HSCO 500 Introduction to Human Services Counseling Research Paper Assignment Example
HSCO 500 Introduction to Human Services Counseling Course Description
This course explores the historical context and the current structure of the Human Service field. Students will be exposed to the primary intervention strategies utilized in human services including interviewing, case management and facilitating groups. The special populations served in the Human Service profession will be examined. Topics including values and ethical dilemmas, the social welfare system, diversity, program planning, organizing and changing systems, legal issues, staying current and avoiding burnout will be considered.
HSCO 500 Introduction to Human Services Counseling Research Paper Assignment Brief
Assignment Instructions Overview
The Research Paper: Final Submission Assignment requires students to produce a comprehensive, well-organized paper in APA format, demonstrating in-depth knowledge of a chosen social problem. The paper must include a title page, abstract, a 10–12-page body, and a reference page, excluding personal opinions or experiences. Information must be grounded in peer-reviewed research, with proper citations to avoid plagiarism. Students should integrate feedback from prior assignments (Topic Selection, Annotated Bibliography, and Working Outline) to create a cohesive narrative. The assignment will be evaluated for originality using Turnitin.
Understanding Assignment Objectives
The objective is to develop skills in researching and communicating complex social issues effectively. Students will synthesize peer-reviewed sources to analyze a social problem’s dimensions, impacts, and solutions, ensuring clarity and logical organization. The assignment emphasizes evidence-based arguments, preparing students for professional roles in human services where accurate, research-driven communication is essential for advocacy and intervention.
The Student’s Role
Students are responsible for selecting a relevant social problem, conducting thorough research using peer-reviewed articles, and crafting a paper that adheres to APA guidelines. This involves creating a clear thesis statement, organizing content with strong headings, and supporting assertions with cited evidence. Students must critically evaluate sources, avoid plagiarism through proper citation, and present a logical conclusion with practical applications, all while maintaining a professional, objective tone.
Competencies Measured
The assignment assesses the following competencies:
- Research Proficiency: Ability to locate, evaluate, and utilize high-quality, peer-reviewed sources to support arguments.
- Critical Thinking: Capacity to analyze a social problem’s causes, effects, and solutions, synthesizing research into a coherent narrative.
- Communication Skills: Effectiveness in presenting information clearly, with logical organization, strong transitions, and adherence to APA style.
- Ethical Writing: Commitment to avoiding plagiarism through proper citation and maintaining objectivity by excluding personal opinions.
- Professional Application: Ability to propose practical, evidence-based solutions relevant to human services practice.
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HSCO 500 Introduction to Human Services Counseling Course Research Paper Example
Abstract
Child abuse, encompassing physical, emotional, sexual abuse, and neglect, remains a pressing social and public health concern with profound consequences for victims and society. This paper examines the types, effects, and risk factors of child abuse, drawing on peer-reviewed research to highlight its complexity. It explores the critical role of human services professionals in addressing this issue through intervention, prevention, and advocacy. Responsibilities, educational requirements, and collaborative strategies, including trauma-informed care and foster care systems, are analyzed. The paper also addresses emerging tools, such as machine learning, in identifying abuse and emphasizes self-care to combat professional burnout. By integrating evidence-based findings, this paper underscores the need for holistic approaches to mitigate child abuse and support affected children, while advocating for systemic change.
Introduction
Child abuse constitutes a significant challenge, impacting millions of children globally and leading to long-term developmental, emotional, and societal consequences. Defined as any act or omission causing harm or potential harm to a child, it includes physical, emotional, sexual abuse, and neglect (Martin, 2018). The effects of abuse extend beyond immediate harm, contributing to developmental delays, behavioral issues, and increased risk of mental health disorders (Font & Maguire-Jack, 2020). Human services professionals play an essential role in addressing this crisis by ensuring child safety, providing support, and collaborating with multidisciplinary teams. This paper explores the dimensions of child abuse, its impacts, risk factors, and the responsibilities of human services professionals, emphasizing prevention strategies, innovative tools, and the importance of professional self-care to sustain effective interventions.
