In my research I found that it is much easier to come across web projects than it is to find the assignments that generated them.  Below are specific assignments that require students to produce products using the web, and links to those projects, when available.  The link to Course Syllabi lists far more resources to online classes, but this page is specifically devoted to courses that require the production of work on the web.  Currently these assignments and projects are arranged according to the course that produced them.  I've organized the courses into the somewhat arbitrary categories of:

Literature      Theory      Writing/Composition/Rhetoric      (Cyber-)Cultural Studies

Courses are then organized (loosely) according to time period and further alphabetically according to course title. Please submit new assignment and project entries using this FORM.  Your contributions are greatly appreciated!

          LITERATURE

Renaissance

18th Century

The Novel of Sensibility (Fall 1995) U. Virginia, Professor Jerome McGann and Professor Patricia Spacks
Course website: http://jefferson.village.virginia.edu/courses/enec981/enec981.html
Assignment outlined (excerpt from assignment page): group reports that take the form of a book called:

 "Sensibility and Sentimentality: Materials for Study.  The book should have (at a minimum) some kind of introduction, a body of readings (contemporary and scholarly), and an annotated bibliography."

Rethinking Literary History: the 18th and Early 19th-Century British Novel (Spring 1996) Miami U. (Oxford, Ohio), Professor Laura Mandell
Web page assigned in lieu of a paper:

"Instead of writing a seminar paper, students will create their own web page providing scholarly information, an annotated bibliography including short essays, about a specific event, issue, or author either discussed in class or outside of it."

The World of London Theater 1660-1800 (Spring 1996) U. Florida, Professor Patricia Craddock
The course site http://web.nwe.ufl.edu/~craddock/lonthe1.html  is a collaborative project investigating all aspects of the course topic, from people, pictures, the plays, life in London, etc., produced by her students.
The explicit assignment can be found in Professor Craddock's "Teaching with Technology" NEH grant proposal.  
In the Fall semester 2000 she is returning to the project, teaching this class again with changes suggested at  http://www.clas.ufl.edu/users/pcraddoc.lonweb.htm 

19th Century

America in the Nineteenth Century, Virtually Yours, Spring 2000
(University of Maryland graduate seminar)

This course studies the title topic using and critically assessing scholarly websites devoted to the major events, issues and evolutions of the 19th-Century, and produces websites as class projects.  

Dickinson & Whitman in Manuscript, Print, & Digital Cultures, Spring 1999
(University of Maryland graduate seminar) General guidelines for this and next 2 courses:

"Each student was asked to develop a final project for the semester investigating some area generated by the shared objectives of the course. A range of possible topics were suggested and working in various media was strongly encouraged. For their semester's final project, some students developed websites or decided to contribute substantially to work already under way in the Dickinson archives"

Dickinson & Whitman in Manuscript, Print, & Digital Cultures, Spring 1998
(University of Maryland graduate seminar)

Dickinson & Whitman in Manuscript, Print, & Digital Cultures, Fall 1997
(University of Maryland undergraduate course in Major American Authors)

American Literature Since 1865, (Spring 1997) U. Virginia, Professor Stephen Railton
Course website: http://etext.virginia.edu/railton/enam312/  
No web projects, but a wonderful collection of interactive games under "Course Work--and Play" on the course main page.  Railton takes great advantage of the web medium to include virtual galleries of cultural images and documents including "Bad Review" blurbs, images from advertising from 1865 to the present, and images from popular entertainment.  Try your hand at:

• American Literature Double Jeopardy  
• American Literature Trivial Pursuit
• American Literature Timeline Game   and more!

This course also has a graduate component (course site linked from undergraduate course) in which students are asked to write book reviews online.  The assignment outlines the template for turning a regular document into an HTML document.  The final products are bibliographies and reviews.

Incarnate Textualities: Blake, Dickinson, D. G. Rossetti (Fall 1995) U. Virginia, Professor Jerome McGann 
Course website: http://jefferson.village.virginia.edu/courses/ennc491/ennc491.html 
Final projects: Incarnate Textualities  
Assignment outlined, 2 options given:

"I. Either alone or in a group of two or three, students may build an electronic (online) tool for studying two (or three) poems by one or more of the poets being studied in the class.
II. A group of students (no more than five in a group) may choose to construct a hypertext edition of one of Emily Dickinson's "fascicles" of poetry."

Victorian Literature (ongoing) Brown U., Professor George Landow
The Victorian Web is one of the many online collaborative hypertext projects Landow oversees.
A sample assignment used to generate information for his courses and the Victorian Web project.

