Another activity could involve making an informational brochure. This requires students to assemble, organize, and communicate information in writing in a way that will be clear to others. The activity could have a real-world application (Fink & Fink, 2009). Depending on the subject matter, the results could be used as resource material to give to others. Having relevance makes an assignment more valuable (Fink, 2013).
This can be done for a variety of purposes. I had students create a travel brochure that detailed the setting of a book including demographic information, points of interest, and hazards to avoid.
In math classes, students created a brochure that gave instructions on how to complete a process, such as multiplying multi-digit numbers. I kept copies of the best ones to use as resources for struggling students in subsequent years.
In adult training, people could end up making their own job aids. For example, in my current job managing a vision center, students could make a brochure detailing the different lens types including things like their features, uses, and problems. Alternately, they could make a brochure with steps to troubleshooting problems with a completed pair of glasses.
For any of these situations, reliable source material would need to be provided in the form subject matter experts, online resources, or paper resources.
Even if the actual product of the assignment is not used in that ways, the student still gains from the process by working more closely with the information.