It seems that most teachers are completely in favor of rubrics or completely against, there is not much middle ground. In her article, "In Defensive of Rubrics," Vicky Spandel passionately argues for the use of thoughtfully ceated rubrics. 

Creating rubrics helps teach us how to think, whether we are teachers or students. "Instructionally useful rubrics are created by readers who think reflectively about how to make their own and others' writing better" (Spandel, 2006, p. 19). Spandel believes that it is valuable to include students in the process whenever possible as it helps strengthen the reading and writing process. 

When students help design their own rubrics, they are able to view their writing differently. Spandel (2006) argues that rubrics become "less as rigid requirements and more as writing guides" (p. 20). This can help students become more independent in their writing and more purposeful in their revisions because they have a direction. 

Rubrics can give students a direction when writing and revising. Spandel (2006) states that it is an "issue of fairness," (p. 20) especially for struggling readers. Spandel compared a good rubric to directions to a dinner party. One would not just tell guests "good luck" and whoever gets there gets to partake in the feast and too bad if you can't find it. Just as good directions are explicit and might offer "if you see____, you've gone too far," a good rubric should accompany examples of good writing as well as potential problems.