Application Project: Raising Healthy Teens
Goal
This creative project is intended to offer students an opportunity to apply their learning regarding healthy development in adolescence and to reflect upon what might be helpful advice or recommendations for adults of teenagers and for the teens themselves. Students will use their informed insight to create TWO advertisements with helpful and relevant advice aimed at adolescents (Creative Portion 1) as well as their parent/caregiver (Creative Portion 2), regarding a topic that adolescents have identified as a current issue they face in today’s world.
For your Application Project, you must submit 4 total files to be eligible for a score.
Click here to access information regarding how to submit multiple files for your assignment in Canvas.
Background: Research
Part 1: Interview a Teen or Research Current Teen Issue
Interview an adolescent in your life, using the required interview template below. All questions are pre-populated into the template, except for one – you just need to ask them, and fill in the teen’s responses! The blank space is meant for you to come up with one additional, unique question of your choosing. You may ask as many questions as you would like, but one additional question is required for this assignment.
Click here for the Adolescent Interview Template that needs to be filled out if choosing this option.
** This assignment requires that you ASK all of the questions included in the template, but the teen you interview is NOT required to answer any questions they do not feel comfortable responding to **
OR
If you do not have an available teenager to interview, you may research an article/blog/publication WRITTEN BY an adolescent (not about an adolescent) and determine an issue the teen author of the publication is currently facing, their opinion on it, how they cope with this issue, and so forth.
Click here for the Teen Publication Questionnaire that needs to be filled out if choosing this option.
Click here for some reputable websites that feature teen authors.
Create: Two Advertisements
Part 2: Creative Portion
Rather than a more typical essay-style writing assignment, for this project, students will create and draft two advertisements, with one aimed at healthy teen development and the other focused toward adults and positive parenting/caregiving. Students may use any creative software or programs they choose to complete this assignment; however, the final project must be submitted in .doc, .docx, .odt, .pdf, or .rtf format or cannot be considered for grading.
In addition, the Creative Portion should not exceed 1 page per advertisement. For instance, if the creative medium chosen is a poster and is created in Word or PowerPoint, each poster (one for the teen and one for the adult) should not exceed one page in Word and/or one slide in PowerPoint (i.e., two documents would be turned in; one page/slide for the teen creative project and a separate one page/slide for the adult creative project. Both are not required to fit onto one page; each project just must not exceed one page). Example submissions are located below.
Read: “Raising Teens” Report
Part 3: Read the “Raising Teens” Report by Simpson
Access the Report Here: https://hr.mit.edu/static/worklife/raising-teens/pdfs/raising_teens_report.pdfLinks to an external site.
This report will guide you in writing your final part of this assignment. Although there is a lot of wonderful information included in this report, you do not have to read all of it: Please read pages 4-13 (“Report Summary”) & 29-68 (“Principles & Context”).
Reference (and properly cite in APA format!) this report when writing your explanatory text in part 4 of this assignment. This is required.
Write: One Page Explanation
Part 4: Explanatory Text
After research and creative portions have been completed, students will draft an explanation and description of the purpose for the creative portion, outlining why they feel their message in the first advertisement will effectively persuade teens to make healthy choices, and why they believe their second advertisement will guide adults to support their teen with the issues they face. This part of the assignment should be in the form of an APA 7th-edition-formatted scholarly writing and should reference relevant course material, including the Simpson “Raising Teens” report. The “Raising Teens” report must be incorporated into the explanatory text.
(Access the report here: https://hr.mit.edu/static/worklife/raising-teens/pdfs/raising_teens_report.pdfLinks to an external site.)
The accompanying evidence-based Explanatory Text should not exceed 1 double-spaced page.
All sources must be properly cited using APA format and a full references list must be included at the bottom of the text. It is OKAY if the references list ONLY falls onto a second page.
