Guided writing

Guided writing occupies the middle ground between Controlled Writing and independent composition. Learners produce their own text, but with support structures such as model texts, frameworks, sentence starters, vocabulary banks, graphic organisers, or writing frames. The teacher provides enough scaffolding to make the task achievable while leaving space for learner choice.

Rationale

The jump from controlled writing (where language is predetermined) to free writing (where everything is the learner's responsibility) is too large for most learners to make in one step. Guided writing bridges this gap by gradually transferring responsibility from the materials to the learner. This reflects Vygotskian Scaffolding: support is provided within the learner's Zone of Proximal Development and progressively removed as competence develops.

Support Types

Support	How it works	Example
Model text	Learners analyse a model, then write a parallel text on a different topic	Read a description of a city, then write about their own city using the same structure
Writing frame	A template with headings, paragraph starters, and connectors	"In my opinion... / One reason for this is... / Furthermore... / In conclusion..."
Sentence starters	Opening phrases provided for each section	"The graph shows that... / The most significant change was..."
Vocabulary bank	Key words and phrases supplied for the topic	Topic-specific lexis organised by function (describing trends, making comparisons)
Graphic organiser	Visual planning tool completed before writing	Mind map, flow chart, or table that structures ideas before composition begins
Checklist	Criteria for learners to self-check against	"Does your paragraph have a topic sentence? Have you used at least two linking words?"

Difficulty Progression

From most to least support:

1. Copy with small changes: Minor substitutions (change a name, a place)
2. Fill blanks with given words: Slot-filling within a complete text
3. Fill blanks with own words: More independent language choice
4. Copy with substantial changes: Complex transformations (change tense, person, perspective)
5. Dictogloss: Listen to a text, reconstruct collaboratively from notes
6. Parallel writing from a model: Write a new text mirroring the model's structure
7. Writing from a frame: Compose using headings and sentence starters only
8. Independent writing with a checklist: Minimal support, self-monitoring

Procedure

1. Analyse a model: Learners examine an exemplar text, identifying structure, key language, and features of the genre
2. Plan with support: Using a graphic organiser or writing frame, learners organise their own ideas within the model's structure
3. Write with reference: Learners compose their text, referring to the model, vocabulary bank, and/or sentence starters as needed
4. Review against criteria: Self-check or peer check using a provided checklist
5. Revise: Improve based on feedback

Connection to Genre-Based Approach

Guided writing aligns closely with the Genre-Based Approach (particularly the Teaching-Learning Cycle from the Sydney School): modelling → joint construction → independent construction. The model text provides genre awareness; the writing frame provides structural support; the vocabulary bank provides linguistic resources. Each element can be gradually withdrawn as learners internalise the genre's conventions.

When to Use It

• When introducing a new text type or genre
• When learners have the ideas but lack the organisational or linguistic resources to express them independently
• As the standard approach for writing lessons at lower-intermediate to intermediate levels
• As a bridge stage between controlled practice and independent production in any writing lesson
• Most effective at elementary to intermediate levels (A1-B1) where learners would struggle with free writing

Progression

The goal of guided writing is its own obsolescence. As learners internalise the structures, language, and organisational patterns, the support is systematically reduced. A well-designed writing programme moves from heavily guided (multiple supports) through lightly guided (one or two supports) to independent writing (no supports), with the pace determined by learner readiness.