A collaborative way of writing texts and correcting them in groups, by using dictations.

1. Dictogloss:
Collaborative writing
and correcting
M.Carmen Romero Riera

2. Dictogloss M. Carmen Romero Riera
Type of activity: Dictation, also known as ‘Grammar Dictation’
Level: All levels (depending on type of text chosen)
Materials: Any short text/paragraph of your interest (see one attached)
Aim: Writing and error correction, group cooperation

3. Dictogloss M. Carmen Romero Riera
Skills involved:
-Language of interaction: agreeing, disagreeing, suggesting, justifying opinions, etc
-Extending vocabulary related to topic
-Listening for gist and specific information
-Note-taking from key words
-Paraphrasing
-Writing a cohesive text using appropriate grammar and linking words
-Testing and refining their own grammar knowledge
-Reading, editing, refining own text and those of other groups
-Student/student cooperation

4. Dictogloss M. Carmen Romero Riera
Procedure:
1. Students listen to an interesting piece of text twice:
1A. First at ordinary speed for general understanding(just listening to it)
1B. The second time at a slightly slower pace for note-taking.
2. When you have finished, the students must try to reconstruct the meaning of the
text, although using the exact words and grammar is not important. In other words, the
meaning must be the same but the grammar can be their own.
3. In groups of three-five they reconstruct the story on transparencies or A3 pieces of
paper.
4. Afterwards, the materials are fixed on the walls, and all the groups go round,
collaboratively correcting mistakes of form and meaning.

5. Dictogloss M. Carmen Romero Riera
Please, note:
- Pre-teach any vocabulary if it is essential for the main meaning.
-The second time you dictate:
- Chunk the text into short phrases or ‘meaning chunks’.
- The speed depends on the level and difficulty of the text, but must be fast enough
to prevent the students writing every word.
- Peers correction involves correcting:
-Content (facts)
-Accuracy of form (structure, spelling and punctuation)
-At the end of the activity:
-Give some feedback on their task achievement.
-Note any common errors.
- You may want to have a follow-on activity (extension task)

6. Photogallery

7. Dictogloss M. Carmen Romero Riera
Step 4:
REVISING AND CORRECTING

8. Dictogloss M. Carmen Romero Riera
Example 1: FINAL VERSION, Text ‘Middle-children’

9. Dictogloss M. Carmen Romero Riera
Example 2:
FINAL VERSION, Text ‘Middle-
children’