the local gym was also donated, offering

up a segmented, roped off area their parking lot for the event. Tent booths are provided by the

City of Federal Way, upon request. Simply asking a question can sometimes go a long way.
HEALTHY COMMUNITIES 12

Through the aid of a business plan, the City offered to support the cause by allowing use of tent

booths currently stored for future functions, with a tentative damage clause not to exceed $400.

If required, this income will be funded through the Marketing fund, detailed below.

Marketing. Funding for marketing will occur through a grant issued by the City of Federal Way,

valued at $900, from the Community and Human Services Devision. Marketing materials are

attached in Appendix A. Marketing will occur within all local schools, malls, local community

web forums, and newspapers.

Scheduling. This event will occur on a Saturday afternoon, from 12-3 PM. This time is

conducive to volunteers, as well as peak traffic time for the gym location. Booth hosts will arrive

at 9 AM to set up the their individual equipment, with the aid of event volunteers (local college

students). The event will conclude at 3 PM, and take-down and clean up will occur from 3-5 PM.

Conclusion

In summation of what has been discussed: a review of current literature encompassing

studies on a multitude of health topics related to eating disorders; synthesis of the information

provided within; and learning of an event aimed at applying the theories at work toward

promoting health and wellness amongst adolescent youth, the author hopes to have both

informed and encouraged the reader to further explore the current health and wellness needs of

their local community.

Eating disorders have continuous negative effects on the development of adolescents, and

if untreated, run the risk of leading to life threatening heath concerns. Clinical research findings

only go so far if the data and information gained is not shared with the affected audience. To
HEALTHY COMMUNITIES 13

further promote to this same community of youth targeted by the event detailed within this paper,

a future lecture and discussion series is in development.

Currently, a 6-month plan is being designed that further delves into six domains of health

and wellness: social, emotional, physical, spiritual, nutritional, and intellectual. This series will

bring together adolescents between the ages of 13-18, and is designed to promote healthy eating

behaviors, as well as inform participants of new, valuable information related to how eating

disorders effect these different domains. Outreach and community engagement in knowledge

sharing can both decrease the risk of developing eating disorders, and increase the overall health

and wellness of a community.

HEALTHY COMMUNITIES 14

Reference List

Allan, S., & Goss, K. (2014). Eating disorder beliefs and behaviours across eating disorder

diagnoses. Eating Behaviors, 15(1), 42-44.

Castillo, M., Feinstein, R., Tsang, J., & Fisher, M. (2012). ASSESSMENT OF NUTRITION

KNOWLEDGE OF ADOLESCENTS WITH AN EATING DISORDER. Journal Of

Adolescent Health, 50(2), S43.

De Ruysscher, C., Annicq, P., Vandevelde, S., & Claes, C. (2016). The perception of persons

with anorexia nervosa on quality of life: An initial investigation, APPLIED RESEARCH

IN QUALITY OF LIFE, 2016.

Retrieved from https://biblio.ugent.be/publication/6901246

El Ghoch, M., Milanese, C., Calugi, S., Pellegrini, M., Battistini, N., & Dalle Grave, R. (2014).

Body composition, eating disorder psychopathology, and psychological distress in

anorexia nervosa: A longitudinal study. The American Journal of Clinical Nutrition,

99(4), 771-8.

Rouleau, & Von Ranson. (2011). Potential risks of pro-eating disorder websites. Clinical

Psychology Review, 31(4), 525-531.

Williams, B. (2016). 10 Successful Ways of Using Celebrities in Marketing. The Brand Agent.

Retrieved from https://celeb-brand-agent.com/2014/07/10/10-successful-ways-of-using-

celebrities-in-marketing/
HEALTHY COMMUNITIES 15

RUBRIC LOCATED HERE: https://docs.google.com/document/d/1gMLYE-

PESXBFdH_M9c0HY9crXDmhgafRhElcjCoit8k/edit

Rubric for Signature Assignment

Criteria with Professional Standards Referenced

Exemplary

(97 100%)

Highly Proficient

(93 96%)

Proficient

(83 92%)

Approaching Proficient

(73 82%)

Unsatisfactory

(72%

and below)

Outline

9-10 Points
HEALTHY COMMUNITIES 16

7-8 Points

5-6 Points

3-4 Points

1-2 Points

Outline Turned In(Already submitted for points)

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

is submitted with a technology choice selected to embed the assignment.

