Students usually learn ancient languages because they want to read texts such as the Aeneid, Odyssey, Nag Hammadi codices or Book of the Dead in the original. This being the case, beginners often wonder whether they will only read their target language, or whether it might be useful (or indeed realistic) to learn to write it themselves.
Opinions on this topic differ greatly, and are often strongly held. This post is not a review of evidence-based research, but rather a collection of observations based on my experience of teaching and learning ancient languages. What is best for each student depends on their individual goals and aptitudes.
Writing vs speaking
Before we start, it's worth noting that if you learn to write in an ancient language, the language you learn will generally NOT be representative of the spoken language of the time. The educated elite who wrote the literature we now read were taught to write in a higher register and using forms of language (including vocabulary, grammar and word order) that were more complex than the spoken language and that were often archaic even then. For the most part, it's this form of the language that has survived and that is studied in modern times. I will return to this topic, and to the question of whether we can learn to speak ancient languages, in a later post.
What usually happens in schools and universities?
The usual approach, in the UK at least, is to focus on reading. You start with simple sentences and passages often written by modern linguists but set in the ancient world. As you progress, you are introduced to more complex language, culminating in texts written by ancient authors.
Your textbook or teacher may also ask you to translate simple sentences or passages into your target language. This is traditionally called 'prose composition'. It is included in some but not all courses and textbooks; many ancient linguists get to degree level having done little or no translation into the languages they study.
Reasons to learn to write ancient languages
Without becoming embroiled in a discussion of theories of learning styles, I think it's fair to say that most of us have preferences as to how we learn, and that using a range of activity types is often interesting and beneficial. Writing in an ancient language adds variety to lessons and is a learning method that appeals to some students.
Students may find that actively producing vocabulary, rather than just recognising it, helps them to remember words.
When you translate out of a language, you can often guess the meaning of grammatical forms and may not pay too much attention to syntax. To write the language yourself you need to understand and actively apply the rules of grammar and syntax. This can develop and test your understanding and deepen your appreciation of differences between your own language and the language you're learning.
From beginner-level onwards, some students enjoy translating into ancient languages or even composing their own stories, and feel that it gives them an opportunity to be creative.
Advanced students may enjoy writing in the style of a particular author and incorporating literary devices to create effect. This exercise can help students recognise and appreciate the style of ancient authors.
Reasons not to learn to write ancient languages
Students usually make a lot of mistakes when translating into ancient languages, and this can lead some students - particularly younger ones and those who are used to making very few mistakes - to become discouraged and demotivated.
Some students don't enjoy prose composition and find it confusing and time-consuming; this often depends on teaching style and whether the exercises have been pitched at an appropriate level.
Writing ancient languages is a skill with no obvious practical application: students generally do it to improve their reading skills and appreciation of the literature, not because they actually need or want to write the language. It's not necessary to achieving the prime goal of reading and enjoying ancient texts.
Conclusions
My own approach is to offer all students the opportunity to translate into their target language if they would like to, but only if and for as long as they enjoy it and feel that it is beneficial. I find that many adult learners are keen to include some prose composition in their lessons, and are not too discouraged when they make mistakes as they understand that they are writing in a challenging, higher register of the language. With school-age students, especially when in a classroom context and/ or following an exam syllabus (which usually will not require translation into the language), I tend to restrict translation into ancient languages to games and 'extension activities' (extra activities for students who are looking for a challenge).
In conclusion, prose composition is not necessary to achieving the goal of enjoying ancient texts in the original, and for many students the cons outweigh the pros. However, for those who choose to attempt it, it can be an enjoyable and challenging learning tool.