When asked to reflect on their experiences with writing, preservice teachers attributed their successes and failures to a number of factors. Some of these attributions, such as those made to effort and ability, were internal in nature. However, the most frequently occurring references were to an external factor: influential others. Preservice teachers discussed the role parents, siblings, and, most often, teachers played in their development as writers. These findings call into question the notion that writing cannot be taught but only learned. This notion has downplayed the pivotal role of teachers in the creation of authors. The results of this study also point to the need for a reconsideration of what it means to “teach” writing.

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