Writing Is Learned by Writing (1953)

LaBrant, L. (1953). Writing is learned by writing. Elementary English, 30(7), 417-420.

Stable URL: http://www.jstor.org/stable/41384113

LaBrant argues for asking students to write as central to their learning to write, highlighting how teachers can end traditional practices (such as isolated grammar exercises) and shift toward doing the real work of teaching writing.

Quoting LaBrant:

It ought to be unnecessary to say that writing is learned by writing; unfortunately there is need. Again and again teachers or schools are accused of failing to teach students to write decent English, and again and again investigations show that students have been taught about punctuation, the function of a paragraph, parts of speech, selection of “vivid” words, spelling – that students have done everything but the writing of many complete papers. Again and again college freshmen report that never in either high school or grammar school have they been asked to select a topic for writing, and write their own ideas about that subject. Some have been given topics for writing; others have been asked to summarize what someone else has said; numbers have been given work on revising sentences, filling in blanks, punctuating sentences, and analyzing what others have written….Knowing facts about language does not necessarily result in ability to use it. (p. 417)

A second excuse of the teacher is that he has no time for marking papers. There is, in one sense, much basis for this argument. There is likewise a basis for argument when the arithmetic teacher says he has too much to do to grade addition and so will just talk about it. If we are teachers of writing, we just have to read and mark writing. That is unavoidable. How are we to get the time? I think there are workable answers.

First, let us learn that punctuation is best taught in the body of a paper, and that we might just as well stop all that nonsense of having children do long exercises on punctuation. (p. 418)

Save time, then, by omitting exercises and getting directly to papers.

Another time saver comes in telling the student to work on his own paragraph until it makes enough sense that he can read it. Much of the correcting we do on papers teaches nothing but copying. Any- one can copy what we have written in. Mark around a confused paragraph, and write “mixed up” in the margin. The youngster can straighten out his own thoughts, with, perhaps, a slight suggestion during the work period. It is probably needless to say that identifying parts of speech when one can’t write ten lines of prose is busy work which could well be omitted. (p. 419)

There is much to say. It all comes back in the end to this: As citizens we need to be able to write and to understand the importance and difficulty of being honest and clear. We will learn to do this by doing it. (p. 420)


About plthomasedd

P. L. Thomas, Associate Professor of Education (Furman University, Greenville SC), taught high school English in rural South Carolina before moving to teacher education. He is a column editor for English Journal (National Council of Teachers of English) and series editor for Critical Literacy Teaching Series: Challenging Authors and Genres (Sense Publishers), in which he authored the first volume—Challenging Genres: Comics and Graphic Novels (2010). He has served on major committees with NCTE, and has been named Council Historian (2013-2015), and formerly served as co-editor for The South Carolina English Teacher for SCCTE. Recent books include Ignoring Poverty in the U.S.: The Corporate Takeover of Public Education (Information Age Publishing, 2012) and Parental Choice?: A Critical Reconsideration of Choice and the Debate about Choice (Information Age Publishing, 2010).He has also published books on Barbara Kingsolver, Kurt Vonnegut, Margaret Atwood, and Ralph Ellison. His scholarly work includes dozens of works in major journals—English Journal, English Education, Souls, Notes on American Literature, Journal of Educational Controversy, Journal of Teaching Writing, and others. His commentaries have been included in Room for Debate (The New York Times), The Answer Sheet (Washington Post), The Guardian (UK), truthout, Education Week, The Daily Censored, OpEdNews, The State (Columbia, SC), The Charlotte Observer (Charlotte, NC), The Post and Courier (Charleston, SC) and The Greenville News (Greenville, SC). His work can be followed at the becoming radical (http://radicalscholarship.wordpress.com/) and @plthomasEdD on twitter. View all posts by plthomasedd

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