Most courses at OHSU contain some form of written assessment, and most faculty want students to improve their writing skills. We have noticed that many writing assignment instructions emphasize the purpose of the assessment and the grading criteria but not the tasks needed to complete the writing assignment from start to finish. We have also noticed that the writing-related skills and knowledge needed to succeed on the assignment are not necessarily present or adequately emphasized within the course itself. This is where the Transparency in Learning and Teaching (TiLT) model comes in. The TiLT model is a framework that allows instructors to reimagine writing assignments, both in terms of their orientation toward problem-centered learning and in terms of the instruction document's structure