Controlled Writing

Controlled to Free Writing

Controlled

Guided

Free Writing

NEXT Characteristics of controlled writing

 Controlled Writing
 Practice on error- free sentences or paragraph
on given topic
 Maximal teacher input
 Useful for limited vocabulary and grammar
knowledge

What about techniques?

 The Free-Writing Approach
 stresses writing quantity rather than quality.
 Emphasizes on content and fluency rather
than on accuracy and form.
 Once ideas are down on the page, grammatical
accuracy and organization follow.
 Students write freely on any topic without
worrying about grammar and spelling for five
or ten minutes.
 teachers does not correct these pieces of free
writing.
 They simply read them and may comment
on the ideas the writer expressed.
 Concern for “audience” and “content” are
seen as important in this approach.
Teaching Techniques for Controlled
to Free

 Substitution table
 Parallel writing
 Question and answer
 Combining and completing sentences
 Dictation
 How to choose the text
 How to carry out activity
 Substitution Table
 Completely controlled
 Provides examples and practices in the
convention of written English.
 Bridges the gap between writing practice and
written production.
 Parallel Writing
 Use model writing
 Use model as a guide
 Degree of control varied depending on
students levels of proficiency

 See handout 2
 Question and Answer
 Use short notes or text
 Questions are asked
 Students respond based on made-up or
real experience.
 The answers are then put into writing

 See handout 3
 Combining and completing
sentences exercises
 Certain words are blanked out
 Determine the writing skills
 Determine language features they learn
 Dictation
 Provides
 Model of sentences

 Structures

 Organization

 Spelling

 Punctuation
 Text for Dictation
 Optimal length
 Must suit students’ level of proficiency
 Must relate to real life and be natural
 Related to something already discussed or
read.
 How to carry out Dictation activity
 Read the text at normal speed
 Read short meaningful chunk at normal speed
and pause for students to write
 Read the text at normal pronunciation and
stress patterns
 Repeat if requested
 Allow students to correct obvious mistakes
 Provide immediate feedback
 Workshop
 Get into groups of four or five
 Choose a topic from your primary syllabus

( year 4,5 or 6)
 Device control writing activities you may want
to do by using any of the techniques discussed
earlier.
 Share your activities with your class