We often think of writing as a tool that prompts deep learning, but we don’t always talk about how to use writing assignments to realize this goal. That might let us assume that assigning any kind of writing will lead to deep learning, or it might prompt us to wonder if there are particular practices that promote this goal more than others. According to research by Paul Anderson, Chris Anson, Robert Gonyea, and Charles Paine, the answer is the latter: the quality of the assignment design has a greater impact on learning than the amount of writing students are asked to compose. Fortunately, their research has begun to uncover several high impact practices that instructors can use to design writing assignments across the curriculum. They describe these practices as follows: