This chapter outlines an approach to using rubrics in a feedforward process using dialogue between teachers and students that takes place before students hand in their assignments. As such, it aims to complement existing research demonstrating the value of rubrics for feedback and for understanding subject content and assignments. After reviewing some key work on the use of rubrics, the chapter outlines theory around three areas; the importance of context to rubric terminology; the nature of dialogue; the specificity of language to individual assignments to a degree that resists any universal or future transfer to other assignments. The chapter then provides three examples of potential questions to focus dialogue using rubrics to help students understand what is expected of them in their assignments. The approach is then discussed, specifically in terms of the conditions that can facilitate it, and suggestions made for how others could use it.