Sequence 2 is designed around the Major Writing assignment: Genre Analysis. Writing Today's teaching philosophy is focused around teaching writing through genres, so it is necessary for a sequence to break down the intricacies and conventions that surround genres in order to get students thinking metacognitively about a genre of their choice.
I designed all of my prompts with the same format, so that my students knew what to expect and where to find things on the prompts. I believe prompts are often overlooked. Prompts are a contract between the student and the instructor. It is understood that the instructor will grade a student's work according to the prompt, and the rubric is the document that shows where the points are allotted. It is important for the prompt to maintain good directions, while leaving some room for interpretation to allow for authentic writing when possible.
One must consider what information is absolutely necessary when designing a prompt. Prompts have a difficult time standing alone, as one would need to be in the class to get the full contextualization behind the prompt. The closer the prompt becomes to standing a lone (without instruction or a lecture) the better, for students will forget a lot of the things you say in class. The prompt becomes the only accessible thing to the students when they do the assignment out of the classroom.
Careful thought should be put into designing prompts. Prompts should detail expectations of the students in as few words as possible.