PSY 100 Strategies for Improving Coping Skills

PSY 100 Strategies for Improving Coping Skills

Order ID	53563633773
Type	Essay
Writer Level	Masters
Style	APA
Sources/References	4
Perfect Number of Pages to Order	5-10 Pages

Description/Paper Instructions

PSY 100 Strategies for Improving Coping Skills

 

PSY 100 – Student Notes

COURSE DESCRIPTION

This course emphasizes how psychological concepts can be applied to everyday life. It covers prominent theories in major areas of psychology and discusses their relevance to one’s life. The course discusses strategies for improving coping skills, handling stress, building self-esteem, enhancing interpersonal communication, and understanding relationships. Workplace issues, human sexuality, mental health, and physical health are also covered.

INSTRUCTIONAL MATERIALS

Required Resources

Santrock, J. (2006). Human adjustment: 2007 custom edition. Boston, MA: McGraw-Hill.

Supplemental Resources

American Psychological Association (APA) Style Guide. http://www.apastyle.org/

Purdue Online Writing Lab. (2011). General format. Retrieved from http://owl.english.purdue.edu/owl/resource/560/01/

COURSE LEARNING OUTCOMES

1. Define psychology and psychological adjustment.
2. Identify contextual variables (e.g., culture) that impact psychological adjustment.
3. Describe self-concept, self-esteem, and identity.
4. Define stress, stressors, and coping strategies, and contemplate their relationship to health and wellness.
5. Identify and describe social psychological phenomena.
6. Describe adult relationships, lifestyles, and issues of parenting and longevity.
7. Identify gender differences and explore gender role stereotypes.
8. Identify and describe the various psychological disorders.
9. Evaluate the multiple approaches to therapy.
10. Use critical thinking skills to reflect on personal experiences with adjustment and identify new strategies for personal growth.
11. Use technology and information resources to support learning issues of psychology adjustment.
12. Write clearly and concisely about psychological adjustment using proper writing mechanics.

WEEKLY COURSE SCHEDULE

The standard requirement for a 4.5 credit hour course is for students to spend 13.5 hours in weekly work. This includes preparation, activities, and evaluation regardless of delivery mode.

Week	Preparation, Activities, and Evaluation	Points
1	Preparation · Reading(s) · Chapter 1: Adjusting to Life · e-Activity · Read the article titled, “Ecological Systems Theory: You and Your Environment,” located at https://explorable.com/ecological-systems-theory. Be prepared to discuss. Activities · Discussion Evaluation · None	20
2	Preparation · Reading(s) · Chapter 3: The Self, Identity, and Values · e-Activity · Read the article titled, “Six Strategies for Building Your Self-Confidence,” located at http://sourcesofinsight.com/six-guiding-strategies-to-build-up-your-self-confidence/. Be prepared to discuss. Activities · Discussion Evaluation · Quiz 1: Chapter 1	20 20
3	Preparation · Reading(s) · Chapter 4: Stress · e-Activity · Read the article titled “Stress Management: How to Reduce, Prevent, and Cope with Stress,” located at http://www.helpguide.org/mental/stress_management_relief_coping.htm. Be prepared to discuss. Activities · Discussion Evaluation · Quiz 2: Chapter 3	20 20
4	Preparation · Reading(s) · Chapter 5: Coping · e-Activity · Read the article titled “How Do You Cope?” located at http://www.semel.ucla.edu/dual-diagnosis-program/News_and_Resources/How_Do_You_Cope. Be prepared to discuss. Activities · Discussion Evaluation · Quiz 3: Chapter 4 · Assignment 1: Personal Reflection Journal Entry	20 20 175
5	Preparation · Reading(s) · Chapter 6: Social Thinking, Influence, and Intergroup Relations Activities · Discussion Evaluation · Quiz 4: Chapter 5	20 20
6	Preparation · Reading(s) · Chapter 9: Adult Lifestyles Activities · Discussion Evaluation · Quiz 5: Chapter 6	20 20
7	Preparation · Reading(s) · Chapter 11: Emerging Adulthood, Adult Development, and Aging · Self-Assessment: “Can I Live to be 100?” (located in textbook) · e-Activity · Watch the video titled, “Nun Study.” (4 min 05 s). Be prepared to discuss. Video source: Etan Rozin (2006, December 28). Nun Study [Video file]. Retrieved from https://www.youtube.com/watch?v=nw2lafKIEio. This video can be reviewed from within your online course shell. Activities · Discussion Evaluation · Quiz 6: Chapter 9	20 20
8	Preparation · Reading(s) · Chapter 12: Gender · e-Activity · Watch the video titled “Top 10 Most Sexist Commercials of All Time!” (3 min 39 s). Be prepared to discuss. Video Source: Beryl Shereshewsky and Jonathan Tortora. (2012, October 25). Top 10 Most Sexist Commercials of All Time! [Video file]. Retrieved from http://www.youtube.com/watch?v=ibugG89odt0. Activities · Discussion Evaluation · Quiz 7: Chapter 11 · Assignment 2: Adjustment Case Study	20 20 230
9	Preparation · Reading(s) · Chapter 14: Psychological Disorders · e-Activity · Watch the video titled “The Gestalt Project: Stop the Stigma” (4 min 09 s). Be prepared to discuss. Video Source: Kian Madjedi. (2012, April 10). The Gestalt Project: Stop the Stigma [Video file]. Retrieved from https://www.youtube.com/watch?v=QficvVNIxTI. This video can be reviewed from within your online course shell. Activities · Discussion Evaluation · Quiz 8: Chapter 12	20 20
10	Preparation · Reading(s) · Chapter 15: Therapies Activities · Discussion Evaluation · Quiz 9: Chapter 14	20 20
11	Preparation · Reading(s): None Activities · Discussion Evaluation · Quiz 10: Chapter 15	20 20

