Cynthia Monroe asks her Writing 2-3 students to curate their work from the class as a digest publication. The course acts as a digest publication, and becomes a place to synthesize student work, to invite students to orient toward more public audiences, and to consider their ethos and identity as writers. You can find the site Cynthia's 2018-19 class collaborated on here: https://journeys.dartmouth.edu/cynthiamonroe/
Cynthia explains the basic process for this assignment:
We look at a recent Harper's Index in class, and discuss how simple juxtaposition and order can create narrative. I have them look at a whole issue of Harper's or another digest type publication in which the curation (of both text and images) creates a through-line—often only implicit rather than explicitly stated anywhere.
Between classes, each student decides what piece they worked on in the class that they would like to contribute to the class collection. (I encourage them to look back at my final comments and to revise one more time before posting.) Each writes a brief synopsis and identifies the major themes of the piece. They post these to a collective list that all are to look at before following class.
In the next class meeting, we write the titles on the boards with themes beneath each. We divide into groups of 3 - 5 students, and each group works as an editorial board, deciding what order they would like to present the collection in and why. They create a table of contents, and a brief description of what they are highlighting with that particular ‘path’ through the collection. I also ask them to select an image to accompany their table of contents. Each group is responsible for posting its TOC to a page and linking it to the home page of the Compendium.
Each student is then tasked with posting an image (which could be them or could just be an image they identify with) along with an ‘About the Author’ (cc’ing their About Me is fine) to their contributor page of our site, as well as posting the text of the paper they are contributing, preferably with an image as well, to the page for their piece. They must link their entry in each TOC to their piece’s page, and the byline on their page to their ‘About the Author’ page. So far, I’ve created the contributor links from the home page as I review everyone’s work. Everyone has the site address, but I also include a link in the final email that I send to each after I’ve figured out grades. I’ve gotten feedback from some students that they’ve shown family during break.