You Can Also Check Other Related Assessments for the Community Care and Counseling Course:
Factors of Child Abuse
Types of Child Abuse
Child abuse manifests in multiple forms, each with distinct characteristics and implications. Physical abuse involves intentional acts causing bodily harm, such as hitting or shaking (Martin, 2018). Emotional abuse includes behaviors that undermine a child’s self-esteem, such as verbal abuse or rejection. Sexual abuse encompasses any sexual activity with a child, while neglect involves failing to meet a child’s basic needs, such as food, shelter, or medical care (Font & Maguire-Jack, 2020). Kobulsky et al. (2018) note that children often experience co-occurring forms of abuse, which complicates identification and intervention. For instance, a child may endure both physical and emotional abuse, requiring nuanced approaches to address overlapping effects. Understanding these types is essential for human services professionals to assess and address cases accurately.
Effects of Child Abuse
The consequences of child abuse are far-reaching, affecting cognitive, emotional, and social domains. Krier et al. (2018) found that children in foster care who experienced abuse are more likely to exhibit language delays, hindering academic and social development. McGuire and Jackson (2018) report that maltreated children often display behavioral challenges, such as aggression or social withdrawal, which negatively impact school performance. Yoon (2020) highlights that emotionally abused youth are at higher risk of forming antisocial peer relationships, increasing the likelihood of risky behaviors like substance abuse or delinquency. Diaz et al. (2020) further demonstrate that inner-city minority female adolescents with abuse histories exhibit elevated risk behaviors, such as unprotected sexual activity, underscoring the need for targeted interventions to address diverse populations.
Statistics and Risk Factors
Child abuse is a widespread issue with significant societal and economic costs. The American Society for the Positive Care of Children (2019) reports that approximately 700,000 children are abused annually in the United States, with neglect being the most prevalent form. Globally, Mohammadshahi et al. (2024) found high prevalence rates in regions like Ilam, Iran, linking abuse to socioeconomic stressors. Risk factors include parental substance abuse, mental health issues, and financial instability (Liel et al., 2020). Lawson et al. (2020) note that parental job loss, particularly during the COVID-19 pandemic, increased psychological and physical abuse due to heightened stress. Najdowski and Bernstein (2018) clarify that while social class is a stronger predictor of abuse than race, racial biases in reporting disproportionately affect minority children, necessitating culturally sensitive practices.
Role of Human Services Professionals
Educational Requirements
Human services professionals require specialized training to address child abuse effectively. A bachelor’s degree in human services, social work, or psychology is typically required, with coursework in child development, ethics, and case management (Martin, 2018). Advanced roles, such as licensed clinical social workers, demand a master’s degree and state licensure. Training in trauma-informed care, cultural competence, and evidence-based interventions equips professionals to handle complex cases. Continuous professional development ensures workers stay updated on emerging tools, such as machine learning for abuse detection (Landau et al., 2022).
Responsibilities and Interventions
Human services professionals are tasked with ensuring the safety and well-being of abused children through comprehensive interventions. Responsibilities include conducting assessments, developing safety plans, and coordinating with child protective services (Krier et al., 2018; McGuire & Jackson, 2018). Lindahl and Bruhn (2018) emphasize relational work, noting that building trust with children fosters disclosure and supports emotional healing. Professionals also engage in advocacy, connecting families with resources like counseling, housing, or financial aid to address risk factors (Font & Maguire-Jack, 2020). Additionally, they collaborate with schools and healthcare providers to support children’s educational and medical needs, ensuring holistic care.
Collaborative and Innovative Approaches
Collaboration across disciplines enhances intervention outcomes. Nylén (2018) highlights the importance of multi-professional teams, where human services workers partner with educators, mental health professionals, and law enforcement to create comprehensive care plans. For example, educators address academic challenges, while therapists provide trauma-focused counseling. Emerging technologies, such as machine learning models, offer innovative solutions for identifying abuse. Landau et al. (2022) demonstrate that these models can analyze patterns in medical and social data to flag potential cases, improving early detection. However, ethical challenges, such as ensuring data privacy and avoiding bias, must be addressed to ensure responsible implementation (Landau et al., 2022).
Prevention and Treatment Strategies
Trauma-Informed Care
Trauma-informed care (TIC) is a cornerstone of effective intervention for abused children. This approach prioritizes understanding trauma’s impact, preventing re-traumatization, and promoting resilience (Lang et al., 2016). TIC trains professionals to recognize trauma symptoms, manage challenging behaviors, and create safe environments. Lang et al. (2016) found that statewide TIC implementation in child welfare systems reduced behavioral issues and improved caregiver support. Sajjadi et al. (2022) highlight that mindful self-compassion interventions, integrated into TIC, help young adults with abuse histories reduce shame and self-criticism, enhancing mental health outcomes.
