intro2

For this assessment, you will craft a qualitative research question based on the hospital-acquired condition you selected for the Research Problem and Purpose Statements, as well as examine qualitative methodologies and data collection strategies that would enable you to answer your research question. There is no length requirement for this assessment. Most submissions that fully address all scoring guide criteria will be two to five pages in length.

Introduction

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Note: The assessments in this course build upon each other. Therefore, you are strongly encouraged to complete them in the order in which they are presented.

Qualitative research uses inductive reasoning based on an exploration or observation. The focus is typically on the researcher investigating the reasons why something happened. The information comes from interviews or observations. The answers emerge as more information is discovered. You could relate it to the work of a detective who gathers facts and organizes them to find patterns that lead to explanations for events.

In this assessment, you will continue to expand your understanding of a research framework in the context of qualitative research by analyzing and evaluating research questions in qualitative studies. You will also continue to analyze the interrelated elements of a research study making the connection among theory, problem, purpose, and, now, qualitative research questions and design.

Instructions

For this assessment it is suggested that you build upon the work that you did in the Research Problem and Purpose Statements assessment.

The assessment has two distinct parts:

Part 1: Qualitative Research Question

Relevant Scoring Guide Criteria:

· Formulate a qualitative research question.

· Communicate in a manner that is scholarly, professional, and respectful of the diversity, dignity, and integrity of others and is consistent with expectations for health care professionals.

For this section, you will formulate a research question that is appropriate for a research project that will use qualitative methodologies. Remember the HAC that you used in your Research Problem and Purpose Statements assessment for this course. Your research question should align to the problem and purpose statements that you developed in this assessment. A well-written research question should be a single statement.

When examining or creating qualitative research questions, the following checklist may be useful:

Qualitative Research Question Checklist

· Does the purpose statement fit logically with the problem statement? Are there similar words, or does it seem to address a different topic?

· Do the research questions align with the method and design of the study? For instance, are words like perception used that would automatically reject a quantitative study? 

· Do questions seek to describe responses to the variables described in the study?

· Do the questions begin with the word why?

· Do the questions focus on a single phenomenon?

· Do the questions include exploratory verbs?

· Is the language nondirectional?

· Are the questions open ended?

· Do the questions specify the participants and research site?

Part 2: Qualitative Methods and Data Collection

Relevant Scoring Guide Criteria:

· Identify relevant qualitative methodologies that will support answering a research question.

· Describe qualitative data collection tools or strategies that are appropriate for answering research questions.

· Explain the importance of methodologically relevant data collection to a research plan as a whole.

· Communicate in a manner that is scholarly, professional, and respectful of the diversity, dignity, and integrity of others and is consistent with expectations for health care professionals.

For this section, you will draw upon your readings about qualitative methods and data collection to first identify specific qualitative methodologies that will enable you to answer your research question. You will also discuss specific qualitative data collection tools or strategies that are appropriate for answering your research questions. Questions to consider when looking for tools and strategies and tools include:

· What is your research question specifically trying to answer?

· How does the specific HAC impact the types of tools and strategies that would work best?

· How does the health care setting that the research project will be occurring in impact the types of tools and strategies that would work best?

Lastly, this section should include a review of why it is important to a potential research plan as a whole to ensure that your data collection plan is relevant to your chosen methodology.

This section should be two to five pages in length, depending on the level of detail required to fully present your methodologies and data collection tools and strategies.

Additional Submission Requirements

· Structure: Include a title page, table of contents, and reference page.

· Length: There is not length requirement for this assessment. Most submissions that fully address all scoring guide criteria will be 2 to 5 pages in length.

· References: Cite at least five current scholarly or professional resources. You may find the 

Search by Methodology

 guide helpful.

· Format: Use APA style for references and citations.

. You may wish to refer to the following APA resources to help with your structure, formatting, and style:

.

Evidence and APA

.

.

APA Paper Template [DOCX]

.

· Font: Times New Roman font, 12 point, double-spaced for narrative portions only.

Competencies Measured

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:

· Competency 1: Explain the different types of health care research methodologies. 

. Identify relevant qualitative methodologies that will support answering a research question.

. Describe qualitative data collection tools or strategies that are appropriate for answering research questions. 