GRADING SCALE – UNDERGRADUATE

Assignment	Total Points	% of Grade
Quizzes (open book with a 1-hour time limit per chapter) (10 quizzes, covering 10 chapters, 10 questions each chapter, worth 2 points apiece)	200	24%
Assignment 1: Personal Reflection Journal Entry	175	21%
Assignment 2: Adjustment Case Study	230	28%
Participation (11 discussions worth 20 points apiece)	220	27%
Total	825	100%

 

Points	Percentage	Grade
743 – 825	90% – 100%	A
660 – 742	80% – 89%	B
578 – 659	70% – 79%	C
495 – 577	60% – 69%	D
Below 495	Below 60%	F

 

PSY 100 – Psychology of Adjustment

© 2014 Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

PSY 100 Student Version 1148 (1263 10-28-2014) Final Page 12 of 12

Assignment 1: Personal Reflection Journal Entry

Due in Week 4 and worth 175 points

In this assignment, you will review your current level of adjustment.

Write a one to two (1-2) page paper in which you:

1. Reflect on how well you are:
2. adjusting to your life in terms of subjective well-being, diversity, contexts, and / or thinking critically.
3. balancing your priorities, specifically with home, work, school, recreation, and / or family.
4. developing your identity, specifically self-esteem, self-concept, ethnicity, and / or gender.
5. coping with stress, specifically social support, multiple coping strategies, and / or self-control.

Your assignment must follow these formatting requirements:

• Be typed, double-spaced, using Times New Roman font (size 12), with one-inch margins on all sides; Since the only resources you will be using for this assignment are the article and your textbook, you need not include a reference page. Check with your professor for any additional instructions.
• Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page is not included in the required assignment page length.

The specific course learning outcomes associated with this assignment are:

• Define psychology and psychological adjustment.
• Identify contextual variables (e.g., culture) that impact psychological adjustment.
• Describe self-concept, self-esteem, and identity.
• Define stress, stressors, and coping strategies, and contemplate their relationship to health and wellness.
• Use critical thinking skills to reflect on personal experiences with adjustment and identify new strategies for personal growth.
• Use technology and information resources to research issues in psychology.
• Write clearly and concisely about psychology using proper writing mechanics.

Grading for this assignment will be based on answer quality, logic / organization of the paper, and language and writing skills, using the following rubric.

