INHE 2001 Week 8 Materials Draft Example

Fundamentals of Health Education and Behavior Walden University Free custom sample in 24 to 48h

This INHE 2001 Week 8 materials draft example is the second version of a one-sheet card for a hospital dilution station, written at the reader's level rather than the writer's. Its target is about a fifth-grade reading level with one instruction to a line, and the finished card measures near fourth grade across six short lines, from putting on goggles before opening a jug to rinsing at the eyewash for 15 minutes. Walden INHE 2001 expects handouts to be written twice, so the page records everything removed from the tenth-grade first draft and why, plus the one line added. A read-back test with two crew members, one in English and one in Spanish, comes before printing. Plain language reached by decisions, not by luck, is what the BS in Integrative Health asks of every handout.

CourseINHE 2001 Fundamentals of Health Education and Behavior
WeekWeek 8
Paper typeMaterials draft
LengthAbout 540 words, 4 pages
FormatAPA 7 student paper
SchoolWalden University
ProgramBS in Integrative Health
UpdatedOctober 2026

Free sample paper for INHE 2001 Week 8

1

The Second Version, Written at the Reader's Level: A One-Sheet Card for the Dilution Station, With a Readability Target and a Record of What Came Out

Student Name

Walden University

INHE 2001: Fundamentals of Health Education and Behavior

Instructor Name

Month Day, Year

What this page is doingCalling this the second version in the title makes the record of cuts part of the assignment, not an afterthought.
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The Second Version, Written at the Reader's Level: A One-Sheet Card for the Dilution Station, With a Readability Target and a Record of What Came Out

The Target

The card will hang at each dilution station, in English with a Spanish version beside it, and will be read by a housekeeper wearing gloves, often in a hurry. The readability target is about a fifth-grade level on the Flesch-Kincaid scale, with one instruction to a line and the most important action first. Health literacy guidance recommends short sentences, active verbs and the main message at the top for materials meant to change behavior (Centers for Disease Control and Prevention [CDC], 2019), and a large share of U.S. adults have limited health literacy skills (Kutner et al., 2006), so a low target helps every reader rather than a few.

What this page is doingStating the readability target before showing the card lets the reader judge the result against it.
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The Card, Version 2

Title line: Eyes First at This Station

Line 1: Put on goggles before you open a jug.

Line 2: Put on goggles before you fix a jam.

Line 3: Fill bottles from the dispenser only.

Line 4: Dispenser slow? Call 4410. Use the next floor's station.

Line 5: Splash in your eye? Rinse at the eyewash for 15 minutes. Then call 4410.

Line 6: No goggles here? Use the pair on your cart.

The card measures at about a fourth-grade level, with an average of six words per line. Each line starts with the action or the trigger, never with a reason.

What Came Out of the First Draft

The first version was written at my own reading level and measured around the tenth grade. Getting to the second version meant removing or changing these items.

The opening paragraph explaining that concentrated disinfectants can cause serious eye damage came out. The needs assessment found most of the crew already knows a splash can hurt, and the theory work showed barriers, not beliefs, drive the behavior.

"Personal protective equipment" became "goggles." The longer phrase is how training documents talk; nobody on the crew says it.

"Ensure the dispenser is functioning properly prior to filling" became "Fill bottles from the dispenser only," with a separate line for what to do when it is slow. The original asked the reader to judge the machine; the new line gives them an action.

The list of three chemical product names came out. Product names change when the hospital changes suppliers, and the rule is the same for all of them.

The sentence citing the federal hazard communication standard came out. It belongs in training records, not on a card read in five seconds.

What this page is doingListing each cut with its reason shows the reading level was reached by decisions, not by shortening at random.
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The Eyewash Line

One line was added, not cut. The first draft did not say what to do after a splash. The rinse time on the card, 15 minutes, follows standard first-aid guidance for chemical eye exposure (National Institute for Occupational Safety and Health [NIOSH], 2013). It is the only line about what to do after something goes wrong, and it is placed fifth so prevention stays first.

What this page is doingExplaining the one addition, not only the cuts, shows the revision was about the reader's needs.
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Testing Before Printing

Two crew members, one reading in English and one in Spanish, will read the draft at the station with gloves on and say back what each line asks. Any line either cannot repeat gets rewritten before the card is laminated.

References

Centers for Disease Control and Prevention. (2019). The CDC clear communication index: A tool for developing and assessing CDC public communication products. https://www.cdc.gov/ccindex/

Kutner, M., Greenberg, E., Jin, Y., & Paulsen, C. (2006). The health literacy of America's adults: Results from the 2003 National Assessment of Adult Literacy (NCES 2006-483). National Center for Education Statistics. https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2006483

National Institute for Occupational Safety and Health. (2013). Eye safety. Centers for Disease Control and Prevention. https://www.cdc.gov/niosh/topics/eye/

What the INHE 2001 Week 8 instructions ask for

Materials assignments ask students to create a handout, poster or card for their program and explain how it suits the audience. Prompts often require a readability target, plain-language principles and some evidence of revision. Many ask students to describe how the material will be tested. Instructors look closely at whether the material matches the audience analysis. Drafts written at the student's own reading level, or long handouts that try to cover everything, usually lose credit, as do materials that have never been read by anyone in the intended audience. Some prompts ask students to report a readability score from a named formula and to show the material before and after revision.

Inside the INHE 2001 Week 8 example

The draft opens by describing the reader and the setting, stating the readability target and citing plain-language guidance and a national literacy figure. The card appears line by line, followed by its measured reading level and average line length. A section lists each item removed from the first draft with a reason: the opening paragraph, jargon, a judgment the reader could not make, product names and a legal citation. A section explains the eyewash line that was added. A final section describes the read-back test with gloves on. Each removed item is given its own short paragraph with the reason it came out, so a reader can follow the revision step by step. The Spanish version sits beside the English one on the same card.

INHE 2001 Week 8 rubric: what earns full marks

Instructors generally reward a material that fits its reader. Meeting a stated readability target earns a large share, and one instruction per line shows the target was applied. The record of cuts is often where top marks are earned, because it shows the reading level came from decisions. Explaining an addition as well as the cuts shows attention to what the reader needs. A plan to test with the audience before printing is credited. Correct citations to plain-language and literacy sources, plus a federal source for first aid, complete the grade. Placing both language versions side by side, instead of on separate cards, is a practical choice instructors tend to notice.

INHE 2001 Week 8 help: mistakes that cost marks

Write your first draft freely, then measure its reading level. Rewrite one instruction per line, starting each with the action. Remove anything the reader already knows, any jargon and any reason that delays the action. Keep a list of what you removed and why. Add anything the reader would need in an emergency. Then have someone from the audience read it back to you. If your material keeps measuring above the eighth grade, we can revise a sample version for your audience. Keep your first draft so you can show what changed and why. Test the card in the exact place and conditions where it will be read.

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INHE 2001 Week 8 questions, answered

Where can I find a free INHE 2001 Week 8 sample paper?

Here you will find the second-draft station card and the record of everything cut from draft one.

What reading level does the card target?

About fifth grade, and it measures near fourth grade.

What came out of the first draft?

An explanation of eye damage, jargon, product names and a legal citation.

What was added?

A line on rinsing at the eyewash for 15 minutes after a splash.

How will the card be tested?

Two crew members will read it at the station with gloves on and say back each line.