This article describes the kinds of writing that could be introduced at the beginner, intermediate, and advanced course levels in the psychology major. We present exemplars of writing assignments across three institutions, including textual analysis, integrating intratext and intertext writing, and a capstone thesis project, where the skills learned in each assignment could inform those that follow in later years. Furthermore, this article addresses potential developmental progressions within each assignment as well. We present preliminary assessments of individual assignments and suggestions for evaluating developmental gains across the curriculum. To conclude, we discuss the value of teaching writing of increasing complexity across the psychology curriculum, and the importance of evaluating the effectiveness of such a program in the future. (Contains 5 tables.)