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Guided Controlled and Free Composition

1. The document discusses a new technique for teaching writing skills to second language learners called controlled guided writing. This technique sequences grammar structures and has students make substitutions and modifications to model texts before writing their own pieces. 2. When tested with foreign language students in various countries and contexts, this technique helped students write accurately with both simple and complex structures. It allowed them to practice extensively without discouragement and proceed at their own pace. 3. The controlled guided writing technique shows promise for systematically developing writing skills while avoiding errors and overburdening teachers with extensive corrections, problems that other free writing approaches have faced. It deserves attention and consideration from educators.

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May Phoo Mon
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760 views2 pages

Guided Controlled and Free Composition

1. The document discusses a new technique for teaching writing skills to second language learners called controlled guided writing. This technique sequences grammar structures and has students make substitutions and modifications to model texts before writing their own pieces. 2. When tested with foreign language students in various countries and contexts, this technique helped students write accurately with both simple and complex structures. It allowed them to practice extensively without discouragement and proceed at their own pace. 3. The controlled guided writing technique shows promise for systematically developing writing skills while avoiding errors and overburdening teachers with extensive corrections, problems that other free writing approaches have faced. It deserves attention and consideration from educators.

Uploaded by

May Phoo Mon
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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summer 1968 3

controlled guided and


free writing
BY RICHARD J PORT

the teaching of writing skills in skillfully the complex english struc


second language learning is unlikely tures so evident in the writing of
to improve until greater effort has educated adults
been made to sequence those skills writing techniques which control
at present the attempt is made to students practice as well as guide
filter out errors through extensive and channel progress show consid-
free practice some students learn erable promise in meeting the cri
in this way but the second language teria just mentioned by program
teacher needs only to look at his ming and isolating various structures
stu denes papers to see for himself
students of study and by combining these in
how unsuccessful this method usually such a way as to enable students to
is for a majority of his students use the complex structures found in
with extensive free practice stu- the writing of educated adults we
dents errors accumulate until these can provide a tool for writing prac
become so numerous and varied that tice which is so controlled that stu
students can not determine which dents are ensured success at every
ones require their most immediate attempt
attention reinforcement of correct
writing procedures does not take substitution Is first step
place students become discouraged
because they are unable to see any A student can begin by making
real improvements in their writing exl siig
exisiig
simple substitutions on exes
exi
exis lao0 mo
iao alo
aio
nio
ability and the teacher becomes a dels he can work his way through im

machine turning out an infinite va a series of graduated steps involv-


riety
biety of red marks on students ing modifications and transformations
themes unit finally he begins to expand upon
uniti
the model and create original models
ideal program of his own As difficulties arise the
student can be branched for further
Is there an alternative we need practice only in the last stages of
first ask ourselves what an effective this technique only after the student
writing program should provide for has proven he can do so success
the students ideally such a program uily
ully
f ully is he required to work with
should the steps which ask him to write
1 make it possible for students freely and creatively one of the
to write error free papers most encouraging aspects of this tech
2 reinforce correct writing pro nique is that it can provide students
dures
cedures
cedores
ce
3 build students confidence in
with practice which will allow them
to proceed according to their own
their own ability to write abilities and at their own rate of
4 motivate students to improve speed
their writing ability
5 increase the amount of students early in 1964 an experimental
practice set of materials was developed
6 enable students to proceed at using this technique these materials
their own rate were used with a number of groups
7 develop students ability to use of foreign students at teachers col
lege columbia university with se
richard J port is curriculum cond language students in nigeria
planner at the hawaiian curric- japan and elsewhere around the
ulum center world as well as with younger first
TESL reporter 4

composition
language students in massachusetts
in every tryout the results
re saults indicated
that stud6hts
studeftts were consistently able
to write both simple and complex
structures of the language correctly
and gain confidence in their writing
ability
it is encouraging to discover that
we may at last have a tool that
will provide extensive writing prac-
tice and will develop writing skills
systematically and without discourag-
ing the student or overburdening the
teacher with successive corrections
other approaches have not met with
very great success at theveryleast
the very least
this technique deserves our attention
and consideration
1 anaese tales A course in con-
ananse
trolled composition gerald dyk-
stra richard port and antonette
port teachers college press
teachers college columbia uni-
sity new york 1966
versity
ver

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