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The well-developed and practiced writing rubrics in the USA benefit both teachers and students. Rubrics, however, are just used to grade assignments by teachers in China and has not drawn enough attention. In order to help construct effective English writing rubrics for teachers and students in China, the author first reviewed theories of process writing approach and rubrics to set up theoretical frames for the research, then conducted a case study of a fifth grade persuasive writing rubric mainly from the aspects of writing process and dimensions for assessment. Finally, features of this rubric were summed up and used to put forward implications for the construction of English writing rubrics in China.

What English Writing Teachers in China can draw from an American writing rubric in perspective of process and assessment?