The final submitted Application Project must include all of the components outlined in this document. Students will only receive credit for the portions submitted and cannot earn full credit if any component is missing. |
Instructions: In List Format
- Interview an adolescent or read a publication written by (or watch a video produced by) an adolescent
- If interviewing, use this link for the interview template
- If reading or watching a teen’s work, use this link for the publication questionnaire
- Read the Simpson “Raising Teens” article
- Only pages 4-13 & 29-68 are required reading
- Create one advertisement focused on teens, addressing the issue they identified during your interview or in their own written work
- This can be a poster, a short commercial, a brief video for a class they may take in high school, or any other form of visual or auditory media that showcases your message
- Create a separate advertisement focused on the parent or caregiver of a teen that addresses the same teen issue from an adult perspective
- Again, this can be any form of media such as a pamphlet at a doctor’s office or short commercial that shows adults how they can support teens on the issue they identified as being current and relevant to them in this time period
- Write a one-page explanatory text using your scholarly knowledge from this course that addresses how the creative medium and message you chose will support both teens and their caregivers in conquering the issues teens face
- The Simpson “Raising Teens” report must be included and cited in APA 7th-edition format in this text
- The entire explanatory text should be in APA format, double-spaced, and should not exceed one page
- Although it is NOT required, it is highly recommended as proof of your submission and in case of technological errors, that you take a screenshotLinks to an external site. after you submit your work (with the date and time of submission in the screenshot) and save it to your computer.
What’s Due: All of these should be turned in as separate documents, but at the same time, in the same location, and on the same date:
- Interview template filled out or teen publication questionnaire filled out
- Creative portion for teens
- Creative portion for adults of teens
- Explanatory text
This equals a total of FOUR documents that must be turned in for this assignment to be considered for grading.
Examples: Interview, Creative Portions, & Teen Publication Questionnaire
Click here for an example of a teen interview template filled out
Click here for an example of a teen publication questionnaire filled out
Below is an example of a creative project for teens
Below is an example of a creative project for the adults of teens
Click here to return to where you were in Module 7.
Grading Rubric
Raising Healthy Teens Applied Project Grading Rubric | |||||
Grading criteria | Unacceptable | Poor | Fair | Good | Excellent |
(1.) Research Portion: Interview or Teen Publication Completion & Effort | Interview template or publication questionnaire was not completed or was so sparsely filled out that student’s lack of effort is obvious. | Interview template or publication questionnaire had only some of the required components filled out & student showed little to no effort within their responses. | Interview template or publication questionnaire had the required components mostly filled out or completely filled out, but answers are vague & student demonstrated weak or little effort within their responses. | Interview template or publication questionnaire had all required components completely filled out & student showed clear effort within their responses. | Interview template or publication questionnaire had all required components completely & thoroughly filled out; dedicated effort is apparent, & student showed exemplary care & thoughtfulness within their responses. |
Possible points | 0 | 2 | 3 | 4 | 5 |
(2a.) Creative Portion Part 1: For Teens Creative Effort | The creative portion was incomplete or not turned in, & student’s lack of creative effort is obvious. | The creative portion showed very little creativity & student put minor effort into their project. | The creative portion showed average creativity with some thought & effort put into demonstrating key message geared towards teens. | The creative portion showed good creativity & there was deliberate thought & clear effort from the student to demonstrate key message geared towards teens. | The creative portion showed outstanding creativity & there was obvious thought & exemplary effort from the student to demonstrate key message geared towards teens. |
Possible points | 0 | 2 | 3 | 4 | 5 |
(2b.) Creative Portion Part 1: For Teens Relevance & Effective Message | Student did not include any of the required components into their project or project is incomplete or not turned in & student did not produce any message that would influence teens to make healthy choices. | Student included weak or vague reference to the required components in their project & produced a message that would be unlikely to influence teens to make healthy choices. | Student included some of the required components into their project & may or may not have produced a message that would influence teens to make healthy choices. | Student included all of the required components into their project & were effective in producing a message that would influence teens to make healthy choices. | Student went above & beyond to include all of the required components into their project & were highly effective in producing a message that would influence teens to make healthy choices. |