Points: 175	Assignment 1: Personal Reflection Journal Entry
Criteria	Exemplary 90%-100%	Proficient 80%-89%	Fair 70%-79%	Meets Minimum Expectations 60%-69% D	Unacceptable Below 60% F
1. Reflect on how well you are adjusting to your life in terms of subjective well-being, diversity, contexts, and/or thinking critically. Weight: 20%	Thoroughly reflected on how well you are adjusting to your life in terms of subjective well-being, diversity, contexts, and/or thinking critically.	Satisfactorily reflected on how well you are adjusting to your life in terms of subjective well-being, diversity, contexts, and/or thinking critically.	Partially reflected on how well you are adjusting to your life in terms of subjective well-being, diversity, contexts, and/or thinking critically.	Insufficiently reflected on how well you are adjusting to your life in terms of subjective well-being, diversity, contexts, and/or thinking critically.	Did not reflect or incompletely reflected how well you are adjusting to your life in terms of subjective well-being, diversity, contexts, and/or thinking critically.
2. Reflect on how well you are balancing your priorities, specifically home, work, school, family, and/or recreation. Weight: 20%	Thoroughly reflected on how well you are balancing your priorities, specifically home, work, school, family, and/or recreation.	Satisfactorily reflected on how well you are balancing your priorities, specifically home, work, school, family, and/or recreation.	Partially reflected on how well you are balancing your priorities, specifically home, work, school, family, and/or recreation.	Insufficiently reflected on how well you are balancing your priorities, specifically home, work, school, family, and/or recreation.	Did not reflect or incompletely reflected balancing priorities specifically home, work, school, family, and/or recreation.
3. Reflect on how well you are developing your identity, specifically self-esteem, self-concept, ethnicity, and/or gender. Weight: 20%	Thoroughly reflected on how well you are developing your identity, specifically regarding self-esteem, self-concept, ethnicity, and/or gender.	Satisfactorily reflected on how well you are developing your identity, specifically regarding self-esteem, self-concept, ethnicity, and/or gender.	Partially reflected on how well you are developing your identity, specifically regarding self-esteem, self-concept, ethnicity, and/or gender.	Insufficiently reflected on how well you are developing your identity, specifically regarding self-esteem, self-concept, ethnicity, and/or gender.	Did not reflect or incompletely reflected on how well you are developing your identity, specifically regarding self-esteem, self-concept, ethnicity, and/or gender.
4. Reflect on how well you are coping with stress, specifically social support, multiple coping strategies, and/or self-control Weight: 20%	Thoroughly reflected on how well you are coping with stress, specifically social support, multiple coping strategies, and/or self-control.	Satisfactorily reflected on how well you are coping with stress, specifically social support, multiple coping strategies, and/or self-control.	Partially reflected on how well you are coping with stress, specifically social support, multiple coping strategies, and/or self-control.	Insufficiently reflected on how well you are coping with stress, specifically social support, multiple coping strategies, and/or self-control.	Did not reflect or incompletely reflected on how well you are coping with stress, specifically social support, multiple coping strategies, and/or self-control.
5. Writing / Support for ideas Weight: 10%	Consistently uses explanations, examples, and evidence that logically support ideas.	Mostly uses explanations, examples, and evidence that logically support ideas.	Partially uses explanations, examples, and evidence that logically support ideas.	Rarely uses explanations, examples, and evidence that logically support ideas.	Never uses explanations, examples, and evidence that logically support ideas.
6. Writing / Grammar and mechanics Weight: 10%	Free of errors in grammar, spelling, and punctuation.	Mostly free of errors in grammar, spelling, and punctuation.	Partially free of errors in grammar, spelling, and punctuation.	Numerous errors in grammar, spelling, and punctuation.	Serious and persistent errors in grammar, spelling, and punctuation.

Assignment 2: Adjustment Case Study

Due in Week 8 and worth 230 points

Go to NPR’s StoryCorps Website, located at http://www.npr.org/series/4516989/storycorps. Read two (2) articles that were published within the last two (2) months that focus on individuals with major adjustment issues.

Next, use the textbook and / or Strayer Library to research evidence-based strategies to help with adjustment. Consider strategies that relate to stress and coping, gender, stages of life, cultural and social issues, and health.

When referencing the selected stories, please use this format:

• Standard Format:
• Title of the story [Audio file]. (Year, Month Day). Retrieved from website url.
• Example:

A homeless teen finds solace in a teacher and a recording [Audio file]. (2014, March 7). Retrieved from http://www.npr.org/2014/03/07/286921391/a-homeless-teen-finds-solace-in-a-teacher-and-a-recording.

• In-Text Citation Format:
• The in-text citation for a selected story is an abbreviated version of the title and the year of publication. The abbreviation contains the first three words of the title.
• Example:

(“A homeless teen,” 2014).

• Textbook Citation Format:
• Author’s Name. (Date of publication). Title of the resource. Publisher information.
• Example:

Santrock, J. (2006). Human adjustment: 2007 custom edition. Boston, MA: McGraw-Hill.

Write a three to six (3-6) page paper in which you:

1. Summarize the two (2) articles you selected from the NPR Website.
2. Describe the major adjustment issues discussed in each story.
3. Examine at least three (3) evidence-based strategies from the selected articles that could help the individuals enhance their adjustment skills.
4. Recommend the evidence-based strategy that is best suited for the people in the selected articles. Provide a rationale for your response.
5. Use at least four (4) quality academic resources in this assignment. Note: Wikipedia and other similar websites do not qualify as academic resources.

