To succeed beyond the writing classroom, students need creative thinking and adaptable, transferable writing and learning strategies, both of which are emphasized by a classroom approach called “postpedagogy.” Postpedagogy emphasizes experimentation and reflection as integral to composing processes, especially digital composing. One feature of postpedagogical classrooms is writing assignments that require students to make a broader range of rhetorical choices and experiment with new approaches, audiences, mediums, and/or technologies. I offer my “definitional text” assignment as an example of one such writing assignment. Though the experimentation encouraged by postpedagogical approaches may lead to initial failures and frustration, such failure can be made productive via intensive, sustained, and specific reflection on composing and learning processes.

Rooted in a hybrid, themed, first-year writing course titled Please Like Us: Selling with Social Media and drawing on the disciplines of business, marketing, and writing studies, the two sequenced assignments explored here rely upon role-playing and “role-writing” for specific outside professional audiences. A semester-long blog project serves as a jumping off point for a researched, multi-disciplinary social media marketing proposal, providing students with the chance to examine social media in both rhetorical and professional terms. The accompanying article explores these assignments in the context of “authenticity” and with an eye toward not only principles of writing pedagogy, but also the transfer of knowledge and process between academic and professional writing.

In teaching technical writing for nearly 20 years, I have recognized the importance of including writing assignments focused on improving students' clarity and effectiveness at the sentence level. I present a writing assignment for STEM students ranging from freshman to graduate-level. Students first find a published abstract in their discipline and then use readability tools to analyze the abstract's style. They revise the abstract for better readability while maintaining professional tone. This assignment reinforces research skills, audience awareness, and reflection on sentence-level stylistic choices.

A major challenge in teaching is helping students integrate course concepts to understand the big picture of a field and apply those concepts in new situations. To address this challenge in a tutorial course about astrochemistry (taught by graduate students to chemistry undergraduates), we implemented a progressive writing assignment that culminated in a final presentation. In the progressive writing assignment, students chose an astrochemistry topic they found interesting to be the subject of three sequential papers, which became the basis for their presentations. The purpose of this assignment was to gradually introduce chemistry students to research areas in astronomy, which is by nature outside the general chemistry curriculum, while also providing students with regular feedback. Over the course of the assignment, students applied key themes in the course—significance of astrochemistry research, research methods, and chemistry in astronomical environments—separately to their chosen topics before explaining in the final presentation how these different aspects of astrochemistry work together. By incorporating stories and anaologies, rather than just facts, students gave presentations that were accessible to a novice audience. As a result, students explained broader impacts of astrochemistry research, rather than just focusing on results, and they entertained questions with answers that went beyond clarification of the material discussed.

This essay describes a doctoral-level rhetoric and composition writing assignment that aims to help students transition from their identities as students to their identities as scholars. With an emphasis on academic writing as social practice, the assignment asks graduate students to analyze the intellectual moves scholars make in the context of a specific and detailed conversation in any subfield of English Studies. The essay shares the responses of two graduate students, one specializing in children's literature and one in literary and cultural studies, and argues that the process of joining any disciplinary conversation is complex and deserves explicit instruction.

This article introduces the debut issue of Prompt, a multidisciplinary journal focused specifically on collegiate writing assignments. This journal highlights the pedagogical process of crafting writing assignments and offers contextualized reflections on teaching writing in varied disciplines. This essay reflects on the process for developing the journal and offers a brief overview of the five essays and assignments that make up the first issue.

One of the typical challenges facing a mathematics student when writing a proof is the need to understand the interplay of details and broader concepts. I describe a multi-step proof-writing assignment used in a mid-level course for mathematics majors that is designed to help with this challenge by forcing students to incrementally increase their engagement with the various conceptual levels of the material at hand.

While students learn valuable skills by composing multimodal works, these assignments can also help students master traditional writing genres by defamiliarizing some of the "design choices" they make when writing. Requiring students to revise a traditional written essay into a video accomplishes two key goals in both lower level and advanced writing classes. It updates writing curricula to provide students experience with the kind of writing they will do in other classes. Furthermore, reflecting on the revision process enhances student appreciation for the importance of clear prose, careful exposition, and logical organization.