select two assessment tools that Mental Health Professionals use to assess anxiety.
Explain the effects of anxiety on the body, mind, and spirit of an individual. The explanation of how anxiety affects the body, mind, and spirit is missing. The explanation of how anxiety affects the body, mind, and spirit is not evenly focused on each and lacks meaningful details. The explanation of how anxiety affects the the body, mind, and spirit focuses on each evenly with clear details about each. The explanation of how anxiety affects the body, mind, and spirit focuses on each evenly with specific examples and draws connections between each of the parts of an individual. The explanation of how anxiety affects the the body, mind, and spirit focuses on each evenly and emphasizes the relationships between each of the parts of an individual.
45.0 %Compare two anxiety assessment tools and how they may be selected for use by professionals. There is no comparison of two anxiety assessment tools or explanation for why a mental health professional would select either of them. The comparison of two anxiety assessment tools includes minimal details about the similarities and differences between the form and functions of each assessment tool. The explanation for why a mental health professional may select one over the other is lacking. The comparison of two anxiety assessment tools includes similarities and differences between the form and functions of each. There is explanation for why a mental health professional may select one over the other in based on contexts. The comparison of two anxiety assessment tools evaluates similarities and differences between the form and functions of each. There is explanation for why a mental health professional may select one over the other in different contexts. The comparison of two anxiety assessment tools evaluates similarities and differences between the form and functions of each. There is explanation for why a mental health professional may select one over the other in multiple, varying contexts.
20.0 %Organization and Effectiveness
7.0 % Thesis Development and Purpose Paper lacks any discernible overall purpose or organizing claim. Thesis is insufficiently developed or vague. Purpose is not clear. Thesis is apparent and appropriate to purpose. Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose. Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.
8.0 %Argument Logic and Construction Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources. Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility. Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis. Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative. Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.
5.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use) Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied. Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed. Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech. Writer is clearly in command of standard, written, academic Eng
Format
5.0 %Paper Format (use of appropriate style for the major and assignment) Template is not used appropriately or documentation format is rarely followed correctly. Appropriate template is used, but some elements are missing or mistaken. A lack of control with formatting is apparent. Appropriate template is used. Formatting is correct, although some minor errors may be present. Appropriate template is fully used. There are virtually no errors in formatting style. All format elements are correct.
5.0 %Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) Sources are not documented. Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors. Sources are documented, as appropriate to assignment and style, although some formatting errors may be present. Sources are documented, as appropriate to assignment and style, and format is mostly correct. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
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