This essay presents two case studies of assignments that are redesigned into genre-based writing prompts. The authors describe institutional and programmatic changes including the elimination of all non-credit bearing basic writing courses in favor of an ALP model and explain how these changes, coupled with an increasing focus on adult learners at our university, create an exigence for the work detailed in the case studies. They ground their discussion in scholarship focused on Rhetorical Genre Studies (RGS) and multi-genre assignment design. While the authors ultimately believe that the redesigned assignments presented in case studies are applicable and appealing to many students, they draw from principles of the andragogical model to make an argument for why genre-based assignments are especially relevant to and useful for adult learners who are basic writers.