. Explain the importance of methodologically relevant data collection to a research plan as a whole.

· Competency 2: Develop a research question based on a hospital-acquired condition.

. Formulate a qualitative research question.

· Competency 4: Communicate in a manner that is scholarly, professional, and respectful of the diversity, dignity, and integrity of others and is consistent with the expectations of health care professionals. 

. Communicate in a manner that is scholarly, professional, and respectful of the diversity, dignity, and integrity of others and is consistent with expectations for health care professionals.

8/7/22, 2:31 PM

Qualitative Research Questions and Methods Scoring Guide

https://courserooma.capella.edu/bbcswebdav/institution/BHA-FPX/BHA-FPX4010/220100/Scoring_Guides/a02_scoring_guide.html 1/1

Qualitative Research Questions and Methods Scoring Guide

CRITERIA NON-PERFORMANCE BASIC PROFICIENT DISTINGUISHED

Formulate a
qualitative research
question.

Does not
describe a
qualitative
research
question.

Describes a
qualitative
research question.

Formulates a qualitative
research question.

Formulates a qualitative
research question, providing
specific examples.

Identify relevant
qualitative
methodologies that
will support
answering a
research question.

Does not list
qualitative
research
methodologies.

Lists qualitative
research
methodologies,
but their relevance
to a specific
research question
is incorrect or
unclear.

Identifies relevant
qualitative methodologies
that will support
answering a research
question.

Identifies relevant qualitative
methodologies that will
support answering a research
question and offers a brief
rationale for why the
identified qualitative
methodologies are relevant.

Describe qualitative
data collection tools
or strategies that are
appropriate for
answering research
questions.

Does not
identify
qualitative data
collection tools
or strategies.

Identifies
qualitative data
collection tools or
strategies, but
their relevance for
answering
research
questions is
unclear or
inappropriate.

Describes qualitative data
collection tools or
strategies that are
appropriate for answering
research questions.

Describes qualitative data
collection tools or strategies
that are appropriate for
answering research
questions and offers a brief
rationale for why the data
collection tools or strategies
are appropriate.

Explain the
importance of
methodologically
relevant data
collection to a
research plan as a
whole.

Does not
describe
targeted data
collection.

Describes
targeted data
collection, but
does not offer a
full or clear
explanation as to
its importance to a
research plan as a
whole.

Explains the importance
of targeted data collection
to a research plan as a
whole.

Explains the importance of
targeted data collection to a
research plan as a whole.
Notes areas related to a
research question where
targeted data collection will
be valuable or potentially
challenging.

Communicate in a
manner that is
scholarly,
professional, and
respectful of the
diversity, dignity,
and integrity of
others and is
consistent with
expectations for
health care
professionals.

Does not
communicate
in a manner
consistent with
expectations
for the health
care
profession.

Communicates in
a manner
consistent with
expectations for
the health care
profession.

Communicates in a
manner that is scholarly,
professional, and
respectful of the diversity,
dignity, and integrity of
others and is consistent
with expectations for
health care professionals.

Communicates with
exceptional clarity in a
manner that is scholarly,
professional, and respectful
of the diversity, dignity, and
integrity of others and is
consistent with expectations
for health care professionals.

1

11

Document Format: Margins are 1 in. (2.54 cm) on all sides.

All text in the document should be double-spaced.

The font is 12-point Times New Roman. Other choices are 11-point Arial and 11-point Calibri.

The title page is page 1.

There is no running head for learner assignments. (See

Academic Writer: Publication Manual §§ 2.1–2.24

for paper requirements.)

Full Title of Your Paper Comment by Author: APA Style: Sample Papers shows the title page for a student paper.

Learner’s Full Name (no credentials)

School of Nursing and Health Sciences, Capella University

Course Number: Course Name

Instructor’s Name

Month, Year Comment by Author: The due date

Abstract

An abstract is useful in professional papers, but not always in learner assignments. In fact, unless you are instructed by your faculty or in the course syllabus, do not expect to use abstracts very often at Capella. If you are submitting for publication, remember to check with the journal or professional organization about their criteria for an abstract. The abstract tells your reader about the article, is brief, and stands alone, so no citations are included. The format for an abstract is a single paragraph (not indented on the first line) that follows the title page and is less than 250 words in length. A structured abstract will have a single paragraph without indentation but having labels (e.g., Objective, Method, Results, and

Conclusion

s) on the same line as the text and bold. For published works, the publishing organization will give you guidance on these. However, for student papers, no abstract is needed unless the faculty request one or the assignment requires it. Remember, no citations. Comment by Author: See Academic Writer: Publication Manual §§ 2.9–2.10 (p. 38 in the APA manual) for more information on abstracts.