Possible points | 0 | 2 | 3 | 4 | 5 |
(3a.) Creative Portion Part 2: Adults of Teens Creative Effort | The creative portion was incomplete or not turned in, & student’s lack of creative effort is obvious. | The creative portion showed very little creativity & student put minor effort into their project. | The creative portion showed average creativity with some thought & effort put into demonstrating key message geared towards the adults of teens. | The creative portion showed good creativity & there was deliberate thought & clear effort from the student to demonstrate key message geared towards the adults of teens. | The creative portion showed outstanding creativity & there was obvious thought & exemplary effort from the student to demonstrate key message geared towards the adults of teens. |
Possible points | 0 | 2 | 3 | 4 | 5 |
(3b.) Creative Portion Part 2: Adults of Teens Relevance & Effective Message | Student did not include any of the required components into their project or project is incomplete or not turned in & student did not produce any message that would be effective in guiding adults to support their teen. | Student included weak or vague reference to the required components in their project & produced a message that would be unlikely to guide adults in supporting their teen. | Student included some of the required components into their project & may or may not have produced a message that would guide adults in supporting their teen. | Student included all of the required components into their project & were effective in producing a message that would guide adults in supporting their teen. | Student went above & beyond to include all of the required components into their project & were highly effective in producing a message that would guide adults in supporting their teen. |
Possible points | 0 | 2 | 3 | 4 | 5 |
(4a.) Explanatory Text: Substantive Relevance and Reasons for Key Messages | The Explanatory Text seems comprised only of opinion, with no clear connection to any course materials. Information from the Simpson “Raising Teens” report is not included. Reasons for the key messages contained in the Creative Portion are not included. | The Explanatory Text is rarely or not clearly connected to course materials. Information from the Simpson “Raising Teens” report is not clearly presented. Reasons for key messages contained in the Creative Portion are not clearly articulated | The Explanatory Text is sometimes connected to course materials. Information from the Simpson “Raising Teens” report is sometimes specific and clear, but not always. Reasons for key messages contained in the Creative Portion are sometimes clearly articulated, but not always. | The Explanatory Text mostly connected to course materials. Information from the Simpson “Raising Teens” report is mostly specific, relevant, and clear. Reasons for key messages contained in the Creative Portion are present, but these could be clearer. | The Explanatory Text is directly and obviously connected to course materials. Information from the Simpson “Raising Teens” report is specific, relevant, and clearly articulated. Reasons for key messages in the Creative Portion are also specific, relevant, and clearly articulated. |
Possible points | 0 | 2 | 5 | 8 | 10 |
(4b.) Explanatory Text: Source Support | No reference to course material or “Raising Teens” report is present. Student did not use any in-text citations & does not have a references list included. | There is Weak or vague reference to course material & the “Raising Teens” report. Student rarely or did not include in-text citations or a references list. | Course material or the “Raising Teens” report was included at least one time within the text. Student may or may not have included a references list. | Course material AND the “Raising Teens” report were included at least 2 times within the text & student included a full references list. | Various course material AND the “Raising Teens” report were included 3 or more times within the text & student included a full references list. |
Possible points | 0 | 2 | 3 | 4 | 5 |
(4c.) Explanatory Text: Quality of writing | Assignment was incomplete or writing and mechanics are of such poor quality that it is difficult to understand the intended meaning. | Writing is poorly organized, awkward, or cumbersome; grammar and spelling errors are frequent; meaning is somewhat lost. | Writing is clear here and there; grammar or spelling errors are distracting; meaning is vague here or there. | Writing is mostly clear; some errors are present in grammar or spelling; meaning is rarely unclear. | Writing is clear and concise; grammar and spelling errors are almost non-existent; meaning is very clear. |
Possible points | 0 | 2 | 3 | 4 | 5 |
(4d.) Explanatory Text: APA style Formatting | APA-style formatting is non-existent. Any quotes or information used were not cited properly or at all. | APA-style formatting for in-text citations and references is rarely correct & are only sparsely or improperly included. | APA-style formatting for in-text citations and references is sometimes correct & student attempted to include them correctly. | APA-style formatting for in-text citations and references is rarely incorrect & student properly included them where necessary. | APA-style formatting for in-text citations and references is near-perfect & student clearly included them in appropriate places when necessary. |
Possible points | 0 | 2 | 3 | 4 | 5 |
Total points possible: | 50 |
This assignment will be checked using anti-plagiarism software and returned to your instructor with an originality report.
