This graduate level assignment requires students analyze rhetorical artifacts through an African American epistemology of rhetorical knowledge. The expectations of the assignment built on the concepts of Kemetic-rooted (Ancient Egyptian) rhetorical traditions that are common to the U.S.’s Black communities. The objective of the assignment was for learners demonstrate foundational declarative and procedural knowledge of the practices and frameworks within an African-American rhetorical tradition that would help them expand their understanding of rhetorical aims throughout the course and beyond. This assignment expanded the perception of the relationship between rhetoric, society, culture, and community both historically and contemporarily. For some students, working with a different rhetorical mindset allowed them to theorize about rhetorical communication in ways they feel they had not been able to articulate in previous courses or contexts.

The reflective essay introduces the culminating project from a specific iteration of Perspectives on the Humanities, the second universally required composition course at NYU Shanghai. For this project, students investigate a self-selected term of sociocultural significance that defies smooth migration across linguistic boundaries, especially between English and Chinese. Students can convey their research and insights through one of three genres: a “traditional” argumentative essay, an extended note, or a historical narrative. Inspired in part by Raymond Williams, this assignment aims to enhance students' rhetorical, linguistic, and cultural awareness by navigating the complexities of language and genre in a globalized context.

This essay introduces a circulation analysis assignment, blending together insights from multimodal composition, remix/assemblage pedagogy, and circulation studies to encourage writing transfer. The assignment asks students to document the origins and evolution of a cultural meme (as coined by evolutionary biologist Richard Dawkins) as it is adapted for different rhetorical situations, modeled for students in the titular documentary film Feels Good Man. By completing this analysis, presenting it in multimodal contexts, and reflecting upon how they adapted that presentation for their audience, students begin to develop the metacognitive, cross-contextual thinking necessary for successful writing transfer.

This assignment, developed for a fall 2023 section of an upper-division undergraduate editing course, asks students to perform a comprehensive edit of a ChatGPT-generated text. The highest stated priorities for the assigned edit were factual accuracy, rhetorical appropriateness, and completeness in relation to user need. Overall, the project successfully developed and assessed the desired learning outcomes, and served as an introduction to generative AI for students whose experience with it was limited.

This article details a collaborative editing assignment that asks students to analyze and assess editorial contributions made to Wikipedia. This project not only provides students an opportunity to apply their understanding of grammar and style concepts to real-world editing situations, it also calls students' attention to the underlying ideological biases and rhetorical impact of subtle language choices used in specific Wikipedia articles. In explaining the rationale behind this assignment and discussing several student samples, this article demonstrates how designing writing assignments around the collaborative, multi-authored nature of Wikipedia can highlight the influence of cultural circumstances on both sentence-level stylistic choices and broader developmental editorial practices.

This assignment, designed for a graduate certificate program in rhetoric and composition, asks students to create a writing prompt for an audience of their choice and to accompany it with a reflective letter written to a stakeholder of their choice. To prepare, students first read scholarship on college writing assignments: what kinds students perceive as meaningful, what kinds are most typical, and what kinds are encouraged in a writing-across-the-curriculum approach. They then consider what elements of this research they can bring into their own context, both in terms of teaching (via the prompt) and in terms of sharing their learning with a relevant stakeholder (via the reflective letter, usually written to an administrator, a colleague, or a student). By allowing students to expressly connect course content to their own contexts in two genres, this assignment enacts features of the scholarship students read. While personalizing learning is valuable in any context, it is especially so in a graduate certificate program, because this increasingly common site of instruction serves students with diverse educational and professional histories and future goals.

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.

Learning management systems (LMSs) are a common software many higher education institutions rely on to facilitate online, hybrid, and web-enhanced courses. However, while our students use the LMS for online learning, less often do they study the LMS as a cultural artifact that shapes how learning happens. This assignment prepares first-year writing students to disrupt the perceived neutrality of LMSs. Students study the LMS and grapple with issues related to technology, power dynamics, audience, and purpose that are foundational to their reading and writing of other texts. Before engaging in this project, students practice conducting rhetorical analysis and inquiry research that prepare them for the kinds of thinking and questioning required for the final LMS project. The final project for the course is a three-part LMS project that culminates in a digital presentation.

This article introduces a flexible and adaptable Map Composition assignment to promote cartographic literacy. With applications to composition and writing across the curriculum, this assignment promotes students’ awareness of the rhetorical nature of maps, which is important as maps inform and influence public discourse on wide-ranging issues. Student work shows how composing a map can lead them toward improved rhetorical awareness, cartographic literacy, and engagement with place-based civic issues. The article acknowledges limitations of teaching maps in writing classes and concludes with discussion of how this assignment can be adapted to a range of courses to promote cartographic literacy in support of broader literacies and civic engagement.