Keywords: include keywords in the abstract—they should be labeled like this, with the words all in lowercase and separated by commas. Only the first line is indented, like a regular paragraph. No period at the end.

APA Style Seventh Edition Paper Template: A Resource for Academic Writing Comment by Author: New in APA seventh style—this heading is a regular Level 1 and should be bold.

American Psychological Association (APA) style is one of the most popular methods used to cite sources in the social sciences, but it is not the only one. When writing papers in the programs offered at Capella University, you will likely use APA style. This document serves as an APA style resource for the seventh edition guidelines, containing valuable information that you can use when writing academic papers. For more information on APA style, refer to the Publication Manual of the American Psychological Association, also referred to as the APA manual (American Psychological Association, 2020b). Comment by Author: Another important resource for Capella learners is Academic Writer.

The first section of this paper shows how an introduction effectively introduces the reader to the topic of the paper. In APA style, an introduction never gets a heading. For example, this section did not begin with a heading titled “Introduction,” unlike the following section, which is titled “Writing an Effective Introduction.” The following section will explain in greater detail a model that can be used to effectively write an introduction in an academic paper. The remaining sections of the paper will continue to address APA style and effective writing concepts, including section headings, organizing information, the conclusion, and the reference list. Comment by Author: See also Academic Writer: Introduction.

Writing an Effective Introduction Comment by Author: Level 1 section heading

An effective introduction often consists of four main components, including (a) the position statement, thesis, or hypothesis, which describes the author’s main position; (b) the purpose, which outlines the objective of the paper; (c) the background, which is general information needed to understand the content of the paper; and (d) the approach, which is the process or methodology the author uses to achieve the purpose of the paper. This information will help readers understand what will be discussed in the paper. It can also serve as a tool to grab the reader’s attention. Authors may choose to briefly reference sources that will be identified later in the paper as in this example (American Psychological Association, 2020a; American Psychological Association, 2020b). The Writing Center has developed the acronym POETS to help describe the proper writing style for submissions. POETS is the acronym for purpose, organization, evidence, tone, and sentence structure (Capella Writing Center, n.d.). There will be more on this later. Comment by Author: This is the format for a complex list within a sentence. The items begin with lowercase letters and are separated by appropriate punctuation.
Related items can also be set off from the text and presented as numbered or bulleted lists. For more information on lists, see Academic Writer: Lists. Comment by Author: When you have two sources with the same author and date, use a lowercase a, b, c, after the year and alphabetize the sources in the reference list according to the title. For the same author but no date, use n.d.-a and n.d.-b as the date. See Academic Writer: Alphabetizing the Reference List for more information.

In an introduction, the writer will often present something of interest to capture the reader’s attention and introduce the issue. Adding an obvious statement of purpose helps the reader know what to expect, while helping the writer to focus and stay on task. For example, this paper will address several components necessary to effectively write an academic paper, including how to write an introduction, how to write effective paragraphs, and how to effectively use APA style.

Level 1 Section Heading Is Centered, Bold, and Title Case Comment by Author: Something new in APA seventh style—all headings are double-spaced, bold, and written in title case. See Academic Writer: Heading Levels.

Using section headings can be an effective method of organizing an academic paper. Section headings are not required according to APA style; however, they can significantly improve the quality of a paper by helping both the reader and the author, as will soon be discussed. Comment by Author: In POETS, this is the O for organization. See Writing Center: Organization.

Level 2 Section Heading Is Aligned Left, Bold, and Title Case

The heading style recommended by APA consists of five levels (APA, 2020b, pp. 47–48). This document contains multiple levels to demonstrate how headings are structured according to APA style. Immediately before the previous paragraph, a Level 1 section heading was used. That section heading describes how a Level 1 heading should be written, which is centered, bold, and using uppercase and lowercase letters (also referred to as title case). For another example, see the section heading “Writing an Effective Introduction” on page 3 of this document. The heading is centered and bold and uses uppercase and lowercase letters. If used properly, section headings can significantly contribute to the quality of a paper by helping the reader, who wants to understand the information in the document, and the author, who desires to effectively describe it.

