Expectations for high-level academic writing, especially in the Common Core era, have never been higher. Middle school and high school students are being asked to do close readings of complex texts and then respond in writing using academic discourse. This is a challenging task for many students, but perhaps none as great as for English language learners who often have limited knowledge of academic language and below-level reading skills. These demands require educators to provide instructional support for ELLs, helping them to express ideas, formulate viable arguments, and critique the arguments of others in sound, cohesive written texts. In this article, the authors outline three research-based, instructional practices to develop ELLs' writing abilities, including creating a culturally relevant writing community with an emphasis on affect and motivation, providing solid strategy instruction, and explicitly teaching academic language. For each of these practices, the authors provide two hands-on lessons that educators can implement to support the English language learners in their classrooms.