Your assignment must follow these formatting requirements:

• Be typed, double-spaced, using Times New Roman font (size 12), with one-inch margins on all sides; Since the only resources you will be using for this assignment are the article and your textbook, you need not include a reference page. Check with your professor for any additional instructions.
• Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page is not included in the required assignment page length.

The specific course learning outcomes associated with this assignment are:

• Identify contextual variables (e.g., culture) that impact psychological adjustment.
• Define stress, stressors, and coping strategies, and contemplate their relationship to health and wellness.
• Identify and describe social psychological phenomena.
• Describe adult relationships, lifestyles, and issues of parenting and longevity.
• Identify gender differences and explore gender role stereotypes.
• Use technology and information resources to research issues in psychology.
• Write clearly and concisely about psychology using proper writing mechanics.

Grading for this assignment will be based on answer quality, logic / organization of the presentation, and language and writing skills, using the following rubric.

Points: 230	Assignment 2: Adjustment Case Study
Criteria	Exemplary 90%-100%	Proficient 80%-89%	Fair 70%-79%	Meets Minimum Expectations 60%-69% D	Unacceptable Below 60% F
1. Summarize the two (2) articles you selected from the NPR Website. Weight: 20%	Thoroughly summarized two (2) articles selected from the NPR Website.	Satisfactorily summarized two (2) articles selected from the NPR Website.	Partially summarized two (2) articles selected from the NPR Website.	Insufficiently summarized two (2) articles selected from the NPR Website.	Did not identify and/or summarize two (2) articles selected from the NPR Website.
2. Describe the major adjustment issues discussed in each story. Weight: 20%	Thoroughly described the major adjustment issues discussed in their story selection.	Satisfactorily described the major adjustment issues discussed in their story selection.	Partially described the major adjustment issues discussed in their story selection.	Insufficiently described the major adjustment issues discussed in their story selection.	Did not describe the major adjustment issues discussed in their story selection.
3. Examine at least three (3) evidence-based strategies from the selected articles that could help the individuals enhance their adjustment skills. Weight: 20%	Thoroughly examined at least three (3) evidence-based strategies from the selected articles that could help the individuals enhance their adjustment skills.	Satisfactorily examined at least three (3) evidence-based strategies from the selected articles that could help the individuals enhance their adjustment skills.	Partially examined at least three (3) evidence-based strategies from the selected articles that could help the individuals enhance their adjustment skills.	Insufficiently examined at least three (3) evidence-based strategies from the selected articles that could help the individuals enhance their adjustment skills.	Incompletely examined at least three (3) evidence-based strategies from the selected articles that could help the individuals enhance their adjustment skills.
4. Recommend the evidence-based strategy that is best suited for the people in the selected articles. Provide a rationale for your response. Weight: 20%	Thoroughly recommended the evidence-based strategy that is best suited for the people in the selected articles. Provide a rationale for your response.	Satisfactorily recommended the evidence-based strategy that is best suited for the people in the selected articles. Provide a rationale for your response.	Partially recommended the evidence-based strategy that is best suited for the people in the selected articles. Provide a rationale for your response.	Insufficiently recommended the evidence-based strategy that is best suited for the people in the selected articles. Provide a rationale for your response.	Incompletely recommended the evidence-based strategy that is best suited for the people in the selected articles. Provide a rationale for your response.
5. Writing / Support for ideas Weight: 5%	Consistently uses explanations, examples, and evidence that logically support ideas.	Mostly uses explanations, examples, and evidence that logically support ideas.	Partially uses explanations, examples, and evidence that logically support ideas.	Rarely uses explanations, examples, and evidence that logically support ideas.	Never uses explanations, examples, and evidence that logically support ideas.
6. Writing / Grammar and mechanics Weight: 5%	Free of errors in grammar, spelling, and punctuation.	Mostly free of errors in grammar, spelling, and punctuation.	Partially free of errors in grammar, spelling, and punctuation.	Numerous errors in grammar, spelling, and punctuation.	Serious and persistent errors in grammar, spelling, and punctuation.
7. Information Literacy / Crediting Sources in APA Weight: 5%	Consistently shows correct use of In-text citations with matching references using APA format.	Mostly shows correct use of in-text citations with matching references using APA format.	Partially shows correct (or approximately correct) use of in-text citations, with matching references using APA format.	In-text citations and references are given, but not in APA format.	Lack of citations and / or lack of reference section and / or citations don’t correspond to listed references.
8. Information Literacy / Research Weight: 5%	Four (4) or more sources are used and the quality of sources is good.	Three (3) sources are used and the quality of sources is mostly good.	Two (2) sources are used and / or the quality of sources is questionable.	One (1) source is used and / or references are of poor quality.	No sources are used and / or quality of sources are unacceptable.