Section Heading Purposes Comment by Author: This is a Level 3 heading. Notice it is aligned left, bold, italic, and title case. The paragraph begins on a new line. See Academic Writer: Heading Levels.

Section Headings Help the Reader. Section headings serve multiple purposes, including helping the reader understand what is being addressed in each section, maintain an interest in the paper, and choose what they want to read. For example, if the reader of this document wants to learn more about writing an effective introduction, the previous section heading clearly states that is where information can be found. When subtopics are needed to explain concepts in greater detail, different levels of headings are used according to APA style. Comment by Author: This is a Level 4 heading—it is indented, bold, and title case. The heading ends in a period, and the text begins on the same line as the heading.

Section Headings Help the Author. Section headings not only help the reader; they also help the author organize the document during the writing process. Section headings can be used to arrange topics in a logical order, and they can help an author manage the length of the paper. In addition to an effective introduction and the use of section headings, each paragraph of an academic paper can be written in a manner that helps the reader stay engaged. Comment by Author: Level 4 heading

Section Headings Can Demonstrate Fine Detail. Short papers and assignments may not require or need a Level 5 heading, but these will be indented, bold, italic, and title case and end with a period. Note the text starts on the line at the end of the heading following the period. Comment by Author: Level 5 heading

How to Write Effective Paragraphs Comment by Author: The Writing at Capella multimedia presentation will help you understand the POETS model.

Capella University’s Writing Center (n.d.) has adopted a new set of writing standards to assist learners in their goals to improve their scholarly writing. It is based on five skills known by the mnemonic POETS. In other words, a well-developed Capella paper will demonstrate the following standards. The paper will have a clear purpose statement, be logically organized, utilize current and appropriate evidence that is properly cited, maintain a scholarly tone, and demonstrate proper grammar and writing mechanics in the sentence structure (Capella Writing Center, n.d.). Academic writing is sometimes considered dry and boring. A learning experience may need that formula to encourage learning in different ways as the learner moves from passive learner to active scholar. This growth, according to Gilmore et al. (2019), requires the writer to not only think but also to write differently. Comment by Author: Notice the et al. here—this article has four authors. In APA seventh style, any source with three or more authors will use et al. for every citation, eliminating the need to remember when this appropriate. For more information, see Academic Writer: Citing References in Text.

Bias-Free Language

In the seventh edition of the APA manual, another focus is on eliminating bias in language in order to provide a more inclusive tone in scholarly writing. While long considered a grammar issue, it is acceptable in APA to utilize they as a singular pronoun (APA, 2020b). In fact, there is an entire chapter of the manual dedicated to ways to reduce bias in scholarly writing. It is important to use an appropriate level of specificity in descriptions and use sensitivity with the use of labels. Other sections include guidelines on age, disability, gender, race and ethnicity, sexual orientation, socioeconomic status, and participation in research. Be aware of intersectionality, a term used to describe a person based on their identified multiple identities, interconnectivity, social context, power relations, complexity, social justice, and inequalities that can result in oppression (Cole, 2019; Hopkins, 2017). Comment by Author: See Academic Writer: Intersectionality for the guidelines. Comment by Author: Note the two citations—in a single set of parentheses and separated by a semicolon. The citations are listed alphabetically.

Considering Direct Quotations

Another important point to consider is the use of direct quotations in papers. While plagiarism is considered an academic integrity issue, many learners are concerned with issues such as self-plagiarism and unintentional plagiarism, and there are others who may go as far as purchasing papers for submission (Colella & Alahmadi, 2019). As a learner travels along their chosen academic pathway, their writing skills and mechanics are expected to improve. It is imperative that the learner transition from finding information and quoting the author word for word to using the information to support an idea, paraphrase, and then synthesize and express the findings in one’s own words. Having said that, there are situations in which quotations may be appropriate, so it is important to cite them properly. According to the seventh edition of the APA manual, “When quoting directly, always provide the author, year, and page number of the quotation in the in-text citation in either parenthetical or narrative format” (APA, 2020b, p. 270). If there are not page numbers, identify the location in another manner (such as a paragraph number). Comment by Author: Notice the quotation marks around the quoted text and the placement of the punctuation after the parenthetical citation. See Academic Writer: Quotation Marks for more on the use of quotation marks.

