Many recent publications describe writing as the neglected "r"; however, there is very little data on what writing instruction looks like in schools, especially in grades 4-6. The purpose of this article is to describe large urban school district literacy leaders' views on the state of writing instruction within their districts--and their projections for the future of writing instruction. Educators at all levels must re-think how they approach the teaching of writing, re-envisioning how to transform teaching practices to impact our students and their world for the next decade to come. (Contains 1 figure and 1 table.)