We are excited to publish Issue 8.1, our first as editors of Prompt.During the transitional period, we have been appreciative of the careful and

The Editor's Note for issue 7.2.

This essay describes a project in which graduate students who teach college writing and are enrolled in a composition practicum for first-year graduate student instructors (GSIs) reflect on their own practice of responding to student writing. To complete the project, students first write feedback in response to one of their first-year writing students’ writing projects, then (with student identifiers removed) the GSI annotates or otherwise analyzes their own feedback by answering reflection questions about their approach, what they admire about their written comments, and how they might revise their approach moving forward. This project helps writing instructors engage with assessment as reflective praxis, particularly in first-year writing contexts where instructors—in this case, GSIs—may be new to the practice of responding to student writing.

The editor's note for issue 7.1.

This assignment aims to help nascent scholars break into print and develop scholarly connections between their own areas of interest and the subfield of rhetoric, composition, and writing studies (RC&WS). Drawing on advice from Ballif et al. (2008), students in my graduate seminar write a publication quality book review of a recently published monograph in RC&WS. After a series of priming activities, students engage in a structured peer review that follows guidelines I developed as book review editor at Composition Studies.

The editor's note for issue 6.2.

The editor's note for issue 6.1.

This Instagram “Weekly Writing” assignment is a social-media-based, low-stakes, and longitudinal approach to teaching and experimenting with multimodal composition. Students create an account for the purposes of the class and follow each other. They post three times per week, sometimes freely and sometimes in response to a prompt or challenge. Together, we use the platform and its rich multimodal resources to consider how in-the-moment multimodal composing can spur invention, place the writer in the perpetual position of noticing, and create an archive of experience that holistically communicates beyond the author’s original intention. This article discusses the pedagogical rationale for this approach, along with the issues to consider before adopting and adapting this practice.

Writing and Responding to Trauma in a Time of Pandemic is a public writing course that was developed in response to an institutional call for a Public Pandemic Teaching Initiative in Summer 2020, which asked faculty to consider how this moment of radical disruption might inform our teaching and deepen our understanding of the relationship between writing, resilience, and response. The course provides a set of complementary, public-facing modules that offer teachers, community partners, and writers the tools to both write about and respond to writing about trauma. The resources, writing prompts, and activities draw from activities we have used in our undergraduate and graduate writing classrooms as well as our interdisciplinary research interests. Together, they support participants in addressing trauma from three perspectives: composing personal healing narratives; framing their personal inquiries within a larger research context; and positioning themselves within the larger community response to the COVID-19 pandemic. Public writing courses, such as Writing and Responding to Trauma in a Time of Pandemic, demonstrate how interdisciplinary collaboration and accessible platforms can provide meaningful institutional responses during times of public health crises.

The editor's note for issue 5.2.

The editor's note for issue 5.1.

Introductory essay to special issue from Guest Editors Ann E. Green, Wiley Davi, and Editorial Assistant Olivia Giannetta.

The editor's note for Prompt 4.2.

Authors in issue 4.1 of *Prompt* share a notably diverse group of writing assignments from various disciplines.

Authors in issue 3.2 of _Prompt_ share writing assignments developed for engineering, math, and English courses.

Authors in issue 3.1 of *Prompt* present ideas for teaching proof writing in math, examining scholarly writing in the classroom, and reinvigorating approaches to teaching professional writing genres.

I am delighted to share issue 2.2 of Prompt with you. Themes of genre, the value of failure, and the importance of student engagement drive this issue.

The editor's introduction to this issue of Prompt.

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.