Notice that the above quote contains fewer than 40 words. There is a different style for quotes containing 40 words or more. These longer quotes use a block quotation format:

Do not use quotation marks to enclose a block quotation. Start a block quotation on a new line and indent the whole block 0.5 in. from the left margin. If there are additional paragraphs within the quotation, indent the first line of each subsequent paragraph an additional 0.5 in. Double-space the entire block quotation; do not add extra space before or after it. Either (a) cite the source in parentheses after the quotation’s final punctuation or (b) cite the author and year in the narrative before the quotation and place only the page number in parentheses after the quotation’s final punctuation. Do not add a period after the closing parenthesis in either case. (APA, 2020b, p. 272) Comment by Author: Notice there is no period after this citation in a block quote—it looks odd, but it is APA style. See Academic Writer: Quotation Marks.

Conclusion

A summary and conclusion section, which can also be the discussion section of an APA style paper, is the final opportunity for the author to make a lasting impression on the reader. The author can begin by restating opinions or positions and summarizing the most important points that have been presented in the paper. For example, this paper was written to demonstrate to readers how to effectively use APA style when writing academic papers. Various components of an APA style paper that were discussed or displayed in the form of examples include a title page, introduction section, levels of section headings and their use, the POETS format, bias-free language, in-text citations, a conclusion, and the reference list.

References Comment by Author: Remember all headings are bold.

American Psychological Association. (2020a). Ethical principles of psychologists and code of conduct (2002, amended effective June 1, 2010, and January 1, 2017).

https://doi.org.apa.org/ethics/code/index.aspx

American Psychological Association. (2020b). Publication manual of the American Psychological Association (7th ed.). Comment by Author: This is something new in APA seventh style—you no longer need the location of the publisher for print books. Also note that if the author is the publisher, it is only listed as the author. This guideline is found on page 324 of the APA manual.

Capella University. (n.d.). Writing Center.

https://campus.capella.edu/writing-center/home

Cole, N. L. (2019, October 13). Definition of intersectionality: On the intersecting nature of privileges and oppression. ThoughtCo.

https://www.thoughtco.com/intersectionality-definition-3026353

Colella, J., & Alahmadi, H. (2019). Combating plagiarism from a transformation viewpoint. Journal of Transformative Learning, 6(1), 59–67.

https://jotl.uco.edu/index.php/jotl/article/view/184

Gilmore, S., Harding, N., Helin, J., & Pullen, A. (2019). Writing differently. Management Learning, 50(1), 3–10.

https://doi.org/

10.1177/1350507618811027

Hopkins, P. (2017). Social geography I: Intersectionality. Progress in Human Geography, 43(5), 937–947.

https://doi.org/10.1177/0309132517743677

Appendix Comment by Author: See Academic Writer: Publication Manual § 2.14 for more on appendices.

Tips for the Reference List

· Always begin a reference list on a new page. It should be placed before any appendices, figures, or tables and titled References.

· Set a hanging indent that starts with the second line and is double-spaced. You can look in the Paragraph menu of Microsoft Word for formatting the hanging indent so that you will not have to tab the indent. It gives the text a smoother look that remains consistent, even if you make edits.

· The reference list is in alphabetical order by the first author’s last name. A reference list only contains sources that are cited in the body of the paper, and all sources cited in the body of the paper must be included in the reference list. If you did not cite it, do not list it.

· The reference list above contains an example of how to cite a source when two documents are written in the same year by the same author.

· The lowercase letters are used after the date to differentiate the sources. The “a” reflects the alphabetical order in the reference list—not whether it appeared first in the text.

· The year is also displayed using this method for the corresponding in-text citations, as in the following sentence: The author of the first citation (American Psychological Association, 2020b) is also the publisher; therefore, the word Author is no longer used in the seventh edition.

· DOI is the digital object identifier.

