This communication recounts two learning-to-write (LTW) activities in a grade 10 chemistry elective course that were implemented online due to the COVID-19 pandemic. The activities sought to develop chemistry writing skill for use in students’ STEM research. Students seemed to display difficulty in applying topics discussed in class despite them having continued access to the materials. The author reflects in this paper how teachers, to enforce learning of chemistry writing, should avoid viewing writing as a product but as a process, similar to actual writing teachers. This communication might be useful for teachers that require laboratory reports or other written work during distance learning.