Journal of English Language Teaching and Learning (JETLE) Vol 3, No 1, October 2021, Page 1-6 ● ISSN 2686-665X 1 http://ejournal.uin-malang.ac.id/index.php/JETLe Remote Teaching Strategies in Writing Skill Development Due to Covid-19 Pandemic Hernina Dewi Lestari 1 , Sri Fatmaning Hartatik 2 Institut Keguruan dan Ilmu Pendidikan Budi Utomo; Jalan Simpang Arjuna No.14B, Malang, (0341) 323214 e-mail: 1 herninadewilestari@gmail.com, 2 fatmaninghartatik@gmail.com A B S T R A C T Covid-19 pandemic inevitably affects educational practices including in teaching writing. It leads to the unfamiliar challenges for those who are in charge, in this case English instructors. Conducted using descriptive qualitative design, this study aims at describing teaching writing strategies to make high-impact improvement for students' writing performance despite their teaching and learning process has to deal with technological and technical challenges. Thus, the researchers suggested several points to focus on; they were punchy topic selection, meaningful purpose, detailed instruction, excellent feedback, peer review to improve metacognition, and reasonable-targetted grading. The researchers found that teaching strategies that were reasonably effective in virtual classroom were choosing punchy topic to gather the students' interest in developing their writing, delivering meaningful purpose of writing to set the boundaries to make a high quality writing, preparing detailed instruction to minimize any misinterpretation from the students, giving excellent feedback so that the students' writing were thoroughly appreciated and corrected, including peer review section to gain metacognition practice, and setting reasonable-targetted grading to motivate the students without giving burden. Even though the strategies may be particular to remote context, additional research result in face-to-face setting is welcomed to enrich the knowledge development especially in teaching writing. Keywords: remote, teaching strategies, writing, covid-19 pandemic 1. INTRODUCTION The covid-19 pandemic has shifted the mode of teaching instruction from conventional to remote with a huge assistant of technology. This situation may be just temporary but education instructors are demanded to adapt to the change effectively. The key of success to efficient virtual classroom is that the teaching and learning process leads to high-impact educational practice with minimum disruption of internet connectivity. However, some of high-impact educational practices are quite challenging to be realized remotely, in this case virtually. Previous researchers (Reynolds et al., 2020) supported this statement as they also agree that high-impact practices, such as experiential education and research, are likely to be more difficult to reproduce online, whereas others, such as service-learning projects, internships, and study abroad, may need to be postponed while we are observing physical distancing protocols. Therefore, any possible challenges and disruptions in virtual classroom context should be recognized to be minimized in the next educational practices. The very first possible disruption in the implementation of virtual teaching and learning practice is the technical problem of internet connectivity. Many studies similarly proposed that