Teaching Productive Skills to the Students: a secondary Level Scenario

a. 
Controlled Writing: 
It is sensible to distinguish between writing exercises 
in which the final product is linguistically determined by the teacher and exercises in 
which the final content is determined. Thus, by controlled writing G. Broughton 
understands e.g. exercises in which a paragraph with blank is to be filled in which 
picture prompts or memory of a model presented by the teacher, leads to reproducing 
more or less exactly the same final product as each other. 
b. 
Guided Writing: 
A composition in which the teacher provides the situation 
and helps the class to prepare the written work is guided writing. 
c. 
Free writing: 
By free writing we understand a writing in which the title is 
provided and everything is done by the students. 

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Further, G. Broughton claims that to be successful in teaching writing skills it is 
necessary to make sure that the students start with controlled writing and when they 
become more confident in working with controlled exercises more and more guided 
writing exercises should be available. As we can see, G. Broughton suggests a good 
organization that can be practically used in mixed ability classes at schools; especially 
first two stages 
– controlled and guided writing, because the students need to be guided 
as they frequently have lack of vocabulary or grammar. 
On the other hand, Jeremy Harmer in his book 
„How to Teach Writing‟ 
distinguishes between writing for learning and writing for writing. 
2.7.5 Writing for Learning 
In writing for learning students write predominantly to spread their learning of 
grammar and vocabulary of the language. Further Harmer (2004) divides writing for 
learning into: 
a. Reinforcement writing 
b. Preparation writing 
c. Activity writing