The Controlled-to-Free Approach The Free-Writing Approach

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3. Approaches to Teaching Writing

Anthony describes approach as a set of correlative assumptions and theories about the nature of language and language learning that serve as the source of practices and principles in language teaching cited in Richards Rodgers 1986, 2001. In support of this idea, many experts have provided approaches to teaching writing which are presented as follows:

a. The Controlled-to-Free Approach

Raimes 1983 states that, the controlled-to-free Approach emphasizes speech and writing to achieve grammatical and syntactic forms. Additionally, Richards 2015 states that learners developed control of sentences patterns and grammar through oral practice. According to that the controlled-to-free approach in writing is sequential: students are first given sentence exercises, then a paragraph to copy or manipulate grammatically by changing question to statements, present tense to past, or plural to singular. Students might also change the word to clauses or combine sentences, which makes correction easy. The teachers allow students to produce a free composition after they have reached an intermediate level of proficiency. This approach stresses grammar, syntax, and mechanics. It emphasizes accuracy rather than fluency or originality. In support, Byrne 1988 states that within this approach students were assumed to make mistakes because they were allowed to write what they wanted, this stressing on the importance of control. He also states that in this approach students are taught how to write and combine various sentence types and manipulate exercises to give students experience of writing connected sentences. 19

b. The Free-Writing Approach

Raimes 1983 suggests that the free-writing approach emphasizes writing quantity over quality. Moreover, this approach stresses content and fluency rather than on accuracy and form. Teachers may begin class by asking students to write freely on any topic without thinking about grammar and spelling. In support, Brown 2000 points out that free- writing can help students’ free ideas that they might not realize that they have. He also explains that free-writing encourages students to write without being concerned about spelling, punctuation, or grammar. Furthermore, Byrne 1988 states that this approach encourages students to write as much as possible and as quickly as possible without worrying about making mistakes, because the important thing is to get the ideas down on paper. To conclude the exercise teachers may ask some students to be volunteers and read their own writing aloud to the audiences in the class.

c. The Paragraph-Pattern Approach