The COVID-19 pandemic has generated new pressures for students and exacerbated their pre-pandemic stressors. One example is the impact of increased technology use upon students' mental health. Interest in contemplative pedagogy has recently grown as instructors seek methods to alleviate the worries that students carry. This piece describes a writing course design that uses written reflection as a contemplative practice. Because the author's institution requires classes to explicitly align with learning outcomes, the course design is a balance of contemplative practice and the learning outcomes expected by the university.