I work obsessively hard to develop essay prompts for my college students. When they prove effective and resonate with the students, I am gratified beyond words and will keep the prompt for perhaps too long. I have an assignment about a diet writer Rebecca Johns who in her essay “A Diet Writer’s Regrets” explores the irony and misery of gaining weight while dispensing weight-loss tips in her women’s magazine articles. Her inability to execute her own advice becomes an opportunity for my students to explore the notion of free will when it comes to weight management, especially now that GLP-1 drugs are proving that dependence on technology can be so much more reliable than aspirations toward self-agency. The students’ essays over the last four semesters have been truly engaging, revealing either their own weight-management torment or a friend or family member’s.
One problem, though, with an essay prompt is that as it gets used semester after semester some of the essay components, such as the counterargument-rebuttal section, start looking the same. I suspect the previously written essays become in some form or other available to the new batch of students, and for this reason, I think even the best essay prompts have a limited shelf life.
Another challenge with creating essay prompts is that you don’t really know how they will land with the students until you actually try it out. For example, I was very enthusiastic about my freshman composition class’s first assignment in which they write about the crisis of young men who lack a sense of belonging and purpose and how in their vulnerable state they become vulnerable to the deceptions, manipulations, and false claims of bro influencers. We studied the Liver King who is said to have made over a hundred million dollars and in his caveman cosplay, he was simply too ridiculous and grotesque for my students–all athletes–to take him seriously. He proved so absurd that whatever gravitas I was trying to squeeze out of the assignment just felt like a joke. While millions of men followed their organ-eating cult leader, my athletes were not impressed, and I felt that my essay prompt suffered for it. As a result, I doubt I’ll do that one again.
Looking ahead, I’m thinking of Florida as less of a physical place and more of a mental fever swamp where I can explore the notion of freedom in its immature and mature incarnations. The TV comedy series It’s Florida, Man and the documentary Some Kind of Heaven about a hedonistic senior citizen home could be an effective exploration of the perils of perpetual adolescence. To avoid making the essay prompt nihilistic, I am leaning toward a contrast essay in which the students explore a more healthy kind of freedom as Cal Newport advocates in his message of “deep work”–the idea that focused work is essential to flourishing and self-fulfillment.
Another topic that possesses me is Hurricane Katrina, the idea that a natural disaster was made into a man-made catastrophe through neglect and reckless disregard for the people of New Orleans. This ignominious chapter in American history is a powerful window into red-lining, government corruption, and media misinformation. The riveting documentaries Hurricane Katrina: Race Against Time (Hulu) and Katrina: Come Hell and High Water (Netflix) convince me that I will be exploring Hurricane Katrina next semester.
My challenge with Katrina is making sure the story doesn’t collapse into pure tragedy. To balance the devastation, I need to highlight the unique culture of New Orleans—the joy, the tight-knit families, the music, food, and resilience that define the city. The message I want to leave students with is that, despite catastrophe, New Orleans has a distinctive soul that continues to draw the world to its city.
I suspect even after I retire in less than two years I will still sniff out writing prompts. Coming up with essay prompts is my addiction, and this addiction isn’t going away anytime soon.
Cinemorphosis 
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