Published 2026/02/16
Microthemes are prose that serve as a short essay on a topic. My friend, sirlilpanda, introduced me to them with his article1. This article discusses the origin of Microthemes, the value I believe they can provide me and other people like me, and how I intend to use them going forward.
What are they?
In an education context, microthemes are employed with the dual purpose of teaching particular topic and simultaneously progressing the student’s formal writing skills2. Their short form reduces burden on both student and marker, and may be used as pathway to writing longer form essays2.
The exact form of a microtheme varies, with suggested lengths in the range of 100-500 words2, short enough to be typed on a 5 by 8 inch card3, and 5 to 10 sentences4 to name a few. Various structures have been suggested in the literature5, with different educational goals.
Why do I care?
The context I care about isn’t marking student’s papers. (Though perhaps I may one day, let’s file that in the back of the memory.) I do however, care about making sure that I retain the information that I have learnt. In my immediate – organic – memory for short term use, and in written storage (e.g. this website), for long term use.
The principles of writing a microtheme are remarkably similar to a method that I “invented” in the first year of my undergraduate degree. I called my method “toolboxing” and it consistened of writing brief articles of what I learnt in each course with the rationale that they could serve as a “toolbox” of skills for me to rely upon as a graduated engineer. I started this toolbox in a TiddlyWiki6 but have since moved most of my work to markdown.
I found toolboxing an effective method for synthesising what I learnt, and it proved particularly valuable when revising for tests and exams. I struggled to maintain the same level of commitment to it that I showed early in my degree due to the breadth and depth of content covered in a semester. Despite this, some form of toolboxing has always stuck in my revision habits.
So what?
It’s my intent to write some more microthemes, in the form of articles on my website. sirlilpanda would quite like it if I keep up a cadence of one a week, but I think that isn’t realistic. Especially if I wish to write up some larger projects as well. We shall see!
Appendix: A note on the sources
The primary source on microthemes should be the text3. Unfortunately, this particular text is not accessible for most people – including myself. The claims that I have made about it have been drawn from my reading of the secondary sources which reference the text245.
Footnotes
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sirlilpanda, “mini essays and why im going to start writing them,” February 2026, https://sirlilpanda.studio/blog/mini-essays/ ↩
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R. Smith, “Sequenced Microthemes: A Great Deal of Thinking for Your Students, and Relatively Little Grading for You,” Teaching Resources Center Newsletter, Vol. 5, No. 3, Summer/Fall 1994, https://web.archive.org/web/20121225175259/http://www.indiana.edu/~wts/cwp/assgn/microseq.html ↩ ↩2 ↩3 ↩4
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J. C. Bean, D. Drenk, and F. D. Lee, “Microtheme Strategies for Developing Cognitive Skills,” New Directions for Teaching and Learning: Teaching Writing in All Disciplines, No. 12, December 1982. ↩ ↩2
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M. L. Lewis, S. R. Bucheli, A. M. Lynne, “Use of Microthemes to Increase Writing Content for Introductory Science Laboratory,” Journal of Microbiology & Education, May 2012, https://journals.asm.org/doi/10.1128/jmbe.v13i1.366 ↩ ↩2
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J. D. Hartman, “Writing to Learn and Communicate in a Data Structures Course,” ACM SIGCSE Bulletin, Vol. 21, Issue 1, February 1989, https://dl.acm.org/doi/epdf/10.1145/65294.71191 ↩ ↩2
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TiddlyWiki, https://tiddlywiki.com/ ↩