Professor Landow, one of the foundational scholars of hypertext theory, outlines not only hypertext theory but ways of using hypertext projects in the classroom in Hypertext 2.0 (Johns Hopkins UP, 1997).  In an email to me he outlined the way he uses the web in his courses with 4 kinds of assignments: 

1. Students e-mail me one or two paragraphs with an introduction and as may questions about the passage as they can devise the night before we begin discussing a book or assignment. I use this technique to produce material for class discussions, have a painless way of improving writing, and teaching them html -- first week I teach them the <P></P>, second how to use bold tag, third how to use the blockquote, and fourth how to make a link. Bingo! They're html pros and don't need awful stuff life Frontpage; we use BBEdit with Macs and Dreamweaver or Homesite with Wintel for fancier editing, tables, etc.
2. In the Hypertext and Theory course the class writes brief essays, essentially amplifications of the above, every week or so. These become subwebs in the Cyberspace, HT, and Theory web. 
3. I have elaborate comparative assignments that would take too long to explain for the Victorian and Postcolonial Webs. Another advantage: these are virtually cheat-proof and every answer is different, so the instructor doesn't get bored.
4. The wildest projects come in my hypertext and cyberspace/cyborg courses,
   in which students try to invent the new writing. Some of these assignments
   have run to 350+ docs and images. The assignment is very simple: (1) the
   project must have a minimum of 15 lexias, (2) it must demonstrate an
   understanding of Derrida and at least one other theorist, and (3) and it
   must amuse and entertain me. This last requirement, first added half in
   jest, proved the key to unleashing creativity, their having fun, and doing
   remarkable work."

20th Century

Bestselling 20th-Century American Literature (Spring 2000) U. Virginia, Professor John Unsworth
Course website: http://www.engl.virginia.edu/courses/bestsellers/
The web assignments were dynamically generated  by students.  Click on the different assignments from the main website to see the forms used to generate the products in the database.  Here is an excerpt from the description of the project:

"Students will be required to complete a series of assignments during the semester, focused on a single best-seller (chosen from the lists of bestsellers by decade, above, but not a book that has already been chosen by someone else, nor any of the required readings for the course). These assignments will comprise a bibliographical description of a first edition, a publication history (including performances in other media, if any), a biographical sketch of the author, a reception history, and a critical analysis of the work in its cultural and literary contexts. All of these assignments will be submitted online, using Web-based submission forms: they will become part of an ongoing project to compile a Web-accessible database of information about bestselling 20th-century American literature. For each assignment, students will also submit a printed list of the sources used in completing the online submission, listed by assignment subsection."

1999 version of this course (initiated the bestsellers database project) taught in 3 sections by John Unsworth, Laura Meyrich, and Bill Albertini.

The Birthplace of Modernism: the Little Magazines (Summer 1998) Simon Fraser U., BC, Canada, Professor Mary Anne Gillies
Class website: http://www.sfu.ca/english/engl338/index.htm 
The course used the university's The Contemporary Literature Collection archive of modernist little magazines to design web project; see the assignment parameters and the final student projects.

Literary Narrative in an Information Age (introductory level seminar in contemporary fiction) (Spring 1997) U. Virginia, Professor Matthew Kirschenbaum 
This course was a spotlighted class for the Spring 1997 journal Kairos .  The article and links to student projects can  be found at this address:  http://english.ttu.edu/kairos/2.2/response/kirschenbaum/wrapper.html :

"This class studied how literary narrative is performed in today's age of mass-media and electronic communication. In a time where electronic methods of communication are rapidly replacing traditional paper text, how is a nation's literature changed? Technology has caused an evolution in story-telling, from spoken tales around village campfires to printed stories. What changes does the information age have for story-telling? The students in the class answer some of these questions in their final hypertextual projects, using a medium that is changing communication and story-telling, perhaps forever."

On Lines: The Web of Modernism (Fall 1999) Davidson U., Professor Susan Churchill
Class website: http://www.davidson.edu/academic/english/faculty/churchill_home/ENG487syllabus.html 
Assignments are listed on main page and include the use of a class listserv, student-led discussion boards and a web project (very impressive results) in which students were responsible for developing pages for two little magazines. The grading criteria were established by the class as a whole:

Aesthetic appeal (no crack-ups), 30 points
Functionality & User Friendliness, 30 points
Accurate, detailed, well-written content, 20 points
Useful links & bibliography, 10 points
Reflection of magazine's character/significance, 10 points
(Students juggled with the percentage breakdown after they realized the amount of time that went into the first two categories.)

Postcolonial Literatures and Theory (ongoing) Brown U., Professor George Landow
Contemporary Postcolonial and Postimperial Literature in English site: http://www.thecore.nus.edu.sg/landow/post/misc/postov.html 
Courses related to Landow's extensive Postcolonial Web (not limited to Landow's courses, as scholars and teachers use and contribute to this resource).
Guidelines for submitting to the site, by students in his courses or other interested scholars.
Click here to go to an excerpt from Landow on the web projects he assigns.

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          THEORY

Theory of Postmodernism (1999) U. California, Santa Barbara, Professor Allan Liu
Class website: http://transcriptions.english.ucsb.edu/courses/liu/english188/default.htm
The assignments are outlined in great detail on the syllabus link (scroll down to "Course Requirements").  This course required students to divide into 3 teams to work on 3 web-based projects: a discussion forum, a linkbase and a timeline.  
Final products: Postmodernism Linkbase and Postmodernism Timeline

*This course is part of a fabulous project led by Allan Liu called "Transcriptions"--a curricular technology project in the English Department, U. California, Santa Barbara, sponsored by the NEH and UCSB.  It includes courses, colloquia, resources, evaluative reports, and more!

