This article presents strategies for using two types of essay-writing rubrics in a developmental English class of students transitioning into college-level writing. One checklist rubric is student-facing, designed to serve as a guide for students throughout the writing process and as a self-assessment tool. The other checklist rubric is instructor-facing, designed to serve as an assessment tool for instructors to provide enhanced feedback while streamlining the grading process. Additionally, this article includes some student-centered best practices for integrating the assessment process into the before, during, and after stages of the writing process.