Foster Care Systems
Foster care provides a critical safety net for children removed from abusive environments. Krier et al. (2018) note that foster care workers address developmental delays through specialized services, such as speech therapy. Foster parents, supported by human services professionals, create stable environments to promote healing. However, Lindahl and Bruhn (2018) caution that administrative burdens, such as extensive documentation, can detract from relational work, emphasizing the need for balanced workloads to prioritize child engagement.
Advocacy and Public Awareness
Parental Education and Community Advocacy
Preventing child abuse requires addressing root causes through education and advocacy. Aulia and Yulianti (2023) emphasize that good parenting practices, such as positive discipline and emotional support, reduce the risk of sexual abuse. Programs like Safer Kids, evaluated by Van Leuven et al. (2023), train parents reported for abuse to improve parenting skills, significantly reducing repeat reports. Community-based initiatives, such as the “Protect Our Children” program, focus on rural populations, raising awareness and mobilizing resources to prevent child sexual abuse (Piper et al., 2024). Human services professionals contribute by educating communities about abuse indicators and reporting procedures, fostering systemic change (Krugman & Poland, 2019).
Self-Care for Human Services Professionals
Addressing Burnout and Secondary Traumatic Stress
The emotional demands of working with abused children place human services professionals at risk of burnout and secondary traumatic stress. Verheyden et al. (2020) found that younger workers with limited support systems reported higher rates of compassion fatigue during the COVID-19 pandemic, exacerbated by high caseloads and exposure to traumatic narratives. Lawson et al. (2020) note that economic stressors during crises further strain professionals, increasing burnout risks. Self-care strategies, such as mindfulness, exercise, and peer support, are essential for maintaining resilience (Neukrug et al., 2017).
Seeking Professional Support
Access to mental health support is critical for human services professionals. Neukrug et al. (2017) found that barriers, including stigma and concerns about therapist fit, deter professionals from seeking counseling. Agencies should foster cultures that normalize mental health support and provide access to specialized counselors trained in addressing occupational stress. Sajjadi et al. (2022) suggest that mindful self-compassion training can also benefit professionals, reducing stress and enhancing emotional regulation. By prioritizing self-care, professionals sustain their capacity to serve clients effectively.
Conclusion
Child abuse remains a complex issue with profound developmental, behavioral, and societal impacts. Human services professionals are central to addressing this crisis through direct intervention, collaboration, and advocacy. Strategies like trauma-informed care, foster care systems, and parental education programs mitigate abuse’s effects and prevent recurrence. Innovations, such as machine learning, offer promising tools for early detection, though ethical considerations must guide their use. To maintain effectiveness, professionals must prioritize self-care to combat burnout and secondary traumatic stress. By integrating evidence-based practices and fostering systemic change, human services professionals contribute to breaking the cycle of abuse and building resilient futures for affected children.
