A relevant issue facing adolescents is thoroughly discussed. An explanation of external stressors associated with this issue is well presented. Insight into adolescent issues and external stressors is demonstrated.

A relevant issue facing adolescents is discussed. An explanation of external stressors associated with this issue is presented.

A relevant issue facing adolescents is generally discussed. A general explanation of external stressors associated with this issue is summarized. More information is needed. There are some inaccuracies.

An issue facing adolescents is partially summarized; the issue is not relevant to adolescents. No explanation of external stressors associated with this issue is described; or, the external stressors are not relevant.

A contemporary issue facing adolescents is omitted.

Strategies to screen for the chosen issue and external stressors during an assessment for an adolescent patient are well described. The strategies are highly relevant to screening for the issue and external stressors. Additional assessment questions to ask are presented and relevant. The ethical parameters regarding what cannot be disclosed to the parent or guardian are clearly presented. The strategies demonstrate insight into assessment development for adolescent issues.

Strategies to screen for the chosen issue and external stressors during an assessment for an adolescent patient are described. The strategies are relevant to screening for the issue and external stressors. Additional assessment questions to ask and the ethical parameters regarding what cannot be disclosed to the parent or guardian are outlined.

Strategies to screen for the chosen issue and external stressors during an assessment for an adolescent patient are generally described. The strategies are generally relevant to screening for the issue and external stressors. Additional assessment questions to ask and the ethical parameters regarding what cannot be disclosed to the parent or guardian are outlined. There are some inaccuracies. Some evidence or rationale is needed.

Strategies to screen for the chosen issue and external stressors during an assessment for an adolescent patient are partially presented. The strategies are not relevant to screening for the issue or external stressors. Additional assessment questions to ask and the ethical parameters regarding what cannot be disclosed to the parent or guardian are omitted. Significant evidence or rationale is needed.

Strategies to screen for the chosen issue and external stressors during an assessment for an adolescent patient are omitted.

Support options for adolescents encountering external stressors are thoroughly discussed. Specific support options for the contemporary issue are described in detail. The support options are relevant for addressing the external stressors, including those specific to the contemporary issue. The options are well-supported by evidence and rationale.

Support options for adolescents encountering external stressors are discussed. Specific support options for the contemporary issue are described. Some detail or evidence is needed for support. Overall, the support options are relevant to address external stressors, including those specific to the contemporary issue.

Support options for adolescents encountering external stressors are summarized. Specific support options for the contemporary issue are generally discussed. More detail or evidence is needed for support. There are some inaccuracies.

Support options for adolescents encountering external stressors are partially described. Specific support options for the contemporary issue are omitted.

Support options for adolescents encountering external stressors are omitted.

Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.

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 apparent and appropriate to purpose.

Thesis is insufficiently developed or vague. Purpose is not clear.

Paper lacks any discernible overall purpose or organizing claim.

Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.

Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative.

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.

Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility.

Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources.

Writer is clearly in command of standard, written, academic English.

Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used.

Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used.

Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, or word choice are present.

Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used.

All format elements are correct.

Template is fully used; There are virtually no errors in formatting style.

Template is used, and formatting is correct, although some minor errors may be present.

Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent.

Template is not used appropriately or documentation format is rarely followed correctly.

Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.

Sources are documented, as appropriate to assignment and style, and format is mostly correct.

Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.

Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.

Sources are not documented.