Controlled Writing: An Effective Traditional Practice for Developing ELLs’ Composition

What is ‘Controlled Writing’?

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).

Advantages of using ‘Controlled Writing’

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.

Kinds of ‘Controlled Writing’ tasks

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.