References
American Society for the Positive Care of Children. (2019). Child maltreatment statistics. https://americanspcc.org/child-abuse-statistics/
Aulia, R., & Yulianti, E. (2023). Good parenting as a solution to prevent children as sexual abuse. Ijtimā iyya Journal of Muslim Society Research, 8(2), 117–132. https://doi.org/10.24090/ijtimaiyya.v8i2.7205
Diaz, A., Shankar, V., Nucci-Sack, A., Linares, L. O., Salandy, A., Strickler, H. D., Burk, R. D., & Schlecht, N. F. (2020). Effect of child abuse and neglect on risk behaviors in inner-city minority female adolescents and young adults. Child Abuse & Neglect, 101, 104347. https://doi.org/10.1016/j.chiabu.2019.104347
Font, S. A., & Maguire-Jack, K. (2020). The scope, nature, and causes of child abuse and neglect. Annals of the American Academy of Political and Social Science, 692(1), 26–49. https://doi.org/10.1177/0002716220969642
Kobulsky, J. M., Kepple, N. J., & Jedwab, M. (2018). Abuse characteristics and the concordance of child protective service determinations and adolescent self-reports of abuse. Child Maltreatment, 23(3), 269–280. https://doi.org/10.1177/1077559518771743
Krier, J. C., Green, T. D., & Kruger, A. (2018). Youths in foster care with language delays: Prevalence, causes, and interventions. Psychology in the Schools, 55(5), 523–538. https://doi.org/10.1002/pits.22129
Krugman, R. D., & Poland, L. (2019). Disrupting social norms: Eliminating child abuse and neglect in our lifetime. Child & Adolescent Social Work Journal, 36(1), 15–17. https://doi.org/10.1007/s10560-018-0589-6
Landau, A. Y., Ferrarello, S., Blanchard, A., Cato, K., Atkins, N., Salazar, S., Patton, D. U., & Topaz, M. (2022). Developing machine learning-based models to help identify child abuse and neglect: Key ethical challenges and recommended solutions. Journal of the American Medical Informatics Association, 29(3), 576–580. https://doi.org/10.1093/jamia/ocab286
Lang, J. M., Campbell, K., Shanley, P., Crusto, C. A., & Connell, C. M. (2016). Building capacity for trauma-informed care in the child welfare system: Initial results of a statewide implementation. Child Maltreatment, 21(2), 113–124. https://doi.org/10.1177/1077559516635273
Lawson, M., Piel, M. H., & Simon, M. (2020). Child maltreatment during the COVID-19 pandemic: Consequences of parental job loss on psychological and physical abuse towards children. Child Abuse & Neglect, 110, 104709. https://doi.org/10.1016/j.chiabu.2020.104709
Liel, C., Ulrich, S. M., Lorenz, S., Eickhorst, A., Fluke, J., & Walper, S. (2020). Risk factors for child abuse, neglect and exposure to intimate partner violence in early childhood: Findings in a representative cross-sectional sample in Germany. Child Abuse & Neglect, 106, 104487. https://doi.org/10.1016/j.chiabu.2020.104487
Lindahl, R., & Bruhn, A. (2018). Professional dilemmas and occupational constraints in child welfare workers’ relationships with children and youth in foster care. Children and Youth Services Review, 88, 333–340. https://doi.org/10.1016/j.childyouth.2018.03.039
Martin, M. E. (2018). Introduction to human services: Through the eyes of practice settings (4th ed.). Pearson.
McGuire, A., & Jackson, Y. (2018). Dimensions of maltreatment and academic outcomes for youth in foster care. Child Abuse & Neglect, 84, 82–94. https://doi.org/10.1016/j.chiabu.2018.07.029
Mohammadshahi, F., Jamshidbeigi, A. R., Hashemian, A., Jaafarpour, M., & Direkvand-Moghadam, A. (2024). Prevalence and risk factors of child abuse: A descriptive-analytical study in Ilam province, Iran, in 2020. Epidemiology and Health System Journal, 11(2), 74–80. https://doi.org/10.34172/ehsj.26081
Najdowski, C. J., & Bernstein, K. M. (2018). Race, social class, and child abuse: Content and strength of medical professionals’ stereotypes. Child Abuse & Neglect, 86, 217–222. https://doi.org/10.1016/j.chiabu.2018.10.006
Neukrug, E. S., Kalkbrenner, M. T., & Griffith, S.-A. M. (2017). Barriers to counseling among human service professionals: The development and validation of the Fit, Stigma, & Value (FSV) Scale. Journal of Human Services, 37(1), 27–40.
