Controlled Writing: An Effective Traditional Practice for Developing ELLs’ Composition
Eman Elturki, the USA
Eman Elturki is a doctoral candidate in the Language, Literacy and Technology program at Washington State University. Elturki holds a master's degree in TESOL from the University of Southern California. She works as a part time ESL instructor at the Intensive American Language Center of Washington State University. Her research interests include ELT, SLA, Corpus Analysis, and Educational Technology. E-mail: newnana2@hotmail.com
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What is ‘Controlled Writing’?
Advantages of using ‘Controlled Writing’
Kinds of ‘Controlled Writing’ tasks
References
Introduction
Controlled writing, also known as guided writing, has been a tradition for a long time in English as second/foreign language classrooms. It is still considered an effective tool (Silva, 1990) in helping learners put words down on paper. One of the main proponents of controlled writing is Raimes (1983), which states that, unlike free writing, controlled writing takes place when learners are supplied with “a great deal of the content and/or form [such as] an outline to complete, a paragraph to manipulate, a model to follow, or a passage to continue” (p. 95). Sliva (1990) added that controlled writing assists in both preventing errors that apparently occur from first language interference and reinforcing proper use of second language patterns. Therefore, engaging learners in controlled writing in L2 can be “as an exercise in habit formation [in which the ESL/EFL learner] is simply a manipulator of previously learned language structures” (Silva, 1990, p. 13).
Controlled writing is seen as a useful tool for teaching composition to English language learners (ELLs) at different levels of English proficiency especially beginner learners of English who are totally new to the language. Raimes (1983) argued that controlled writing is a practical process of “reinforcing grammar, vocabulary, and syntax in context. In addition, as the students write the passages, they are using the conventions of written English, such as indentation, punctuation, and connecting words, and spelling” (p. 97).Owens (1970) claimed that there are several advantages of using controlled writing. One of these potential advantages is that it can be used with different levels. It also provides learners with plenty of writing practice using correct grammar forms as opposed to free composition writing. In addition, it allows learners to watch their progress within certain limits. Another benefit to using controlled writing comes from the fact that it can be prepared and corrected quickly which reduces the burden on the teacher. Moreover, it helps to systematically and gradually cover different teaching points, and it fulfills certain teaching objectives (as cited in Paulston, 1972, p. 39). It also helps learners to practice writing for different purposes such as writing letters, messages, memos, notes, invitations, directions, and filling in application forms (Paulston, 1972).In terms of teachers’ reaction to utilizing controlled writing, the questionnaire results of Winer’s (1992) study revealed that student-teachers who conducted their practicum in writing classes noticed that controlled or guided writing was among the most effective strategies in improving ESL learners’ composition.
There are different tasks that students can engage in when they are being scaffolded during the writing process such as class discussions and debates, group or individual brainstorming, clustering, conference, generating WH questions about the targeted topic, and role-plays (Seow, 2002; Taylor, 1981). In terms of brainstorming, Taylor (1981) suggested that when learners brainstorm, they start “to make generalizations and to see connections and relationships among their observations, thoughts, and facts. And as ideas begin to emerge the students can begin to narrow down the scope of their topics” (p. 10). He concluded that “this way the students can come to grips with their topics and learn to identify and test out support for their own arguments” (p. 10).Another kind of controlled writing that was proposed by Raimes (1983) is parallel writing in which learners “read and study a passage and then write their own on a similar theme, using as a guide the vocabulary, sentence structure, cohesive devices, and organization of the model passage” (p. 109). Omaggio Hadley (1993); on the other hand, recommended a kind of communicative practice that precedes the actual writing task in order to provide support to ELLs who have lower English proficiency and build their confidence. Furthermore, Bangert-Drowns, Hurley, and Wilkinson (2004) stated that some teachers see writing as similar to the learning process in general. That is, it is argued that teachers should assist students in learning the content before engaging them in writing activities by, for example, building their vocabulary and the language needed to approach the writing activity. In brief, writing teachers can help their students by providing them with a content to manipulate or a format to follow until they are gradually able to write without assistance.
Bangert-Drowns, R.L., Hurley, M. M., & Wilkinson, B. (2004). The effects of school-based writing-to-learn interventions on academic achievement: A meta-analysis. Review of Educational Research,71(1). 29-58.
Omaggio Hadley, A. C. (1993). Teaching language in context: Proficiency-oriented language instruction. Boston: Heinle&Heinle.
Owens, R. J. (1970). Teaching English composition. RELC Journal, 1(1), 125-126.
Paulston, C. (1972). Teaching writing in the ESOL classroom: Techniques of controlled composition. TESOL Quarterly,6(1), 33- 59.
Raimes, A. (1983). Techniques in teaching writing. New York & Oxford: Oxford University Press.
Seow, A. (2002). The writing process and process writing. In. J. C. Richards & W. A. Renandya (Eds.), Methodology in language teaching: An anthology of current practice. New York: Cambridge University Press.
Silva, T. (1990). Second language composition instruction: Developments, issues, and directions in ESL. In B. Kroll (Eds.), Second language writing: Insights for the classroom. Cambridge: Cambridge University Press.
Taylor, B. P. (1981). Content and written form: A two-way street. TESOL Quarterly, 15(1), 5-13.
Winer, L. (1992).Spinach to chocolate: Changing awareness and attitudes in ESL writing teacher. TESOL Quarterly, 26(1), 57-80.
Please check the English for Teachers course at Pilgrims website.
Please check the Teaching Advanced Students course at Pilgrims website.
Please check the Teaching Academic English course at Pilgrims website.
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