ABSTRACT
This chapter presents the historical development of writing instruction in ancient Greece. Archaeological discoveries, and other forms of material evidence, have enriched our understanding of writing instruction. New methods of research, and greater attention to the study of women, also have extended our understanding of the range of writing instruction. This chapter shows that orality and literacy were bonded together in the teaching of writing, and that writing instruction served a range of functions in order to meet social needs. Over time, it became clear that writing instruction could teach much more than functional tasks. At its pinnacle, writing facilitated abstract thought, helped to refine argument, and enabled the composition of aesthetically eloquent discourse. Under the educational practices of individuals such as Isocrates, writing instruction evolved to become an essential feature of the highest level of education and valued as a skill for civic leadership.
