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Learners  \nDuring traditional, in-person writing instruction, teachers can quickly model tasks for students, students have clear directions for following lesson sequences step-by-step, and partner or group collaboration can begin by simply asking students to turn to whomever is sitting next to them. Online instruction poses challenges to these typical classroom dynamics, especially for teaching writing. This article highlights some tools (HyperDocs, GIFs, and collaboration boards, including Jamboard and Padlet) that I have integrated into the National Writing Project’s“College, Career, and Community Writer’s Program”(C3WP), an argument writing curriculum. In addition to making the units of instruction generally effective for online instruction, these specific adaptations are also designed to support English learners (ELs) as they learn writing skills in an online setting. In each section, I discuss the given tool, provide a rationale for why the tool fits the task originally outlined in the writing program, and explain the effectiveness of the tool for ELs.  \nKeywords: C3WP, HyperDocs, GIFs, Jamboard, Padlet, computer-assisted language learning (CALL)  \nThe COVID-19 pandemic has impacted education in ways that will likely change teaching forever. During  \nthe shift to online or hybrid teaching and learning, teachers had to find ways to replace the traditional classroom activities and routines with new and innovative routes to reach learners. As an instructional coach to teachers who are implementing the College, Career, and Community Writer’s Program (C3WP) in their classrooms, I adapted some of the cycles of instruction originally created by C3WP to better fit teachers’ needs while implementing this program online. This article outlines three of the key tools that I used, their benefits for English learners (ELs), and examples of the adapted activities.  \nBackground  \nThe C3WP is a writing program that was developed by the National Writing Project (NWP) with the goal of improving upper elementary and secondary students’ argumentative writing abilities. The program’s design focuses on recursive, skills-based teaching of writing, engaging students in current and real-world arguments, and using formative assessment and extensive professional development to support teachers as they implement the cycles of instruction throughout the year (Friedrich et al., 2018) . Although this program has been found to have a positive impact on students’ argument writing skills (Arshan & Park, 2021; Arshan et al., 2018; Gallagher et al., 2017), the materials rely heavily on traditional in-person instructional routines.  \nMuch of the C3WP teaching design includes a major emphasis on teacher modeling, gradual release, and student collaboration. These are all elements of teaching that have been deeply impacted by the shift to online and hybrid teaching. Teachers have expressed that some of the most difficult issues with the sudden shift to online teaching have to do with the lack of student interaction, both student-tostudent and teacher-to-student, leading to a more direct instruction-based, teacher-centered pedagogical approach (Cutri et al., 2020) . In addition, teachers have learned more about the inequities that exist in their student population, from lack of access to technology to the difficulty of reaching and supporting specifically their ELs remotely (Kim & Padilla, 2020; Marshall et al., 2020) .  \nTo tackle these issues presented by the COVID-19 pandemic’s impact on the way that C3WP is traditionally implemented, I selected adaptations that were designed to specifically provide easier access to the materials, offer more teacher modeling and support, as well as encourage more interaction among students. These materials were adapted from the secondary units originally created by the NWP, includingthe units “Writing and Revising Claims,” “Connecting ","cbCaileBqkFediEc","https://ap.wps.com/l/cbCaileBqkFediEc","pdf",497995,12,"English","# Background\n## C3WP and its instructional design\n## Challenges from COVID-19 online learning\n# Overview of Instructional Tools\n## HyperDocs: Background and Benefits\n## GIFs and collaboration boards\n# Tool-to-Task Fit and Effectiveness for ELs\n## Teacher modeling and support\n## Student interaction and engagement","[{\"question\":\"What problem does the article address for online writing instruction?\",\"answer\":\"It addresses how online or hybrid teaching disrupts traditional classroom dynamics for writing, especially reducing student interaction and making it harder to support English learners remotely.\"},{\"question\":\"What are HyperDocs and why are they useful in online learning?\",\"answer\":\"HyperDocs provide one central location for activities, links, and student work, helping learners track tasks and reducing technology-related comprehension stress.\"},{\"question\":\"Which tools does the article focus on from the adapted C3WP materials?\",\"answer\":\"It focuses on HyperDocs, GIFs, and collaboration boards such as Padlet and Jamboard, explaining how each supports argumentative writing and English learners.\"}]","HyperDocs, GIFs, and Collaboration Boards - Online Writing Instruction Supports for English Learners | PDF",1792086873]