Nylén, U. (2018). Multi-professional teamwork in human services. Journal of Health Organization and Management, 32(5), 741–759. https://doi.org/10.1108/JHOM-03-2017-0062
Piper, S., Zarate, J., Luther, S., Metcalfe, R., Bogner, J., & Todahl, J. (2024). ‘Protect our children’ system-level impacts: Preventing child sexual abuse in rural populations. Child & Family Social Work. https://doi.org/10.1111/cfs.13214
Sajjadi, M., Noferesti, A., & Abbasi, M. (2022). Mindful self-compassion intervention among young adults with a history of childhood maltreatment: Reducing psychopathological symptoms, shame, and self-criticism. Current Psychology, 42(30), 26227–26237. https://doi.org/10.1007/s12144-022-03761-0
Van Leuven, L., Enebrink, P., Ghaderi, A., Sorjonen, K., Lalouni, M., & Forster, M. (2023). A randomized controlled trial of safer kids – A program for parents reported for child abuse: Short-term effects on further reports of child abuse and related risk factors. Child Abuse & Neglect, 143, 106329. https://doi.org/10.1016/j.chiabu.2023.106329
Verheyden, C., Van Holen, F., West, D., & Vanderfaeillie, J. (2020). Secondary traumatic stress, burnout and compassion satisfaction among Flemish foster care workers during the COVID-19 lockdown. Developmental Child Welfare, 2(4), 227–243. https://doi.org/10.1177/2516103220987227
Yoon, D. (2020). Peer-relationship patterns and their association with types of child abuse and adolescent risk behaviors among youth at-risk of maltreatment. Journal of Adolescence, 80, 125–135. https://doi.org/10.1016/j.adolescence.2020.02.008
HSCO 500 Introduction to Human Services Counseling Course Syllabus
HSCO 500
Introduction to Human Services Counseling
Course Description
This course explores the historical context and the current structure of the Human Service field. Students will be exposed to the primary intervention strategies utilized in human services including interviewing, case management and facilitating groups. The special populations served in the Human Service profession will be examined. Topics including values and ethical dilemmas, the social welfare system, diversity, program planning, organizing and changing systems, legal issues, staying current and avoiding burnout will be considered.
Rationale
This course will serve as an introduction to the Human Service field. It provides the student with an awareness of the challenges and the wide range of services included in this field.
- Prerequisites
For information regarding prerequisites for this course, please refer to the Academic Course Catalog.
- Required Resource Purchases
Click on the following link to view the required resource(s) for the term in which you are registered: http://bookstore.mbsdirect.net/liberty.htm
- Additional Materials for Learning
- Computer with basic audio/video output equipment
- Internet access (broadband recommended)
- Microsoft Word
- Measurable Learning Outcomes
Upon successful completion of this course, the student will be able to:
- Describe the historical roots of human services and the creation of the human service profession.
- Identify personal attitudes and values about the human services field.
- Integrate the ethical standards outlined by the National Organization for Human Services and the Council for Standards in Human Service Education into personal practice, especially as they relate to client confidentiality and appropriate use of data.
HSCO 500 Course Syllabus
- Recognize various populations being served by the human services profession and differentiate between these populations’ unique needs.
- Examine the role of diversity (including, but not limited to, ethnicity, culture, gender, and socioeconomic status) and its impact on the human services profession.
- Describe historic and current legislation affecting human service delivery.
- Compare biblical standards and practices to standards in human services.
- Course Requirements and Assignments
- Textbook readings and lecture presentations
- Course Requirements Checklist
After reading the Course Syllabus and Student Expectations, the student will complete the related checklist found in Module/Week 1.
- Discussion Board Forums (4)
Discussion boards are collaborative learning experiences. Therefore, the student will complete Discussion Board Forums in 2 parts over the course of 2 modules/weeks. In the first module/week, the student will be presented with a thought-provoking prompt to which he/she will post a 250-word response in a new thread. The thread must include at least 2 references to the textbook. Then, in the following module/week, the student will read his/her classmates’ threads and post a 150-word reply to at least 3 of the classmates. Each reply must include at least 1 reference to the textbook.
- Research Paper
Throughout this course, the student will assemble the various parts of his/her Research Paper. A Topic, Annotated Bibliography, Working Outline, and Final Draft will all be submitted throughout the duration of the course. This 10–12-page paper will be on a topic of interest regarding a social problem related to human services. The student will utilize at least 10 peer-reviewed resources for this assignment. Current APA format will be strictly adhered to throughout all elements of the paper.
- Quizzes (4)
Each quiz will be open-book/open-notes and have a 1-hour time limit. The student will need to carefully review all the reading to answer 20 questions successfully.
