Colleen Flaherty reviews a new study, a collaboration between the National Survey of Student Engagement and the Council of Writing Program Administrators, which finds assigning more writing assignments does not necessarily mean better student writing. Instead, the study’s authors suggest that better, not more, assignments (ones that are interactive and deeper) improve students’ writing and learning. “Meaning making” writing assignments, or those assignments that require students to construct their own knowledge by interpreting texts or learning experiences, are especially helpful for students’ growth, the authors report.