This hands-on presentation takes the concepts of reflective writing and metacognition (traditionally practiced more in the collegiate realm) and brings them down to the level of the middle/high school student by forcing students to reflect on their writing using the rubric itself. In essence, this activity challenges the idea of a rubric, and asks of the teacher, “If a student isn’t going to look at the rubric or reflect on it in a meaningful way, then why fill it out for the student at all?” We’ll begin by deconstructing problematic areas with rubrics. Then, we’ll analyze what teachers can do better with rubrics from a metacognitive standpoint. Finally, we’ll move on to how we can bolster student writing achievement by making the rubric INTO a student activity, rather than letting it die after we pass it back graded to the student. Please bring a computer and a writing activity that you’ve used a rubric with in the past. This activity works best for humanities content areas (ELA, social studies, religion), but all are welcome.