<p>This study examined how middle and high school teachers taught writing in the United States. Using an online digital survey, 105 teachers (88 females; 55 middle school teachers) from 14 States and the District of Columbia were asked to complete daily a survey over much of the school year about the writing practices they applied in a lesson that day with a single class. The class was selected so that it represented their typical writing practices. Teachers indicated if they taught writing each time they completed a daily survey and if they did, how often they applied specific writing practices and for how long. Most of the teachers were language arts/English teachers (81.7%), and the remaining teachers taught social studies (13.8%), science (1.8%), and mathematics (1.8%). The teachers completed 8,557 surveys, indicating they enacted at least one writing practice in 5,663 lessons (66.3% of all lessons). The primary findings obtained through analyses of the surveys were there was considerable variability in how the participating teachers taught writing; students spent little time writing each day (15.96&#xa0;min daily planning, writing, and revising text); students infrequently created text using digital tools (less than a minute daily); shorter writing assignments were privileged over longer ones (63% of all writing involved text of 2 paragraphs or shorter); teachers spent little time teaching writing each day (3.48&#xa0;min daily); and teachers’ writing practices were dominated by the creation of text (82% of time devote to teaching writing involved planning, writing, and revising text). Recommendations for future research are offered and implications for practice are discussed.</p>