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          WRITING / COMPOSITION / RHETORIC

Digitally Yours, Or, What is Digital Literacy and Why Should We Care? (Fall 1998) U. Washington, Professor Sean Williams
Original class website: http://people.clemson.edu/~sean/engl_121/121_home.htm 
Article based on this class and the writing assignments, "Constructing Digitality: A Sequence of Assignments"--includes course overview and in-depth discussion of the assignments.

English 101: Phanopoeia/Hypermedia (Fall 1999) Vassar U., Professor Michael Joyce
Class Website: http://iberia.vassar.edu/~mijoyce/H_P.html described as: explorations of the interrelationships of word and image in the literature of a "post-alphabetic age."
From an email to me on his assignments: "I tend to give my students assignments which stress the constructive aspects of hypertextual inquiry and which very often seem rough and vernacular in comparison to more finished webwork of courses which emphasize design aspect."
Assignments described, including a hyptertextual definition of a phanopoetic document. Another web project that is a collaborative effort between his 101 and 219 (Hypertext Rhetorics) students for 1999.  Very interesting parameters, but the final student projects are not available.

Hypertext: Reading and Writing Online (Spring 1999) Vanderbilt U., Professor Jay Clayton
Class website: http://www.vanderbilt.edu/AnS/english/Clayton/115-S99.htm 
To see student projects "Virtually 21" and "Arcadia" click on individual  names at the main site (you can't access the projects by clicking on the actual project name). 
See the "Assignments" link for description (frames).

Hyperwriting, advanced composition (1996, 1997) U. Texas, Professor Daniel Anderson (currently director of SITES at UNC)
Class website: http://www.cwrl.utexas.edu/~daniel/hyperwriting/ 
Includes a number of web-based assignments and student projects, from creative hyperfictions to critical hypertext arguments.

Introduction to Composition  (Spring 1997) U. Virginia, Instructor: Ms. M. Ierardi
Class website: http://www.engl.virginia.edu/courses/enwr101/s97/33/assign97.htm 
Assignment:  students learn to analyze advertisements from popular culture, then are asked to produce their own advertisements and critique them in a collaborative hypertext class project.  Check out the 2 phases of the assignment, then go to the final product, ENWiRed.

(Fall 1996)
Class website: http://www.engl.virginia.edu/courses/enwr101/f96/8/
Detailed parameters for Icon analysis assignment
Final product is a class production entitled The Temple of Icons:  collaborative Introduction with individual student contributions linked as separate portions of the website.  Extensive use of hyptertext in some projects, minimal use in others.

Introduction to Composition (Spring 1997) U. Virginia, Instructor: Craig Simmons
Class website: http://www.engl.virginia.edu/courses/enwr101/s97/26/
The assignment calls for a traditionally structured essay.  Students are not asked to use hyperlinks of their own making, but do link out to outside pages for reference in the final products. 
The final projects  are all separate productions with their own titles and are listed under the general topic of " Essays on Television and American Society.   Very cool content.

Writing for the World Wide Web (Spring 1997) Bemidji State U., Professor M.C. Morgan
Class website: http://cal.bemidji.msus.edu/English/Morgan/Courses/EN293/EN293Home.html 
Projects no longer accessible, but see Morgan's extensive listing of courses taught for more resources and models.

Writing Tools for the 21st-Century (Spring 1999) Hamline U., St. Paul, MN, Professor David Hudson
Class website: http://web.hamline.edu/personal/dhudson /eng339/home/index.html
Detailed syllabus and writing assignments on class website.  Student projects are no longer accessible.

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          <Cyber>CULTURAL STUDIES

Cultural Studies: Technologies of the Body (Summer 1999) Simon Fraser U., BC, Canada, Professor Margaret Linley
class website: http://www.sfu.ca/~mlinley/382enter.htm 
Very interesting and clearly outlined web assignment and student projects

The Culture of Information (Fall 1999) U. California, Santa Barbara, Professor Allan Liu
Course website: http://transcriptions.english.ucsb.edu/courses/liu/english165/
Assignments: 2 online projects--team project and individual essays
Final projects: team project makes use of hyperlinks and the other resources created by students at UCSB through the "Transcriptions" program.  Individual essays are traditional with no use of hypertext.

*This course is part of a fabulous project led by Allan Liu called "Transcriptions"--a curricular technology project in the English Department, U. California, Santa Barbara, sponsored by the NEH and UCSB.  It includes courses, colloquia, resources, evaluative reports, and more!

Cyber Media (Spring 2000) U. Kentucky, Professor Matthew Kirschenbaum
Course website: http://www.rch.uky.edu/~mgk/courses/spring2000/eng378/
Assignment: wonderfully detailed  assignment parameters and project description for the creation of a critical encyclopedia of cyber media.
Final project: a work in progress, and a great resource.