Writing well is a challenge. The challenge is magnified when writing is not in the writer’s first language. Noncredit community college teachers in open-entry open-exit classes have the additional challenge of creating an instructional environment which assists English as a Second Language students develop writing skills often in tandem with helping the students develop a cultural understanding of writing for an American audience. This often includes instruction in tone, organization, and the writer’s voice. This autoethnographic qualitative study was an exploratory study of promising instructional practices employed over a 7-year period. Written corrective feedback (WCF) was a central focus of this study. WCF can be provided in multiple forms, notably direct, indirect, and metalinguistic. Findings from this study suggested that, when students received metalinguistic feedback, they were more likely to examine how they might improve their writing versus simply correcting notated errors. Additionally, the integration of technology, such as the use of Google Drive and screencasting video recording, were noted as promising practices. Findings also suggested that the emphasis on writing instruction needed to start earlier and might be supported by the utilization of writing tutors.