As I wait for the approval of university lawyers before uploading anonymous feedback gathered from ENG 252, 298 and 513 students to Scribd, my current focus is on the design and development of materials for ENG 111 College Rhetoric and both sections of ENG 345 Technical Writing (one is mixed mode, the other face-to-face). Despite the differences in focus for 111 and 345, students will be required to perform similar coursework. Because of this and dwindling time before next semester starts, I want course materials to be as universal as possible. 
Already uploaded to Scribd are blogging guidelines and a grading contract for all courses. The latter document, though, gave me some pause. I was unsure about how/where to include expectations for blogging, just how it should factor into a "B" grade. I paused on this because, as Ethan Watrall stated on Twitter, I want blogging in particular to be a "first tier" assignment. Instead of just facilitating in-class discussion or working as a form of drafting (as it did last semester), I want blogging to be just as valued and viable as the larger/longer assignment sequences. But how to do that?
As I perused the grading contract in its current form once more, I realized that I need not change anything. Perhaps this reveals some pedagogical naivete, but all I see that I need to do now is make sure students understand what is meant by "assignment." There are different kinds of assignments, of course; some will be completed in four weeks, but others won't. Rather than a writing project to be completed in the span of four weeks before moving on to another writing project, blogging will be a semester-long endeavor, the production of a substantive record of critical thinking and engagement. Blogging doesn't need a special set of requirements in the grading contract. What's already in that document covers it plain and simple.