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best to the worst. Later, Andrade (1997) claimed that rubrics had become a prevalent assessment  tool  to  evaluate  students’  performance  in  K-12  classroom  and  universities.  The  statements  of Asmus  (1999)  and  Arter  &  Mc Tigh  (2000)  (1999)  about  rubrics  were  similar  to  Andrade’s  definition. Asmus  defined  rubrics  as  assessment  tool  to  analyze  the  process  and  students’  performance  in  learning. Arter  &  Mc Tigh  pointed  out  that  rubric  included  a  set  of  detailed  assessment  standards  and  specific descriptions of learners’ performance. In 2001, Craig A Mertler put forward his views on rubrics. He stated that  rubric  was  rating  scales  which  consisted  of  specific  pre-established  criteria  in  assessing  students’ performance.  In  addition,  he  differentiated  rubrics  form  other  assessment  tools,  such  as  checklists  and rating scales. And meanwhile, he pointed out the scoring guide role of rubric.  
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2.2 Researches on Writing Rubrics Abroad and at Home
A large amount of researches have been conducted in the field of English writing, which is one of the most difficult parts in language learning. Studies of ESL writing could be dated back to half a century ago when  it  just  was  a  branch  of  other  subjects,  for  example,  applied  linguistics.  Some  theories  have  been formed  for  ESL  writing,  such  as  its  theoretical  system  (Rhetorical  theory),  its  own  object  of  study  (L2 writing),  its  own  study  approach  (text  analysis),  and  study  team  (teachers  and  experts  on  L2  writing).  It gradually developed into an independent discipline with definite scope (Kroll 2003). Many researchers and educators in domestic have done a large number of studies on English writing. Since 1980s, more and more researchers  have  done  studies  in  many  fields  of  English  writing,  such  as  the  current  situation  of  English writing  instruction  at  home,  the  factors  influencing  students’  English  writing  abilities,  and  teaching approaches  and  assessment  of  English  writing.  Since  this  study  focuses  on  the  writing  assessment,  the author only discusses the literatures about writing assessment.  In this part, the author reviews on English writing rubrics abroad and at home.  
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Chapter Three Theoretical Framework ......... 19 
3.1 Vygotsky’s Zone of Proximal Development Theory ........... 19 
3.2 Schmidt’s Noticing Hypothesis ............. 20 
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