· It can be found on the first page of an article, on the copyright page of a book, in the database record of a work, or by searching

Crossref

.

· Even if the book is in print, if there is a DOI, use it.

· Always use the hyperlink format for a DOI—it will always start with https://doi.org/ and will be followed by a number. If the DOI is not in this format, convert it. Do not alter this format, and do not add a final period.

· There is a short DOI service at

http://shortdoi.org/

.

· URL is the uniform resource locator.

· If there is no DOI, the URL should be used in the reference.

· Copy and paste the URL directly into your list.

· Do not add a period at the end.

· Do use “Retrieved from” before a URL.

· The Colella and Alahmadi reference is an example of how to cite a source using a URL. Please note that you will not use the Capella link that is often provided in the courseroom. If the URL contains a database title, such as EBSCO or ProQuest, or the name Capella, do not use that in your citation as it will only work for Capella learners and faculty.

· For examples and further information on references go to:

·

Academic Writer: Sample References

.

·

Academic Writer: Reference List

.

8/10/22, 3:16 PM Capella University Scoring Guide Tool

https://scoringguide.capella.edu/grading-web/gradingdetails 1/11

BHA-FPX4010
u02a1 – Qualitative Research Questions and Methods
Learner: Darion , Alexander

OVERALL COMMENTS
Darion

overall great attempt. I made a comment on paper which is very important regarding citations and APA. I will not allow

another submission without giving credit to the author via APA citations in text.

I made a few comments below as well. As a suggestion review the rubric prior to submission this will help guide you

content. I would also suggest not working ahead.

I am here if you need me, I know you can do it.

Dr R

RUBRICS

8/10/22, 3:16 PM Capella University Scoring Guide Tool

https://scoringguide.capella.edu/grading-web/gradingdetails 2/11

CRITERIA 1

Formulate a qualitative research question.

COMPETENCY

Develop a research question based on a hospital-acquired condition.

NON_PERFORMANCE: Does not describe a qualitative research question.

BASIC: Describes a qualitative research question.

PROFICIENT: Formulates a qualitative research question.

DISTINGUISHED: Formulates a qualitative research question, providing specific examples.

Comments:

We need to formulate a qualitative research question, providing specific examples.

8/10/22, 3:16 PM Capella University Scoring Guide Tool

https://scoringguide.capella.edu/grading-web/gradingdetails 3/11

CRITERIA 2

Identify relevant qualitative methodologies that will support answering a research question.

COMPETENCY

Explain the different types of health care research methodologies.

NON_PERFORMANCE: Does not list qualitative research methodologies.

BASIC:

Lists qualitative research methodologies, but their relevance to a specific research question is incorrect or

unclear.

PROFICIENT: Identifies relevant qualitative methodologies that will support answering a research question.

DISTINGUISHED:

Identifies relevant qualitative methodologies that will support answering a research question and offers a

brief rationale for why the identified qualitative methodologies are relevant.

Comments:

For this section we needed to identify relevant qualitative methodologies that will support answering a

research question and offers a brief rationale for why the identified qualitative methodologies are relevant.

8/10/22, 3:16 PM Capella University Scoring Guide Tool

https://scoringguide.capella.edu/grading-web/gradingdetails 4/11

CRITERIA 3

Describe qualitative data collection tools or strategies that are appropriate for answering
research

questions.

COMPETENCY
Explain the different types of health care research methodologies.

NON_PERFORMANCE: Does not identify qualitative data collection tools or strategies.

BASIC:

Identifies qualitative data collection tools or strategies, but their relevance for answering research

questions is unclear or inappropriate.

PROFICIENT:

Describes qualitative data collection tools or strategies that are appropriate for answering research

questions.
DISTINGUISHED:

Describes qualitative data collection tools or strategies that are appropriate for answering research questions

and offers a brief rationale for why the data collection tools or strategies are appropriate.

Comments:

We needed to describe qualitative data collection tools or strategies that are appropriate for answering

research questions and offers a brief rationale for why the data collection tools or strategies are appropriate.

8/10/22, 3:16 PM Capella University Scoring Guide Tool

https://scoringguide.capella.edu/grading-web/gradingdetails 5/11

CRITERIA 4

Explain the importance of methodologically relevant data collection to a research plan as a
whole.

