Micro-Writing for Macro Effect: How One District Pivoted Their Writing Instruction during the Pandemic and Never Looked Back
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| Title: | Micro-Writing for Macro Effect: How One District Pivoted Their Writing Instruction during the Pandemic and Never Looked Back |
|---|---|
| Language: | English |
| Authors: | Travis Leech, Tony Perez |
| Source: | English in Texas. 2023 53(2):21-26. |
| Availability: | Texas Council of Teachers of English Language Arts. 919 Congress Avenue Suite 1400, Austin, TX 78701. Tel: 512-617-3200; Web site: http://www.tctela.org |
| Peer Reviewed: | Y |
| Page Count: | 6 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Junior High Schools Middle Schools Secondary Education High Schools |
| Descriptors: | Writing Instruction, COVID-19, Pandemics, Teaching Methods, Curriculum Implementation, Middle School Teachers, High School Teachers, Learner Engagement |
| Geographic Terms: | Texas (San Antonio) |
| ISSN: | 0425-0508 |
| Abstract: | The purpose of this article is to explain how the authors' district implemented micro-writing in curriculum and instruction. The foundation of micro-writing comes from research and publications by Rief, specifically the "QuickWrite Handbook," and Gallagher and Kittle's "180 Days." The article begins by defining and describing the term micro-writing. The authors then discuss the implementation of micro-writing while also giving practical and actionable suggestions for its use in the classroom and in the curriculum. Finally, the article provides important takeaways and observations from the implementation of micro-writing. One of the many outcomes of implementing micro-writing was that it led to better student work because it gave them choice and voice in a non-threatening way. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1417619 |
| Database: | ERIC |
| Abstract: | The purpose of this article is to explain how the authors' district implemented micro-writing in curriculum and instruction. The foundation of micro-writing comes from research and publications by Rief, specifically the "QuickWrite Handbook," and Gallagher and Kittle's "180 Days." The article begins by defining and describing the term micro-writing. The authors then discuss the implementation of micro-writing while also giving practical and actionable suggestions for its use in the classroom and in the curriculum. Finally, the article provides important takeaways and observations from the implementation of micro-writing. One of the many outcomes of implementing micro-writing was that it led to better student work because it gave them choice and voice in a non-threatening way. |
|---|---|
| ISSN: | 0425-0508 |
