ABSTRACT
In this chapter, two English teachers discuss the limitations of standardized writing rubrics to teach writing against the importance of student voice in promoting active learning and to be good writers. It is argued that student voice, though elusive and rarely discussed in class, can potentially produce better writing, and more importantly, has far-reaching potential to promote deeper learning. Such shifts are made in classroom conversations and practices that invite students to co-own the creation of the Formative Writing Rubrics, and set students on a journey to think of themselves as writers and not just as students who write. Revisions of the Formative Writing Rubrics to such effect are shared, as well as reflections as teachers of English Language who teach writing.