Social justice goals are usually sought in civic or community settings in which stakeholders represent competing frameworks about what is just, good, and true. Modeling for students a way to identify these competing frameworks, and then intervene in deliberations to achieve just ends, is the focus of our assignment sequence. We examine civic deliberations over removing racist public symbols in this assignment for first-year students enrolled in linked rhetoric and philosophy courses. We read broadly in theories of public memory and civic identity, examine in depth one community’s deliberation, and reflect on public symbols in our home communities. The final joint assignment asks students to identify the principles that should guide deliberations about contested public symbols. We found that the assemblage of ideas that the students select from these pre-drafting activities shapes what they think is possible in the work of social justice; in other words, their own standpoint enables and limits what they see in the assemblage of ideas, sometimes limiting the arc of social justice insights and solutions, and sometimes unleashing it. For this reason, reflective writing is a necessary entwined process, one that can develop better awareness of how students’ epistemic norms shape their ability to imagine social justice ends. To most fully realize social justice knowledge, students must not stay bound within the contours of particular deliberations, or inward reflection. Instead, assignments must enlarge the context, asking students to make bigger inquiries into history, context, and relations of domination.

Storytelling is a practice which is critical for the communication of lived experience, the development of empathy, and for the creation of a rich sense of collective being. While essential, it is also deeply complex and fragile—wrought with potential for marginalizing and stereotype-confirming rhetoric. In community-based learning, and throughout the field of Poverty and Human Capability Studies, storytelling is often employed in the context of reflective practice. Understanding student reflection as a pivotal opportunity for the exploration of more equitable storytelling resulted in the development of an assignment which employs a metacognitive approach to student learning. This prompts students to call to the center their more difficult experiences and assumptions, as well as the social and political structures impacting the ways they understand these encounters. Expanding on foundational literature on reflective practice in service and community-based learning, this assignment points to a need for the addition of metacognitive practice as a widely implemented tool for exploring inequality and bias in narrative reflections. The assignment resulting from integrating metacognitive reflective work produced student writing that was increasingly rich, complex, and appropriately self-critical of their narrative approaches.

This makerspace-based assignment is designed to cultivate students' literate agency and their awareness of semiotic resources in two-year college contexts. The maker movement in education has been predominantly studied in business, science, and engineering fields and in four-year colleges. Networking translingual and transmodal scholarship and the maker movement, I devised a makerspace-based writing assignment as a scaffolding project to support students' analysis on their digital practices in the corequisite developmental writing courses and the composition courses in a community college. Although students' responses varied, I argue that this assignment can benefit two-year college students and offer social implications in multiple ways: it can promote students' access to the emerging trend of the maker movement and DIY fabrication culture; it encourages students to employ their multilingual and multimodal resources with an awareness of their changing literate ecologies; it can help them build their literate agency and transfer the maker mindset to other rhetorical environments such as their workplace or discipline-specific writing situations.

This article describes a technical writing assignment that requires students to use Minecraft to design and document interactive learning environments. In this project, students balance a critical awareness of this game's technical features with a rhetorical understanding of how those features impact the audience’s experiences and actions. This article demonstrates how video game-based writing projects can help students understand the role of an audience's agency in technical communication.

This article describes a major assignment in an undergraduate editing course in the Writing and Rhetoric major at St. Edward’s University. The DEE-CR (Describe, Evaluate, Edit, Communicate, Reflect) project assignment is an individual assignment that asks students to find a particular non-fiction text that would benefit from the attention of an adept editor, to describe and contextualize it, to evaluate it, to edit it, to practice communicating edits to an author, and finally to reflect on lessons learned. I will describe the assignment’s design and purposes, reflect on some outcomes and challenges, and close by offering advice to readers of Prompt who might consider adapting the assignment for their courses.

This article describes and reflects on a collaborative, in-class activity that asks students in a business writing course to analyze the intersection of language, values, and social justice through a rhetorical analysis of corporate mission statements. The activity looks at how mission statements, as a genre, work to construct an ethos of civic engagement targeting a specific audience. Students reflect on values embedded in mission statements and compare these values with corporate action. Students then work in groups to create their own mission statements that direct their research and teamwork for their other, collaborative course projects. I offer this activity focused on mission statements as a concrete way to discuss social justice, values, and civic engagement in a business writing course; specifically, students explore how language impacts social justice and structural (in)equality.

While online learning and community engagement are not necessarily adversarial, this article explores the tensions between the two and how an online rhetoric course adapted place-based pedagogy to explore the idea of belonging. The assignment described here leverages online learning while sponsoring community engagement. The assignment invites students to learn about and participate in social justice action that, while accomplished virtually by way of Web 2.0 technologies and spaces, still connects students to the places that are significant to them. Such an approach is inherently invested in place-based pedagogy that frames social justice as abstract and complex issues that not only affect nation-states, but that also have tangible implications for privileged and marginalized groups in local communities (Flynn et al., 2010).

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.

The following collaborative project is designed to encourage students to investigate how rhetoric functions in everyday locations. Specifically, this assignment prompts students to document, analyze, and present the physical design and makeup of "privately owned public spaces" (POPS), a unique categorization of community spaces that is promoted as simultaneously private and public. The benefits of completing this assignment are multifaceted: students are given the opportunity to experience learning beyond the confines of the classroom, and students are able to practice rhetorical analysis on physical locations, thereby learning how rhetoric functions beyond written or verbal discourse and attuning them to the social contexts of public spaces.