- Submit your original work as an attached document. The file must be in one of the following file formats: .doc, .docx, .odt, .pdf, or .rtf. Submissions NOT in these formats will not be considered for a grade.
- Take a screenshot for your records to confirm successful submission by the deadline due.
Rubric
Applied Project: Raising Health Teens Grading Rubric
| Criteria | Ratings | Pts |
|---|---|---|
This criterion is linked to a Learning Outcome(1.) Research Portion: Interview or Teen Publication Completion & Effort | 5 ptsExcellentInterview template or publication questionnaire had all required components completely & thoroughly filled out; dedicated effort is apparent, & student showed exemplary care & thoughtfulness within their responses.4 ptsGoodInterview template or publication questionnaire had all required components completely filled out & student showed clear effort within their responses. 3 ptsFairInterview template or publication questionnaire had the required components mostly filled out or completely filled out, but answers are vague & student demonstrated weak or little effort within their responses.2 ptsPoorInterview template or publication questionnaire had only some of the required components filled out & student showed little to no effort within their responses.0 ptsUnacceptableInterview template or publication questionnaire was not completed or was so sparsely filled out that student’s lack of effort is obvious. | 5 pts |
This criterion is linked to a Learning Outcome(2a.) Creative Portion Part 1: For Teens Creative Effort | 5 ptsExcellentThe creative portion showed outstanding creativity & there was obvious thought & exemplary effort from the student to demonstrate key message geared towards teens.4 ptsGoodThe creative portion showed good creativity & there was deliberate thought & clear effort from the student to demonstrate key message geared towards teens. 3 ptsFairThe creative portion showed average creativity with some thought & effort put into demonstrating key message geared towards teens.2 ptsFairThe creative portion showed very little creativity & student put minor effort into their project.0 ptsPoorThe creative portion was incomplete or not turned in, & student’s lack of creative effort is obvious. | 5 pts |
This criterion is linked to a Learning Outcome(2b.) Creative Portion Part 1: For Teens Relevance & Effective Message | 5 ptsExcellentStudent went above & beyond to include all of the required components into their project & were highly effective in producing a message that would influence teens to make healthy choices.4 ptsGoodStudent included all of the required components into their project & were effective in producing a message that would influence teens to make healthy choices. 3 ptsFairStudent included some of the required components into their project & may or may not have produced a message that would influence teens to make healthy choices.2 ptsPoorStudent included weak or vague reference to the required components in their project & produced a message that would be unlikely to influence teens to make healthy choices.0 ptsUnsatisfactoryStudent did not include any of the required components into their project or project is incomplete or not turned in & student did not produce any message that would influence teens to make healthy choices. | 5 pts |
This criterion is linked to a Learning Outcome(3a.) Creative Portion Part 2: Adults of Teens Creative Effort | 5 ptsExcellentThe creative portion showed outstanding creativity & there was obvious thought & exemplary effort from the student to demonstrate key message geared towards the adults of teens.4 ptsGoodThe creative portion showed good creativity & there was deliberate thought & clear effort from the student to demonstrate key message geared towards the adults of teens. 3 ptsFairThe creative portion showed average creativity with some thought & effort put into demonstrating key message geared towards the adults of teens.2 ptsPoorThe creative portion showed very little creativity & student put minor effort into their project.0 ptsUnsatisfactoryThe creative portion was incomplete or not turned in, & student’s lack of creative effort is obvious. | 5 pts |
