WHOUY SZE KUINALTH
"Teaching Our Many Grandchildren"

SUMMERBRIDGE WRITING RUBRIC		NAME OF TEACHER:______________________________________ NAME OF STUDENT:_____________________________________ DATE:_____________________________________ DIMENSION SCORES: A:____ B:____ C:____ D: ____ E:____ TOTAL:______
Dimensions	A:WORKMANSHIP	B: MECHANICS	C: STYLE	D: ORGANIZATION	E: CONTENT
COMPONENTS IN SCORING CONSIDER	*Presentation (timeliness, neatness, legibility, format) *Completeness (all components, appropriate length)	*Capitalization & punctuation *Spelling *Grammar (parts of speech, verb tenses, complete sentences)	*Vocabulary & word choice *Awareness of audience & task *Sentence structure *Presence of narrative voice	*Overall structure (clear order & development, introduction & conclusion) *Thesis topic sentences *Transitions	*Ideas argument (persuasiveness, originality, accuracy) *Support (use of evidence, examples, details)
6	Exemplary presentation & completeness; assignment goes beyond what is expected.	Exemplary use of capitalization & punctuation. All words spelled correctly. Exemplary application of grammar.	Highly effective use of vivid vocabulary & active word choice. Compelling awareness of audience & task. Highly varied sentence structure. Evidence of narrative voice.	Exemplary overall structure, carefully organized from beginning to end. Consistently lucid & identifiable thesis topic sentences. Consistently clear, effective transitions.	Argument is complex & highly persuasive; ideas are highly original. Support is consistently convincing, rich & interesting.
5	Highly commendable presentation & completeness, meets all set expectations.	Highly commendable use of capitalization & punctuation. Almost all words spelled correctly. Highly commendable application of grammar.	Consistently effective use of broad vocabulary & accurate word choice. Clear awareness of audience & task. Consistently varied sentence structure. Attempts at narrative voice.	Highly commendable overall structure, clearly organized from beginning to end. Consistently clear thesis topic sentences. Generally clear, effective transitions.	Argument is persuasive; generally original ideas. Support is very strong, but may lack a high degree of richness.
4	Commendable presentation & completeness, meets most set expectations.	Commendable use of capitalization & punctuation. Most words spelled correctly. Commendable application of grammar.	Generally effective use of varied vocabulary & mostly accurate word choice. General awareness of audience & task. Generally varied sentence structure. Attempts at narrative voice.	Commendable overall structure, organized but may have minor lapses in order or structure. Generally clears thesis topic sentences. Frequent use of transitions.	Argument is generally persuasive; ideas are strong, but not necessarily original. Support is strong & generally reinforces the focus.
3	Adequate presentation & completeness; meets some expectations.	Many capitalization & punctuation errors. Many words spelled incorrectly. Many grammatical errors.	Adequate use of basic vocabulary & sometimes imprecise word choice. Basic awareness of audience & task. Some sentence variation.	Adequate overall structure, evidence of basic organizational structure. Sometimes unclear thesis topic sentences. Occasional use of transitions.	Argument is somewhat persuasive; ideas are rather predictable. Support is adequate but misses some detail.
2	Inadequate presentation & completeness, meets minimal expectations.	Significant number of capitalization & punctuation errors. Significant number of words spelled incorrectly. Significant number of grammatical errors.	Undeveloped narrative voice. Limited vocabulary & often incorrect word choice. Limited awareness of audience & task. Minimal sentence variation. Undeveloped narrative voice.	Inadequate overall structure, unfocused & difficult to follow. Limited use of thesis topic sentences. Rare use of transitions.	Argument is not very persuasive; ideas are faulty. Support is insufficient.
1	Extremely poor presentation & completeness, does not meet any expectations.	Riddled with capitalization & punctuation errors. Extreme difficulties with spelling & grammar significantly impeded comprehension.	Inadequate vocabulary & incorrect word choice. No awareness of audience & task. No sentence variation. Undeveloped narrative voice.	Lack of structure, impediment to basic comprehension. No thesis topic sentences. No transitions.	Absence of argument or relevant ideas. No evidence of support.

NAME OF STUDENT:_____________________________________ DATE:_____________________________________ HYPOTHESIS/PROJECT DESCRIPTION:	EXPERIMENT/ PROJECT RUBRIC
DESCRIPTION	VALUE
Exemplary performance on both the experiment/project and written evaluation. Detailed and careful attention given to data gathering, both scientific and cultural. The conclusion demonstrates appropriate justification, insightful reasoning, and excellent critical thinking skills. Conclusion can be supported by both scientific and cultural data.	5
Experiment/project and written requirements completed correctly. Attention given to the steps given by teacher and knowledge from Elder. Able to support conclusion with appropriate data.	4
Experiment/project complete but conclusion is not based upon scientific/cultural data.	3
Experiment/project completed incorrectly.	2
Experiment incomplete.	1
No attempt made.	0

	Dedication MSTC Mission Statement Introduction Prelude In A Sacred Manner, by Wilson Justin Learn & Serve Focus Groups
	ELDERS DENAEY (PEOPLE) Interview of Elders Clans of Chistochina & Mentasta Why Are We Here? Who We Are		NANINEH (LAND) Our Way of Life Mapping the Village What A Waste Raw Materials Our Natural Resources Weather/Climate
	TUU (WATER) Water, Water Our Watershed		C'AAN (FOOD) Where Does Our Food Come From? Gathering, Traditions and Nutrition of our Food Keeping Ourselves Healthy A Student Led Health Fair
	Assessment & Performance Evaluation Rubrics Learn & Serve Program Sources, Resources Thank You

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