High school writing is changing under Washington’s revised ELA standards. Students are now expected to compose multimodal texts, communicate with authentic audiences, participate in digital forums, and critically evaluate information in increasingly complex digital environments. Yet many traditional writing assignments still emphasize compliance, formula, and isolated production over collaboration, inquiry, and communication.

In this interactive session, educators will examine how traditional writing structures may unintentionally limit access for multilingual learners, students with disabilities, and historically underserved students. Participants will explore key shifts in Washington’s revised ELA standards, experience a Thinking Writing Task as learners, and analyze the instructional moves that support equitable, rigorous writing instruction.

Using a real-world multimodal writing task focused on audience, persuasion, media literacy, and digital communication, participants will explore how discussion, visible thinking, authentic audiences, and responsible AI integration can create more meaningful writing experiences for students. Educators will leave with practical strategies for redesigning writing instruction to increase rigor, student agency, collaboration, and access.