This criterion is linked to a Learning Outcome(3b.) Creative Portion Part 2: Adults of Teens Relevance & Effective Message | 5 ptsExcellentStudent went above & beyond to include all of the required components into their project & were highly effective in producing a message that would guide adults in supporting their teen.4 ptsGoodStudent included all of the required components into their project & were effective in producing a message that would guide adults in supporting their teen. 3 ptsFairStudent included some of the required components into their project & may or may not have produced a message that would guide adults in supporting their teen.2 ptsPoorStudent included weak or vague reference to the required components in their project & produced a message that would be unlikely to guide adults in supporting their teen.0 ptsUnsatisfactoryStudent did not include any of the required components into their project or project is incomplete or not turned in & student did not produce any message that would be effective in guiding adults to support their teen. | 5 pts |
This criterion is linked to a Learning Outcome(4a.) Explanatory Text: Substantive Relevance and Reasons for Key Messages | 10 ptsExcellentThe Explanatory Text is directly and obviously connected to course materials. Information from the Simpson “Raising Teens” report is specific, relevant, and clearly articulated. Reasons for key messages in the Creative Portion are also specific, relevant, and clearly articulated.8 ptsGoodThe Explanatory Text mostly connected to course materials. Information from the Simpson “Raising Teens” report is mostly specific, relevant, and clear. Reasons for key messages contained in the Creative Portion are present, but these could be clearer. 5 ptsFairThe Explanatory Text is sometimes connected to course materials. Information from the Simpson “Raising Teens” report is sometimes specific and clear, but not always. Reasons for key messages contained in the Creative Portion are sometimes clearly articulated, but not always.2 ptsPoorThe Explanatory Text is rarely or not clearly connected to course materials. Information from the Simpson “Raising Teens” report is not clearly presented. Reasons for key messages contained in the Creative Portion are not clearly articulated.0 ptsUnsatisfactoryThe Explanatory Text seems comprised only of opinion, with no clear connection to any course materials. Information from the Simpson “Raising Teens” report is not included. Reasons for the key messages contained in the Creative Portion are not included. | 10 pts |
This criterion is linked to a Learning Outcome(4b.) Explanatory Text: Source Support | 5 ptsExcellentVarious course material AND the “Raising Teens” report were included 3 or more times within the text & student included a full references list.4 ptsGoodCourse material AND the “Raising Teens” report were included at least 2 times within the text & student included a full references list. 3 ptsFairCourse material or the “Raising Teens” report was included at least one time within the text. Student may or may not have included a references list.2 ptsPoorThere is Weak or vague reference to course material & the “Raising Teens” report. Student rarely or did not include in-text citations or a references list.0 ptsUnsatisfactoryNo reference to course material or “Raising Teens” report is present. Student did not use any in-text citations & does not have a references list included. | 5 pts |
This criterion is linked to a Learning Outcome(4c.) Explanatory Text: Quality of writing | 5 ptsExcellentWriting is clear and concise; grammar and spelling errors are almost non-existent; meaning is very clear.4 ptsGoodWriting is mostly clear; some errors are present in grammar or spelling; meaning is rarely unclear. 3 ptsFairWriting is clear here and there; grammar or spelling errors are distracting; meaning is vague here or there.2 ptsPoorWriting is poorly organized, awkward, or cumbersome; grammar and spelling errors are frequent; meaning is somewhat lost.0 ptsUnsatisfactoryAssignment was incomplete or writing and mechanics are of such poor quality that it is difficult to understand the intended meaning. | 5 pts |
This criterion is linked to a Learning Outcome(4d.) Explanatory Text: APA style Formatting | 5 ptsExcellentAPA-style formatting for in-text citations and references is near-perfect & student clearly included them in appropriate places when necessary.4 ptsGoodAPA-style formatting for in-text citations and references is rarely incorrect & student properly included them where necessary. 3 ptsFairAPA-style formatting for in-text citations and references is sometimes correct & student attempted to include them correctly.2 ptsPoorAPA-style formatting for in-text citations and references is rarely correct & are only sparsely or improperly included.0 ptsUnsatisfactoryAPA-style formatting is non-existent. Any quotes or information used were not cited properly or at all. | 5 pts |
Total Points: 50