- Course Grading and Policies
- Points
| Course Requirements Checklist | 10 |
| Discussion Board Forums | |
| Thread (4 at 50 pts ea) | 200 |
| Replies (4 at 30 pts ea) | 120 |
HSCO 500 Course Syllabus
| Research Paper | |
| Topic | 90 |
| Annotated Bibliography | 100 |
| Working Outline | 100 |
| Final Draft | 150 |
| Quizzes (4 at 60 pts ea) | 240 |
| Total | 1010 |
- Scale
A = 940–1010 A- = 920–939 B+ = 900–919 B = 860–899 B- = 840–859
C+ = 820–839 C = 780–819 C- = 760–779 D+ = 740–759 D = 700–739
D- = 680–699 F = 0–679
- Dual Relationship
The faculty is responsible to interact with counseling students in a supervisory capacity/role. As such, faculty may provide students professional principles, guidance, and recommendations as it relates to the context of the student-client setting. The faculty is responsible to avoid dual relationships with students such as entering a student-counselor or student-pastor relationship. Thus, the faculty does not provide personal counseling addressing student personal problems. If a faculty member perceives that a student is in need of personal or professional counseling, then that faculty member will recommend that the student pursue either pastoral or professional assistance from a counselor in their community.
- Limits of Confidentiality
In the event of a student’s disclosure, either verbally or in writing, of threat of serious or foreseeable harm to self or others, abuse or neglect of a minor, elderly or disabled person, or current involvement in criminal activity, the faculty, staff, administrator, or supervisor will take immediate action. This action may include, but is not limited to, immediate notification of appropriate state law enforcement or social services personnel, emergency contacts, and notification of the appropriate program chair or online dean. The incident and action taken will become part of the student’s permanent record.
- Disability Assistance
Students with a documented disability may contact Liberty University Online’s Office of Disability Academic Support (ODAS) at LUOODAS@liberty.edu to make arrangements for academic accommodations. Further information can be found at www.liberty.edu/disabilitysupport.
Course Schedule
HSCO 500
Textbook: Martin, Introduction to Human Services (2014).
| Module/ Week | Reading & Study | Assignments | Points |
|
1 |
Martin: chs. 1–2 2 presentations |
Course Requirements Checklist DB Forum 1 – Thread Research Paper – Topic | 10
50 90 |
|
2 |
Martin: chs. 4–5 2 presentations |
DB Forum 1 – Replies Quiz 1 |
30 60 |
|
3 |
Martin: chs. 6–7 2 presentations |
DB Forum 2 – Thread Research Paper – Annotated Bibliography |
50 100 |
|
4 |
Martin: chs. 8–9 2 presentations |
DB Forum 2 – Replies Quiz 2 |
30 60 |
|
5 |
Martin: chs. 10–11 2 presentations |
DB Forum 3 – Thread Research Paper – Working Outline |
50 100 |
|
6 |
Martin: chs. 12–13 3 presentations |
DB Forum 3 – Replies Quiz 3 |
30 60 |
|
7 |
Martin: chs. 14–15 4 presentations |
DB Forum 4 – Thread Research Paper – Final Draft |
50 150 |
|
8 |
Martin: ch. 3 2 presentations |
DB Forum 4 – Replies Quiz 4 |
30 60 |
| Total | 1010 | ||
DB = Discussion Board
NOTE: Each course module/week begins on Monday morning at 12:00 a.m. (ET) and ends on Sunday night at 11:59 p.m. (ET). The final module/week ends at 11:59 p.m. (ET) on Friday.
Detailed Assessment Instructions for the HSCO 500 Introduction to Human Services Counseling Research Paper Assignment
Research Paper: Final Submission Assignment Instructions
Overview
This assignment will allow you to demonstrate the knowledge you have gained about your chosen social problem. You will focus on communicating the information you have gathered in a clear and organized manner. This skill allows you and those you are communicating with to more readily utilize the information. It is vital that the information you write about is based on the research you have reviewed. Providing information that is grounded in peer-reviewed research strengthens the validity of the information you are covering. Ultimately, being able to effectively research a relevant topic and communicate what you have learned through that research is a necessary skill for human service workers.
Instructions
- The paper will be in APA format and will include a title page, abstract page, the body of your paper, and a reference page.
- The body will be between 10 – 12 pages in length. This does not include the title page, abstract page or the reference page.
- Utilize information and feedback gained from the Research Paper: Topic Selection Assignment, Research Paper: Annotated Bibliography Assignment, and Research Paper: Working Outline Assignment to help you create your final paper. Avoid copying and pasting summaries from your annotated bibliography into your paper.
- All required peer-reviewed articles must be used within your paper to support your discussion.
