Potenciar la escritura antes y durante la COVID-19

this article aims to contrast two didactic writing sequences developed in a public institution in the municipality of Giron, Santander. One of the sequences takes place within the classroom during an academic period of 2018;the other takes place in the first months of mandatory confinement due to COVID-19. For both cases, the study is based on direct observation, the use of field journals and a supplementary survey, to analyze the planning, writing and cross-cutting evaluation activities of the writing exercise, in order to determine the teaching difficulties of the process that is oriented during the pandemic. The research concludes that for the duration of the confinement, students' resources, beliefs and emotions should be considered within the teaching sequences;likewise, what should interest the education researcher is the appropriation of the process by the students and not just the achievement of a product.