LaBrant, L. (1946). Teaching high-school students to write. English Journal, 35(3), 123–128.
Stable URL: http://www.jstor.org/stable/806777
LaBrant asserts that writing instruction must focus on the content of student compositions before addressing surface features. The piece is a powerful argument for student-centered writing instruction and the failure of isolated grammar instruction to support students as writers, notably: “We have some hundreds of studies now which demonstrate that there is little correlation (whatever that may cover) between exercises in punctuation and sentence structure and the tendency to use the principles illustrated in independent writing” (p. 127).
There are many ways of writing English, and the teacher of composition must know, before he thinks of means for teaching, what kind of writing he thinks important to teach. He may be content if the writing is composed of sentences with correct structure, with periods neatly placed, verbs correctly ended, pronouns in the right case, and all attractively placed on the page. I have heard teachers say that if their pupils do all this, and spell with reasonable correctness, they (the teachers) are content. I am willing to admit that a conventional paper, such as is just described, tempts one to be satisfied; but I am not willing to admit that it represents a worth-while aim. As a teacher of English, I am not willing to teach the polishing and adornment of irresponsible, unimportant writing….I would place as the first aim of teaching students to write the development of full responsibility for what they say. (p. 123)
No English teacher would deny that one function of work in language is to improve the method of presentation; but to make method first reduces it automatically to use of approved form and gives as full credit to the irresponsible statement or paper as to the thoughtful one….We have consistently led them away from writing as a means for conveying thought and have substituted writing as an exercise in conjugation, punctuation, spelling, and declension….Read over the drivel which passes for content in the millions of exercises American children are working on, and see whether these children would gain the idea that we learn to use language so that we may state what we believe and that we are responsible for the ideas we set forth. (p. 124)
“But,”a teacher once said to me, “if I don’t use drillbooks and if I wait for sincere writing, I’d never teach punctuation or form. My students never want to write.” The answer is, of course,too obvious: If they don’t write, how can they use skills in punctuation and paragraphing? There is no need to drive a car when I have no expectation of driving one. It would be far better to spend my efforts on learning to walk well….First, the teacher should set up a friendly, unstrained atmosphere. (p. 125)
All writing that is worth putting on paper is creative in that it is made by the writer and is his own product….Again there may be those who will infer that I am advocating no correction, no emphasis on form. The opposite is really true. The reason for clarity, for approved usage, for attractive form, for organization, lies in the fact that these are means to the communication of something important. (p. 126)
We have some hundreds of studies now which demonstrate that there is little correlation(whatever that may cover) between exercises in punctuation and sentence structure and the tendency to use the principles illustrated in independent writing….Little is gained from blind drills, that is, from drills prepared in advance by some textbook writer who could, of course, not know the idiosyncrasies of the class….We think our exercises lead to clarification; he finds them merely inhibiting. (p. 127)
There will undoubtedly be many who will call this an ideal picture, an impossible end. If they are right, I see no reason for teaching writing;if they are right, we teachers of English have the dubious privilege of spending our best efforts to produce more conventionally stated futility. I am not willing to admit such defeat. (p. 128)