This article reports on findings from a hyperlocal programmatic survey on writing instructors' experiences in moving teaching online during the coronavirus pandemic. It highlights key challenges instructors reported, including a need for strategies addressing increased workload;a desire for greater experience with pedagogy- rather than technology-driven instruction;a plea for attention to personal/professional well-being;and concerns about the increased attention needed to address logistics in digital teaching. The article contextualizes these local challenges within larger scholarly conversations about online writing instruction (OWI) and offers a series of pedagogical and professional best practices relevant for future online and hybrid teaching. It concludes with a discussion of the limitations of this project and directions for future research.1
