STACK is well known for its flexibility in allowing students to enter numeric and algebraic solutions to problems. As such it has been widely adopted in introductory university mathematics courses, and applied mathematics. However, the flexibility of STACK allows it to be successfully used for questions in areas of Pure Mathematics and more advanced topics, including in areas such as proofs, where it has currently seen less use. This presentation will outline creative approaches to writing such STACK questions which maximise the pedagogical benefit to students. The Durham University Department of Mathematical Sciences will be presented as a case study -- the successful implementation of automated e-assessment in a first year Discrete Mathematics module will be reviewed, followed by a discussion of plans to introduce automated e-assessment to the first year Analysis module and more advanced courses for students in later years. The presentation will outline how a collaborative approach to writing such questions can be beneficial, and in particular in situations where course lecturers are less familiar with STACK than other colleagues.