In this essay, I examine the problems I now see with the sample curriculum I proposed in "College Writing and Beyond: A New Framework for Writing Instruction" in 2007. There are numerous factors that must be considered in designing a writing course: choice of subject matter, choice of genres to assign, sequencing of writing assignments, number of assignments, and using both content and pedagogy to enhance the possibility for positive transfer of learning for student writers. The problems in these areas of curriculum design, both in my work and in writing studies at large, as well as recommendations to eliminate those problems are explored here. (Contains 8 notes.)