COMPETENCY
Explain the different types of health care research methodologies.

NON_PERFORMANCE: Does not describe targeted data collection.

BASIC:

Describes targeted data collection, but does not offer a full or clear explanation as to its importance to a

research plan as a whole.

PROFICIENT: Explains the importance of targeted data collection to a research plan as a whole.

DISTINGUISHED:

Explains the importance of targeted data collection to a research plan as a whole. Notes areas related to a

research question where targeted data collection will be valuable or potentially challenging.

Comments:

We needed to explain the importance of targeted data collection to a research plan as a whole. Notes areas

related to a research question where targeted data collection will be valuable or potentially challenging.

8/10/22, 3:16 PM Capella University Scoring Guide Tool

https://scoringguide.capella.edu/grading-web/gradingdetails 6/11

Supplemental Feedback

CRITERIA 5

Communicate in a manner that is scholarly, professional, and respectful of the diversity,
dignity, and integrity of others and is consistent with expectations for health care
professionals.

COMPETENCY

Communicate in a manner that is scholarly, professional, and respectful of the diversity, dignity, and integrity of

others and is consistent with the expectations of health care professionals.

NON_PERFORMANCE:

Does not communicate in a manner consistent with expectations for the health care profession.

BASIC: Communicates in a manner consistent with expectations for the health care profession.

PROFICIENT:

Communicates in a manner that is scholarly, professional, and respectful of the diversity, dignity, and integrity

of others and is consistent with expectations for health care professionals.

DISTINGUISHED:

Communicates with exceptional clarity in a manner that is scholarly, professional, and respectful of the

diversity, dignity, and integrity of others and is consistent with expectations for health care professionals.

Comments:

8/10/22, 3:16 PM Capella University Scoring Guide Tool

https://scoringguide.capella.edu/grading-web/gradingdetails 7/11

SUPPLEMENTAL CRITERIA 1

Purpose
Compose a text that articulates meaning relevant to the main topic, scope, and purpose of
the prompt

BEGINNING: This text is unrelated to the assignment prompt.

DEVELOPING:

This text is related to the assignment prompt but does not demonstrate an understanding of the main

topic, scope, and

purpose.

SKILLED:

This text responds to the assignment prompt and appropriately addresses the main topic, scope, and

purpose.

ADVANCED:

This text presents a focused response to the assignment prompt and demonstrates a thorough

understanding of the main topic, scope, and purpose.

Comments:

The connection between this text and the assignment prompt is unclear to me. To develop this connection,

consider revisiting the prewriting stage of the writing process. It may also be helpful to narrow your focus and

develop an outline.

Resources

Develop Strong Flow

Explore the Prewriting Stage of the Writing Process

Learn about Organizational Techniques

https://campus.capella.edu/writing-center/organization/organizing-papers

https://campus.capella.edu/writing-center/writing-process/pre-writing

https://campus.capella.edu/writing-center/organization/organizing-papers/writing-strategies

8/10/22, 3:16 PM Capella University Scoring Guide Tool

https://scoringguide.capella.edu/grading-web/gradingdetails 8/11

SUPPLEMENTAL CRITERIA 2

Organization
Develop text using organization, structure, and transitions that demonstrate understanding
of relationship between main and subtopics

BEGINNING:

This text does not include a thesis statement and is organized inappropriately for the assignment.

DEVELOPING:

The thesis statement in this text is unclear and/or the text is presented in paragraphs with unclear main

idea(s) and/or

transitional phrases.

SKILLED:

This text includes a thesis statement and is organized into paragraphs, with clear main ideas and effective

transitional phrases.
ADVANCED:

This text reflects a strong thesis statement. Additionally, this text is organized with skillful transitions into

paragraphs with clear main ideas, sufficient evidence, analysis, and linking information.

Comments:

This text will be strengthened by including a more specific thesis statement and/or further developing the main

idea, evidence, analysis, and/or linking information in each paragraph. Consider reverse outlining your text to

strengthen your organization.