 

PSY 100 – Assignments and Rubrics

Weekly Course Schedule

The purpose of the course schedule is to give you, at a glance, the required preparation, activities, and evaluation components of your course. For more information about your course, whether on-ground or online, access your online course shell.

The expectations for a 4.5 credit hour course are for students to spend 13.5 hours in weekly work. This time estimate includes preparation, activities, and evaluation regardless of the delivery mode.

Instructional Materials

In order to be fully prepared, obtain a copy of the required textbooks and other instructional materials prior to the first day of class. When available, Strayer University provides a link to the first three (3) chapters of your textbook(s) in eBook format. Check your online course shell for availability.

Review the online course shell or check with your professor to determine whether Internet-based assignments and activities are used in this course.

Strayer students are encouraged to purchase their course materials through the Strayer Bookstore. http://www.strayerbookstore.com.  If a lab is required for the course, the Strayer Bookstore is the only vendor that sells the correct registration code so that Strayer students may access labs successfully.

Discussions

To earn full credit in an online threaded discussion, students must have one original post and a minimum of one other post per discussion thread.

Please note: Material in the online class will be made available three weeks at a time to allow students to work ahead, however, faculty will be focused on and responding only to the current calendar week. As it is always possible that students could lose their work due to unforeseen circumstances, it is a best practice to routinely save a working draft in a separate file before posting in the course discussion area. Professors hold discussions during class time for on-ground students. Check with your professor if any additional discussion participation is required in the online course shell outside of class hours.

Tests

Tests (quizzes, midterm and final exams, essay exams, lab tests, etc.) are available for student access and completion through the online course shell. Check the online course shell to determine how students are expected to take the tests. Do not change these questions or their point values in any way. This disrupts the automated grade book preset in the online course shell.

• Online students are to complete the test by Monday 9:00 a.m. Details regarding due dates are posted in the Blackboard Calendar tool.
• On-ground students are to complete the tests after the material is covered and before the next class session.

Assignments

A standardized performance grading rubric is a tool your professor will use to evaluate your written assignments. Review the rubric before submitting assignments that have grading rubrics associated with them to ensure you have met the performance criteria stated on the rubric.

Grades are based on individual effort. There is no group grading; however, working in groups in the online or on-ground classroom is acceptable.

Assignments for online students are always submitted through the online course shell. On-ground professors will inform students on how to submit assignments, whether in paper format or through the online course shell.

Resources

The Resource Center navigation button in the online course shell contains helpful links. Strayer University Library Resources are available here as well as other important information. You should review this area to find resources and answers to common questions.

Technical support is available for the following:

• For technical questions, please contact Strayer Online Technical Support by logging in to your iCampus account at https://icampus.strayer.edu/loginand submitting a case under “Student Center,” then “Submit Help Ticket.” If you are unable to log in to your iCampus account, please contact Technical Support via phone at (877) 642-2999.
• For concerns with your class, please access the Solution Center by logging in to your iCampus account at https://icampus.strayer.edu/loginand submitting a case under “Student Center,” then “Submit Help Ticket.” If you are unable to log in to your iCampus account, please contact the IT Help Desk at (866) 610-8123 or at mailto:IThelpdesk@Strayer.edu.

TurnItIn.com is an optional online tool to assess the originality of student written work. Check with your professor for access and use instructions.

The Strayer Policies link on the navigation bar in the online course shell contains academic policies. It is important that students be aware of these policies.

PSY 100 Strategies for Improving Coping Skills

RUBRIC QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points:  Student failed to submit the final paper. 20 points out of 50:  The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50:  The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately.  Elements of the required response may also be lacking. 40 points out of 50:  The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples.  The answer is complete. 50 points:  The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples.  No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points:  Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points:  Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points:  References to scholarly sources are occasionally given; many statements seem unsubstantiated.  Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points:  Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented.  APA 6th Edition is used with only a few minor errors.  There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points:  Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented.  APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points:  Student failed to submit the final paper. 5 points out of 20:  The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors  10 points out 20:  The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20:  The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points:  The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points:  Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements.  The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.

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