In this assignment, students create a podcast episode in which they make an argument on a topic in current events. Through this process, students develop traditional rhetorical skills such as awareness of audience, formulation of a thesis, and inclusion of compelling evidence, in a new context that allows them room for creativity and for approaching these techniques from a different angle. Accustomed to composing analysis essays and research papers on a computer screen, students who create an argument in the aural medium must consider the best way to grab and hold the listener's attention so that the listener's mind does not wander, and to convey information clearly and concisely so that the listener never needs to rewind. Additionally, students become familiar with audio editing software and other aspects of digital composition, and they explore a medium that may feel like a refuge in today's screen-saturated world.

This essay describes a project that introduces undergraduate students in a technical and professional writing course to rhetorical genre studies, context, and ethics. In this project, students (1) study examples of meeting minutes and consider their functions within specific contexts, (2) take meeting minutes of a class session, and (3) analyze their minutes to abstract larger lessons on the rhetorical, epistemological, and ethical work of technical and professional writing. This project brings students' attention to the complex decision-making processes writers face as they seek to produce useful, ethical, recognizable professional documents.

Teaching rhetorical flexibility within a nonprofit environment to professionally-oriented students can be challenging because the seemingly transactional genres of nonprofit communication, such as grant applications, do not appear to invite improvisation. This genre analysis assignment from a Writing for Nonprofits course asks students to reflect on the intersections of their own values as emerging communications professionals and the rhetorical choices they made while writing in a nonprofit genre of their choice. To complete the assignment described here, students created a "personal code" that describes their professional values and used the code to write a genre analysis that examines the rhetorical choices made in a nonprofit genre. This "reflective genre analysis" allows students to recognize their own agency in the negotiation of genre and reinforces the idea that professional behavior is rhetorical and situational.

This assignment demonstrates how writing instructors can cultivate students' mētis, a flexible and adaptive way of thinking, by requiring participation in naturalistic rhetorical situations that arise outside the classroom. The assignment, developed for an undergraduate, mixed-major professional writing course, asks students to pursue external professional opportunities. The affordances of naturalistic situations and the requirements of the assignment work together, enabling students to develop three key features of mētis: vigilance, tricks, and multiplicity. Exercising mētis improves students' chances of success when they pursue opportunities in competitive industries.

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.

“The Selfie Project” is the final assignment in an upper-level undergraduate course on writing with digital and social media. The assignment intends to increase students' awareness of their everyday practices by asking them to critically analyze the act of taking pictures of themselves. Selfies have become an integral part of students' daily lives. For example, students post selfies on social media, they take selfies at parties and on vacation, and they use them to connect with their communities. Though they might seem inconsequential, selfies are rhetorically rich sites of character presentation in the world of social media: practicing their composition offers students a novel way to enhance understanding of character presentation in social media. With this assignment, students successfully brainstorm, compose, and revise rhetorical content in a genre they are already culturally familiar with.

The intention of this assignment is to use stories of refugee experience to cultivate a global perspective in the classroom. The final project of an intermediate college writing course (sophomore and junior level), this assignment asked students to research a topic related to refugee resettlement, apply ideas from course readings to that topic, and reflect on their own perspectives as readers and writers. This writing took the form of a textual analysis essay that combined primary and secondary sources grounded in library research. An emphasis on close-reading and rhetorical analysis provided students with strategies for moving between different modes of literacy (i.e. storytelling, theory, and reflection). The assignment was scaffolded throughout the semester by diverse readings that included memoir, journalist accounts, and scholarship in refugee studies. Although cultivating a global perspective with students was a central learning outcome of this assignment, the term proved difficult to define. This essay discusses how working with student writing provided some clarity on what a global perspective can mean.

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.

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.

The policy brief assignment in my capstone course in professional writing was designed as a community-engaged project in partnership with a nonprofit organization whose mission is to grow Reading, Pennsylvania's economy. The assignment was intended to do real work in the world: the nonprofit's director, a city council member, and an outreach manager for the city of Reading plan to use the policy briefs to convince Reading's City Council to adopt the recommended policies to enhance citizen participation and representation in local governance and to address deficiencies identified through the STAR Community Rating System(r) (STAR), the nation's leading sustainability framework and certification program (STAR 2016). I welcomed the collaboration and designed the assignment with the goal that students would experience what writing faculty always tell them: fundamental concepts in composition and rhetoric/writing studies are operational in the workplace, and understanding writing and communication rhetorically opens up possibilities for them to enter diverse and unfamiliar writing contexts. Students successfully researched, synthesized, organized, and clearly communicated information in a content area and genre new to them. They presented their policy briefs in written and electronic form to the community partners and explained their work in oral presentations. It was an exciting, nerve-wracking, and challenging endeavor, and, as I will describe, the periods of dissonance led to the best learning experiences--for students and for me.