CEFS 546 RESEARCH PAPER – OUTLINE TEMPLATE I. ABSTRACT II. III. INTRODUCTION OF DISSOCIATIVE DISORDERS AN OVERVIEW OF DISSOCIATVIE DISORDERS A. Dissociative Identity Disorder B. Dissociative Amnesia C. IV. POTENTIAL CAUSES A. Genetic 1. a. Academic support for this subtopic b. Academic support for this subtopic 2. a. Academic support for this subtopic b. Academic support for this subtopic B. Biological 1. a. Academic support for this subtopic b. Academic support for this subtopic 2. a. Academic support for this subtopic b. Academic support for this subtopic. C. V. VI. VII. EVALUATING FOR THESE DISORDERS A. Assessment Process B. ADDITIONAL IDEAS CONCLUSION CEFS 546 RESEARCH PAPER OUTLINE RUBRIC Criteria Content 18 Develops a working outline for the research paper Evaluates and synthesizes the research material into the outline as support Structure 7 Mechanics Levels of Achievement Advanced 8 to 9 points An outline of the research paper is clearly presented and includes content in proper outline format (see template for assistance with this format). Each of the required sections of the paper are examined within the outline. Proper use of heading levels for an APA outline (see Template). 8 to 9 points Research that has been collected to date is presented in the body of the outline. Advanced 2 points No grammar, spelling, or punctuation errors are present. Voice and person are used correctly and consistently. Writing is precise. Word choice is appropriate. APA Format Elements 2.5 points Citations and format are in current APA style for an outline (see Template). Cover page is correctly formatted. It is written in 12 point Times New Roman font. Proficient Developing Not present 7 to 7.5 points 1 to 6.5 points 0 points The outline for the research paper is presented and discussed appropriately. There could be more content within one or more of the sections of the outline. Proper use of heading levels for an APA outline (see Template). 7 to 7.5 points The outline is unclear or fairly clear but discussed too broadly or does not meet expectations. Some of the heading levels may not be accurate. 1 to 6.5 points There is some research More research is needed within the presented within the body of the body of the outline to support outline but content could be premises presented. more fully supported. Proficient 1.5 points Few grammar, spelling, or punctuation errors are present. Voice and person are used correctly. Writing style is sufficient. Word choice is adequate. 1.5 to 2 points Citations and format are in current APA style with few errors. Cover page is present with few errors. It is written in 12 point Times New Roman font. The Outline Template was not followed. 0 points There is no academic research noted within content of outline. Developing 1 point Several grammar, spelling, or punctuation errors are present. Voice and person are used inconsistently. Writing style is understandable but could be improved. Word choice is generally good. 1 point Citations and format are in current APA style though several errors are present. Cover page is included though several errors are present. Font may be incorrect. Not present 0 points Numerous spelling, grammar, or punctuation errors are present. Voice and person are misused. Writing style is difficult to understand. Word choice is poor. 0 points Citations are not formatted correctly. Cover page is not included or not formatted correctly. Font may be incorrect. CEFS 546 Research Elements Total Professor Comments 2.5 points Academic primary and secondary materials are used well and include academic materials. No non-academic sources are used. Advanced 22 to 25 1.5 to 2 points Academic primary and secondary materials are used and include academic journal articles and books. No nonacademic sources are used. Proficient 18 to 21 1 point 0 points Academic sources are used though popular sources are also incorporated. Sources are, at times, not used appropriately. Appropriate sources are not used or sources are lacking entirely. Outline is not supported with research. Developing 1 to 17 Not present
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