The Field Guide to Lost Futures is a collaborative digital humanities assignment created for an upper-year English and cultural studies seminar. The course engaged with the expansive and complex topic of the Anthropocene, from a humanities and specifically cultural studies perspective. To focus student’s engagements with the many catastrophes associated with the Anthropocene, the assignment asked them to profile a single, concrete example of loss related to ongoing environmental crises in a brief contribution to the Field Guide website. Designed with the isolation and dispersal of students due to COVID-19 virtual learning, the Field Guide assignment brought students together in a collective project without the pressures of group work. The assignment was organized as a portfolio of four low-stakes activities that led to the final Field Guide entry. The scaffolded design and experiential nature of the assignment emphasized the multi-stage nature of writing and revision, as well as editorial considerations unique to writing for an online audience.

This essay reflects on a three-part assignment in which students plan, design, and reflect on a text-based videogame. Created originally for a composition course focused on rhetoric and videogames, the assignment lends itself to teaching about the writing process, especially invention and revision, teaching procedural rhetorics, and teaching technical communication concepts such as iterative design and usability. This essay is coauthored by the instructor with two students who took the course in different semesters, highlighting the collaborative nature of even solo-authored game design, as well as how making games can help students take up rhetorical concerns in other genres.

This client project is a culminating assignment in an upper-level professional writing course designed to help students understand the nature of audience-based writing in an unfamiliar writing context. The specific task is for students to revise a substantial section of the university *Faculty Policies and Procedures Manual*. Students researched their audience, analyzed samples of university manuals at other higher education institutions, exercised document design strategies, and practiced syntax revision during the project, ultimately presenting a sample of their work to faculty for feedback. Employing design workshop strategies, this assignment requires students to interview faculty in order to understand multiple users' experiences of the university Faculty Policies and Procedures Manual. In addition, an essential component for student learning in this course is reflection. This reflection is centered on the rhetorical situation of using and revising genres (Devitt, 2009) in the context of a professional environment (Clark, 2005; Kain & Wardle, 2005) in order that students avoid perceiving the class as a march through memos, reports, and emails as static formats (Miller, 1984). This project engages students independently, as they are responsible for their own revisions of 30 pages, while class time is used collaboratively on learning new ways of viewing the document's potential and the genre's function.

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.

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.