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LEVELS OF GUIDANCE IN WRITING Activity 1: From Controlled to Guided

What makes a writing task controlled or guided? Read the article below on From Controlled to Guided and then complete the task that follows.

The Principle of Diminishing Control This approach develops the pupils composition writing skills through writing activities that are designed along a continuum - Controlled Guided Free Writing. The pupils are carefully prepared and given ample practice at each level of control. It is sequential in nature as pupils are taken from one stage to the next, progressively, as they gain in competence. Controlled writing Controlled writing is all the writing your pupils do for which a great deal of the content and / or form is supplied. It is characterized by maximal teacher input and minimal pupil input (Chitravelu, N., Sithamparam, S. & Teh, S.C. 1995). It gives the pupils maximum practice in writing correct forms of the language; consequently, correcting is easy. Additionally, controlled writing tasks give pupils focused practice in getting words down on paper and on concentrating on one or two problems at a time; they are thus spared from tackling the full complexity that free writing entails. Techniques for controlled writing include: Linked substitution tables Parallel writing Questions and answers Writing answers to guidance questions Sentence combining Sentence completion exercises Rearranging jumbled sentences Note: The writing activity for certain techniques can range from controlled to free writing. For example, the technique question and answer is a controlled activity if the Guided composition pupils are given notes or text to read before they are asked to write answers to a series of questions. Guided composition is an extension of controlled composition. It is less controlled than controlled composition in that it gives pupils some of the content and form of the sentences they will use. Their finished products will thus be similar but not exactly alike. Techniques for guided writing include: Writing from class-generated guidelines Picture composition with skeleton outline PEELT-PRI/3 Writing from short notes Dicto-comp (combining dictation with composition)

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Adapted from: Raimes, A. (1983) Techniques in teaching writing. (p. 95-112)

Task 1 Examine the writing tasks provided. Complete the grid based on the information obtained from the writing tasks. The first one is done for you.

Title of Writing Task 1. Going to the zoo

Type and Level Type of exercise: Level of guidance: Kind of guidance: Kind of writing: Linked substitution table (completely) controlled Lexical, content Narrative Rearranging jumbled sentences (sequencing) (completely) controlled Pictures, content Narrative Answering questions Guided Pictures, Wh questions

2. Meng and Hamid play badminton

Type of exercise: Level of guidance: Kind of guidance: Kind of writing :

3. An accident

Type of exercise: Level of guidance: Kind of guidance writing:

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Kind of writing : 4. Wei Jin learns to ride a bicycle Type of exercise: Level of guidance: Kind of guidance: Kind of writing: 5. Fire Type of exercise: Level of guidance: Kind of guidance: Kind of writing: 6. My pet Type of exercise: Level of guidance: Kind of guidance: Kind of writing:

Narrative Note expansion Partially guided Pictures, content Narrative Matching Controlled Pictures, phrases Narrative Parallel writing Guided Content Descriptive

Share your answers with the class.

Writing Task 1: Going to the zoo

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Source: Spykerman, A. et al (1985). Writing Compositions. (p. 2)

Writing Task 2: Meng and Hamid play badminton

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Meng took a ladder from his house and put it against the tree. After that, the boys did not play near the tree anymore. Meng and Hamid played badminton last evening. He climbed up the ladder and took the shuttlecock. Now, write out the whole story below. in a tree. Suddenly the shuttlecock got stuck The boys used a bamboo pole to try and get it down but the pole was not long enough Meng and Hamid Play Badminton played badminton last evening

Meng and Hamid .

...
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..

Source: Len, E. (1991). Composition Practice. (p.5 & 6)

Writing Task 3: An Accident

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Source: Spykerman, A. et al (1985). Writing Compositions. (p. 51)

Writing Task 4: Wei Jin learns to ride a bicycle

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Now, write out the story as told in the pictures. You may use of the words below each picture to help you write your composition. Wei Jin learns to ride a bicycle . . .
Source: Len, E. (1991). Composition Practice. (p.26 & 27)

Writing Task 5: Fire

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Source: Len, E. (1991). Composition Practice. (p.7)

Writing Task 6: My Pet


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Read about Nurs pet. I have a pet called Putih. My aunt gave it to me when it was only a few weeks old Putih has white fur and a short, bushy tail. Every day I feed Putih with rice mixed with fish. I also give it milk to drink. Putih likes to follow and play with me. I love Putih very much.

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Source: Len, E. (1991). Composition Practice. (p.3 & 4)

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Activity 2: Lets Design


Based on the pictures given, design: A controlled writing activity and A guided writing activity

Present your answers to the whole class.

Picture 1
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Source: Len, E. (1991). Composition Practice. (p.43)

Picture 2

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Source: Len, E. (1991). Composition Practice. (p.34)

Picture 3
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Source: Len, E. (1991). Composition Practice. (p.16)

Picture 4

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Source: Len, E. (1991). Composition Practice. (p.30)

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