This article recommends that faculty developers promote online writing assignments--from blogs to podcasts--that make use of the interactive tools of the "social Web." Unlike traditional essays, which are typically private documents exchanged between student and instructor, online writing tasks can become sites of engagement and community. The place-making potential is possible because this writing is networked, tooled-up, aesthetic, and disruptive. This article proposes that these characteristics form the tenets of an incipient "maker model" of composition, a model with the power to inform the design of writing tasks that empower students and motivate deep learning and project ownership.