The author of this article describes an intermediate economics course structured around outside readings, which include academic journal papers, policy briefs, and news articles. Students complete low-stakes, high-frequency writing assignments that promote accountability and encourage critical thinking about the readings. This pairing of outside readings and writing assignments leads to increased student engagement, high rates of self-reported reading, and high satisfaction with the course without imposing an unreasonable grading workload on the instructor. This model may be especially useful to instructors in intermediate and advanced courses who seek to increase students' exposure to recent developments in their field and strengthen their ability to engage critically with economic theory and ideas.