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A quickwrite is a short writing assignment, in which students respond to a prompt quickly and concisely. These are often used as formative assessments, such as Exit Tickets, bellringer activities, or transition activities.
STEPS:
ASSIGN TOPIC: Assign a topic or question for the quickwrite and set the time limit for the task. Guide students through the thinking process of completing the quickwrite.
UNDERSTAND PROMPT: Encourage students to read or listen to the prompt and determine what they are being asked to do. Model this by asking these questions: “What is the point of this writing task?”; “In what ways might the prompt be addressed?”; “How many ways are there to address the topic?”
MODEL: Brainstorm and complete a sample quickwrite together, with the teacher writing the response guided by input from students.
EMPHASIZE LIMITS & FREEDOMS: Emphasize the need for continued writing during the set time limit. Also stress that there are many ways for students to be “right” with their responses.
COMMENTARY: Provide commentary on the process of completing the task, the quality of student input, and how the response may eventually be used by students to guide their thinking or as input for the next part of class.
HELPFUL TIPS:
Assign a quickwrite topic students will easily be able to write about without much guidance for the first independently completed task.
Conduct the first independent quickwrite and allow time for the sharing of student responses.
Reassure students that quickwrites will be used in the class (see the Teacher Reference: Quickwrites) as a writing-to-learn strategy.
SCAFFOLDS:
Work in small groups to respond to sample prompts until students are comfortable responding on their own.
Select easily accessible prompts for students until they master the process.
EXTENSION:
Encourage students to write and submit quickwrite prompts to the teacher to consider for class use.
HOW TO USE THEM:
Quickwrites may be used in a variety of ways to support students in writing to learn for all content area classes. In English language arts, quickwrites may be used in the following ways:
Critical thinking warm-ups: Use at the beginning of class to get students focused on a new concept, the processing and application of content from the last class session, or in preparation for reading a new text.
During the lesson: Provide a quickwrite prompt during the lesson directly related to the text, topic, or skill students are learning for the day.
Student-directed quickwrites: Have students lead the quickwrite session by asking they prepare a question in advance and possible responses. Students then select several classmates with whom to share their writing and to practice responding appropriately.
Explain the quote: Use quotes from literature or informational texts for students to agree or disagree with and analyze. Encourage them to explain their thinking through elaboration and support.
Class-closers: Use the quickwrite to prompt reflection through summarizing, synthesizing, explaining, or questioning course content.
Sample Prompts
In three sentences, summarize what you learned about (reading, event, person, place, etc.).
From the reading we did for homework, generate three level 2 or 3 questions for a class discussion.
Create an illustration, symbol or drawing about the reading and explain its meaning.
Examine the graph (picture, map, timeline) on page ___ and write a summary of its meaning.
Develop “what if?” statements from the reading (picture, data).
What questions would you ask (historical figure)?
This is a controversial issue – how would you support your position on it?
Write a dialogue of a conversation between yourself and (historical figure).
Create a political or editorial cartoon about the reading.
3-2-1 – Write three things you learned, two interesting facts, and one question you still have.
Create a thesis statement over the reading (or video).
If this event were to happen today, what would be different?
Would you like to have witnessed this event? Why/why not?
Which person from this unit would you most like to have dinner with? Why?
Which technological innovation from this period is most important and why?
Looking at the picture on page ___, identify one person and explain their perspective on the events.
Describe (an event) from a particular point of view.
Take a position on (an issue) and defend it
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