On March 21, I returned to the University of Toledo, having first visited in 1997. With the expert coordination of writing director Barbara Schneider, I met with a spirited group of composition instructors in the morning to talk about assignment design and work on strategies to maximize student learning from larger assignments through supporting activities. Barbara had arranged an elegant luncheon to which the campus community was invited. My luncheon address focused on ways to use writing in the service of deeper learning--stronger exploration of reading materials, improved problem-solving, deeper thinking and reflection.