- Any information that is used from a source must be correctly cited to avoid plagiarism. Always cite your source whether you paraphrase or quote their information. When quoting, you must use quotation marks.
- Avoid discussing personal opinion or experience within the paper.
- Review the Research Paper: Final Submission Example and the Research Paper: Final Submission Grading Rubric for additional guidance.
Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.
RESEARCH PAPER: FINAL SUBMISSION GRADING RUBRIC
Criteria Levels of Achievement
Content 70% Advanced Proficient Developing Below Expectations Not present
Thesis Statement 10 points
Thesis statement is clearly identifiable and strongly presented. It provides a clear overview of the paper’s contents. 9 points
Thesis statement is identifiable and presented. It provides an overview of the paper’s contents. 8 points
Thesis statement is identifiable but needs improvement. 1 to 7 points
Thesis statement is not identifiable and/or does not provide an overview of the paper’s contents. 0 points
Not present
Content 74 to 80 points
All components as described in the assignment have been thoroughly addressed. Assertions are relevant and properly supported by evidence. The conclusion offers a good summary of issues treated in the paper and offers practical application. 67 to 73 points
All components as described in the assignment have been addressed. Assertions are mostly relevant and mostly supported by evidence. The conclusion offers a summary of issues treated in the paper and offers application. 61 to 66 points
Most components as described in the assignment have been addressed, or all components are present but need improvement. Some assertions are relevant and supported by evidence. The conclusion may need improvement. 1 to 60 points
Few components as described in the assignment have been addressed, or all components are missing. The conclusion is weak or is not present in the paper. 0 points
Not present
Research 15 points
Sources are peer-reviewed, high-quality, and relevant. They are critically evaluated and correctly utilized. 13 to 14 points
Sources are peer-reviewed and relevant. They are evaluated and utilized. 12 points
Most sources are peer-reviewed and most are relevant. Most are evaluated and utilized. 1 to 11 points
Few or no sources are peer-reviewed or relevant. Few or none are evaluated and utilized.
0 points
Not present
Structure 30% Advanced Proficient Developing Below Expectations Not present
Organization 15 points
All required elements are included and presented with strong headings and organizational clarity. There are clear transitions between paragraphs and sections. The treatment of the topic is logically oriented. The paper meets the page length requirement. 13 to 14 points
All required elements are included and organized. There are transitions between paragraphs and sections. The treatment of the topic is logically oriented. The paper meets the page length requirement or comes very close. 12 points
Most required elements are included and are mostly organized. Most paragraphs and sections have transitions. The logical treatment of the topic needs improvement. The paper may not meet the page length requirement. 1 to 11 points
Few or no required elements are included. Few or no transitions exist between paragraphs and sections. There may not be a logical treatment of the topic. The paper does not meet the page length requirement. 0 points
Not present
Style 15 points
The paper properly uses current APA style and DCCC Professional Writing Guidelines. Proper headings, in-text citations, and references are formatted correctly. The paper reflects a graduate level voice and vocabulary. There are very few spelling and grammar errors. 13 to 14 points
The paper consistently uses current APA style and DCCC Professional Writing Guidelines with few or no exceptions. Proper headings, in-text citations, and references are formatted with few or no errors. The paper reflects a graduate level voice and vocabulary. There are few spelling and grammar errors. 12 points
The paper inconsistently uses APA style and DCCC Professional Writing Guidelines. Headings, in-text citations, and references are inconsistently formatted. The paper does not consistently reflect a graduate level voice and vocabulary. There are spelling and grammar errors. 1 to 11 points
The paper erroneously uses or does not use APA style and DCCC Professional Writing Guidelines. Headings, in-text citations, and references are erroneously formatted or not present. The paper does not reflect a graduate level voice and vocabulary. There are spelling and grammar errors. 0 points
Not present
Sources 15 points
The Reference page meets or exceeds the required number of peer-reviewed articles. All sources are referenced throughout the paper. 13 to 14 points
The Reference page meets the required number of peer-reviewed articles. Most sources are referenced throughout the paper. 12 points
The Reference page does not meet the required number of peer-reviewed articles. Not all sources are referenced throughout the paper. 1 to 11 points
The Reference page is not present or contains few peer-reviewed articles. Not enough sources are referenced throughout the paper, or none are referenced. 0 points
Not present
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