Resources

Organize Ideas for Your Paper

Explore Paragraphing Techniques

Reverse Outline Your Existing Text

https://campus.capella.edu/writing-center/organization/organizing-papers

http://media.capella.edu/NonCourseMedia/writingCenter/MEAL-plan/wrapper.asp

https://campus.capella.edu/writing-center/organization/organizing-papers/writing-strategies

8/10/22, 3:16 PM Capella University Scoring Guide Tool

https://scoringguide.capella.edu/grading-web/gradingdetails 9/11

SUPPLEMENTAL CRITERIA 3

Evidence
Integrate into text appropriate use of scholarly sources and evidence

BEGINNING: This text included plagiarized information.

DEVELOPING:

This text lacks synthesis of information from sources and/or the credibility of the sources is questionable,

with many flaws in APA citation style.

SKILLED:

The included evidence was integrated and synthesized from outside sources, most of which are scholarly,

with minimal flaws in APA citation style.

ADVANCED:

The evidence in this text was integrated and synthesized from credible, scholarly, and professionally sound

sources, with minimal flaws in APA citation style.

Comments:

This text includes evidence, but the credibility of and/or citation of some of those sources falls short of

academic standards. Consider your research strategies by visiting Capella’s library, and study citation

guidelines regarding quoting, paraphrasing, or summarizing material from outside sources.

Resources

Quote, Paraphrase, and Summarize Effectively

Learn to Interpret Evidence

Get Started with the Library

http://media.capella.edu/NonCourseMedia/writingCenter/para-summ-quote/wrapper.asp

https://campus.capella.edu/writing-center/evidence-and-apa

https://campus.capella.edu/web/library/getting-started-with-the-library

8/10/22, 3:16 PM Capella University Scoring Guide Tool

https://scoringguide.capella.edu/grading-web/gradingdetails 10/11

SUPPLEMENTAL CRITERIA 4

Tone
Apply in text the standard writing conventions for the discipline, including structure, voice,
person and tone

BEGINNING: Text uses language inappropriate for the intended audience.

DEVELOPING:

This text does not meet writing conventions for the discipline and lacks appropriate voice, person, and/or

tone for the intended audience.

SKILLED:

This text meets writing conventions for the discipline and there were minimal issues in appropriate use of

voice, person, or tone for the intended audience.

ADVANCED:

This text exhibits strict adherence to writing conventions for the discipline and uses appropriate voice,

person, and tone for the intended audience.

Comments:

This text lacks appropriate voice, person, and/or tone for the intended audience. In your writing process,

consider the expectations of your audience. Additionally, it may be helpful to study the Writing Center’s

resources on developing a scholarly voice.

Resources

Develop Your Scholarly Voice

Explore Active and Passive Voice

Use the Correct Person

https://campus.capella.edu/writing-center/tone/academic-writing

https://campus.capella.edu/writing-center/tone/active-and-passive-voice

https://campus.capella.edu/writing-center/tone/first-second-and-third-person

8/10/22, 3:16 PM Capella University Scoring Guide Tool

https://scoringguide.capella.edu/grading-web/gradingdetails 11/11

SUPPLEMENTAL CRITERIA 5

Sentence Structure
Produce text with minimal grammar, usage, spelling, and mechanical errors

BEGINNING:

Text meaning is unclear due to errors in sentence structure, grammar, usage, word choice, spelling, or

mechanics in 75% or more of text.

DEVELOPING:

Text meaning is interrupted due to sentence structure, grammar, usage, word choice, spelling, or

mechanical errors in 25%-75% or more of text.

SKILLED:

Text conveys clear meaning with minimal issues in grammar, usage, word choice, spelling, or mechanical

errors in 10%-25% of text.

ADVANCED:

Text complexity and concision conveys clear meaning, with grammar, usage, word choice, spelling, or

mechanical errors in 10% or less of text.

Comments:

Many of your ideas are communicated in grammatically unsound sentences. So that the meaning of your

messages is communicated clearly, study sentence structure guidelines and practice sentence revision to

strengthen your text.

Resources

Consider Sentence Structure and Variety

Study Subject-Verb Agreement

Revise Your Sentences

https://campus.capella.edu/writing-center/sentence-structure/sentence-types

https://campus.capella.edu/writing-center/sentence-structure/verbs-and-conjugation/subject-verb-agreement

http://media.capella.edu/CourseMedia/WritingCenter-WritingEssentials/RevisingSentences/wrapper.asp

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