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

9-10 Points

7-8 Points

5-6 Points

3-4 Points

1-2 Points

Introduction to the topic and overview (In your purpose statement also introduce all subtopics)
HEALTHY COMMUNITIES 17

InTASC 1c,k; 5k; 9f; 10h

NAEYC 6b

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

CEC 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.

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

13-15 Points

10-12 Points

6-9 Points

5-7 Points

1-4 Points

Adequacy of Knowledge

(includes 5 peer reviewed original research articles references)

InTASC 1c,k; 5k; 9f; 10h

NAEYC 6b
HEALTHY COMMUNITIES 18

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

CEC EC2S1; CC7K1; EC7K1;CC9K4;CC9S8

1. Literature review highlights major issues in the area.

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.

1. Literature review addresses major issues in the area.

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.

1. Literature review may address major issues, but issues may not be supported with expert

knowledge.

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

3. Includes 4 references.
HEALTHY COMMUNITIES 19

1. Literature review does not address the major issues in the area; the level of support for the

issues is not adequate.

2. Includes 3 references.

1. Literature review does not have the depth of knowledge appropriate to this upper level course.

2. Includes less than 2 references.

Synthesis of Information

13-15 Points

10-12 Points

6-9 Points

5-7 Points

1-4 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; 10h

NAEYC 6b
HEALTHY COMMUNITIES 20

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 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.

Studies covering the same topic are summarized and integrated

level 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 demonstrated how your 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.

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

HEALTHY COMMUNITIES 21

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 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 and Technology infusion

27-30 Points

23-26 Points

19-22 Points

15-18 Points

1-14 Points

Practical Implications (Discuss how the findings can or will later be applied to your teaching

setting)

InTASC 1c,k; 5k; 9f; 10h

NAEYC 6b

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

CEC 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.

HEALTHY COMMUNITIES 22

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

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 discussion on a specific health behavior highlighted by the special event

5. Embedding Technology as a platform to enhance your proposal

1. Practical implications are discussed but not related to a particular teaching setting or topic or

certain details are missing.

1. Practical 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.

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

disabilities.
HEALTHY COMMUNITIES 23

4. Technology infusion was used but it did not enhance the proposal

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 place

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

disabilities.

5. Technology infusion was not used.

Conclusion

9-10 Points

7-8 Points

5-6 Points

3-4 Points

1-2 Points
HEALTHY COMMUNITIES 24

Conclusion

ITASC 1c,k; 5k; 9f; 10h

NAEYC 6b

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

CEC EC2S1; CC7K1; EC7K1;CC9K4;CC9S8

Major issues support and establish conclusions.

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

9-10 Points

7-8 Points

5-6 Points

3-4 Points

1-2 Points

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

outline
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Detailed draft of all sections of the paper with appropriate content, headers, writing style, a

choice of technology to embed the assignment and references in APA 6.0 style.

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

or references in APA 6.0 style.

Detailed draft of MOST sections with some errors in content covered, headings, writing style

and/or references in APA 6.0 style.

Missing sections or paper has regular errors across content covered, headings, writing style and/

or references in APA 6.0 style.

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

Integration of instructor comments from first draft

(Sub-Section of Writing and Referencing)

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
HEALTHY COMMUNITIES 26

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

Writing and referencing style

(Sub-Section of Writing and Referencing)

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 standard margins, font, and size of text

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#

HEALTHY COMMUNITIES 27

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

5. Most sentences are clear and well developed

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

text

1. Cover page not included, many grammatical errors and misspellings, some errors in

referencing style APA 6.0.

2. Paper was too short for the topic (1-2 pages)

1. Cover page not included, major grammatical errors and misspellings, many errors in

referencing style APA 6.0.

2. Paper was too short for the topic (1-2 pages)

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