For Instructors:

• Authenticity and Persona in Social Media Assignment – Through this activity, students will learn to identify and interpret writing “personas,” personal and business, as well as consider goals and purposes in online writing. The activity requires first an in-class, large-group discussion and, second, individual writing and reflection.
• Contextualizing Figures and Visual Data Exercise — This exercise asks students to consider how tables, charts, figures, and graphs (and the data/information expressed therein) can be communicated and contextualized based on shifting audiences and goals.
• Reflection Prompt: Emotion and Writing Process – This brief reflective writing prompt asks first-year students to consider how their emotions affect their writing process.
• Social Media Analysis Assignment – This activity, which can be used as an in-class group assignment or as an individual homework assignment, asks students to consider how social media works rhetorically for organizations (or doesn’t).  

• Plain Text Act Assignment – This assignment focuses on writing and editing for concision and clarity, particularly in the context of “public” writing in the context of the Plain Text Act of 2010. This prompt can be customized for writers at various levels.

• First-year Writing Interview Project: Exploring a Specific Workplace Writing Situation – This first-year writing project asks students to conduct an interview of their own to learn more about the writing that happens in a specific workplace and position and write a summary and analysis of the conversation. Assignment also includes an optional “Compare/Contrast” element.

•  Major/Disciplinary Course Interview Project: Exploring a Specific Workplace Writing Situation – This assignment prompt is designed for students in WID, WAC, or major/discipline courses and asks them to conduct an interview with someone in a position related to their major or a related field to learn more about the writing that happens in a specific workplace and position. They’re then asked to write a summary and analysis of the conversation, as well as an optional “Compare/Contrast” piece.
• Professional Development Sequence – This assignment series, from which instructors can assign one or all four activities, asks students to create a collection of professional documents that they might use in your future job searches: a resume, a set of contextualized writing samples, a personal-professional website, and a final reflection.
• Shifting Voice In New Writing Spaces – This assignment asks students to analyze the rhetorical and stylistic differences across scholarly, professional, and popular writing modes and to consider how their own writing styles might change across genres.

For Employers: Coming Soon!