Using Student Writing as Mentor Texts to Teach and Inspire


Blog Series on how to use the student writing at your fingertips as mentor texts to teach and inspire other writers.  The first post in the series details the benefits of using student writing as models and shares the use of one writer's sample to teach writing process (particularly revision).
Why Use Student Writing As Mentor Texts?

As writing teachers, we want our students to be confident in their abilities to write for a variety of tasks, audiences, and purposes.  We want to create positive writing climates where writers feel valued and secure.  We want students to truly view themselves as writers and be moved with a sincere desire to write. 

There are many paths to achieving these goals.  One method I routinely employ to build such abilities and dispositions is using students’ own writing as mentor texts for teaching.  It’s a grand thing to say to students, “We’re all writers and writing is a messy business.  We’ll tease out our thinking, what we’re crafting, and the hows and whys together.  As we do this, we’ll use your writing as a primary tool to help us all grow.”
 
I’ve been using students’ writing as peer mentor texts for years.  Watching students’ engagement, seeing their reactions to one another, and noting how this method affects what and how they write has convinced me of the power we have right at our fingertips in our students’ own pieces.   How does first grader, Michael, feel when he comes forward to help me teach the class using his own informative writing about black jaguars?  How might his classmates feel watching Michael’s writing be celebrated and used as a model?  Might this model feel much more within reach since it was written by a peer?  (Tune in to my next post to learn more details about Michael and his writing.)  The answers to these questions have far-reaching implications. 


I’m not suggesting we throw out other methods that work.  We know using trade texts as mentors, modeling writing, engaging students in shared, interactive and guided writing, and creating and using shared anchor charts are all effective in impacting students’ abilities to write.  I’m suggesting we add using peer mentor texts to our go-to, best-strategy toolbelts. 
If we can celebrate and value our students, boost their confidence and build their identities as writers, all while teaching with a high-impact, accessible model, we’re doing much to move toward our goals.  We shouldn’t leave this one out, folks.  There are simply too many benefits.

Reflect on how we teach writing process.  We model process in front of students when we work on our own writing while thinking aloud, then debrief with them about what they saw and how it is useful.  We engage in process with students: brainstorming, drafting, rereading, tweaking… adding, rereading, revising…talking-it-out again, rethinking, adding…* as we work together to compose during shared, interactive, and guided writing.  Yet, we have another tool:  the messy, less-than-perfect, working about of students on their own papers.  *(See this post for more on the recursive nature of writing)


How might it work to use second grader, Caden’s piece, to examine writing process and the impact peer interaction had on his story?  


Blog Series on how to use the student writing at your fingertips as mentor texts to teach and inspire other writers.  The first post in the series details the benefits of using student writing as models and shares the use of one writer's sample to teach writing process (particularly revision).

In order to make the revisions he did, Caden will tell you he reread his piece several times as he was developing it.  For example, he talked-out his first sentence more than once, settling on adding two detail phrases, 'when I woke up' and 'with my friends.'  He also shared his piece with peers and with me (more rereading!) as he moved along.  When questions popped up for us listeners, we asked them (these were simple who, what, why, when, where and how questions), and Caden decided whether to make changes accordingly.  Look closely at all the specific instances of revision and editing in this two page story.  It’s rich with opportunity for highly impactful teaching and learning.  Is it perfect?  No.  Can we learn a great deal about process from examining and naming what we see and giving the author opportunities to explain his thinking?  Absolutely!  Research shows accessible peer models, rather than exemplary ones, have a positive impact (Rogers and Feller, 2016).  All this and we’re meeting standards, too!

Consider for just a minute what it might feel like to be Caden, having your work used as a model.  What might it feel like to be one of Caden’s peers?  How might it feel to be part of a writing community that truly values the ongoing work of its members in this way?  Aside from all the learning benefits, students experience affective benefits when we rally around their work.  


Using peer mentor texts to teach and inspire is a passion of mine,
so much so that I wrote a book, We Can Do This! Student Mentor Texts That Teach and Inspire.  It provides teachers with ready-to-use models written by kindergarten, first and second grade students, the majority of whom are from my Title I school.   Click this Amazon link and “Look Inside” for a close-up view of how the volume is put together.  

Blog Series on how to use the student writing at your fingertips as mentor texts to teach and inspire other writers.  The first post in the series details the benefits of using student writing as models and shares the use of one writer's sample to teach writing process (particularly revision).
As always, I welcome your comments and am happy to answer questions.
#happywriting
-Janiel

15 comments

  1. As a fourth grade writing teacher, I can attest to the magic that occurs when a student text (with his permission, of course) is projected and read to the class. The class is riveted as the student reads his composition, followed by many oohs and ahhs. The discussion is rich as students explain how they composed their piece. It makes good writing seem so attainable.

    ReplyDelete
    Replies
    1. Thank you so much for taking the time to respond to the post, Rose! And, sincere thanks for sharing your observations about using students' writing as mentor texts. Such a powerful tool. Making 'good writing seem attainable' is a real gift to students!
      Have a fabulous school year!
      -Janiel

      Delete
  2. Also, the student must hold a good academic record and he/ she should have secured admission HOSPITALITY MUT by clearing the necessary entrance examinations for that course.

    ReplyDelete
  3. When your website or blog goes live for the first time, it is exciting. shiv vani school
    That is until you realize no one but you and your

    ReplyDelete
  4. You did really good work. I really appreciate your new and different post. international schools in new delhiPlease guys keep it up and share with us some unique post in the future

    ReplyDelete
  5. How the ideal circumstance is molded? Instructors for the most part need execution capacity;

    ReplyDelete
  6. The main clashing pattern is in the region of cost. While the expense of formal instruction in schools and colleges is rising, the expense of training through the Internet is getting lower and lower.
    online learning of Quran

    ReplyDelete
  7. This innovation refinement produces availability in learning, and confines dormant types of education. MDCAT

    ReplyDelete
  8. Article writing services offer your business fresh new content that helps grow your online presence and enhances your success, taking you to the finish line sooner! Let our years of SEO and writing experience take your business to a whole new level. website

    ReplyDelete
  9. Obviously there were interruptions to manage at school, such as entering the workforce and gaining cash, pursuing the contrary sex, and spending time with companions, however fortunately I kept my sights set on graduating, and never veered off kilter. What's more, I've never lamented my determination or the exertion it took to accomplish my instructive objectives. C2 proficient cpe

    ReplyDelete
  10. Today where instructing is considered as a profoundly respectable calling, achieving a degree in a specialized curriculum can upgrade your educating vocation. A custom curriculum program can even assist you with learning uncommon aptitudes including getting assorted variety, showing understanding proficiency, advising and specialized curriculum. CPR Certification

    ReplyDelete
  11. ml courses alludes to the procurement of an aptitude or information. In contrast to AI, the objective is to support exactness instead of lift the achievement rate. The idea is very basic: machine gets information and keeps on gaining from it.

    ReplyDelete
  12. I have read a few of the articles on your website now, and I really like your style of blogging. I added it to my favorites blog site list and will be checking back soon. Please check out my site as well and let me know what you think. https://www.ivoignatov.com/mentor

    ReplyDelete
  13. In the corporate world, a decent correspondence ability in English puts one at an a lot more significant level than their companions. It is one of the fundamental essentials to ascend the company pecking order.
    ESL English as a Second Language

    ReplyDelete
  14. If you are looking for more information about flat rate locksmith Las Vegas check that right away. essay writing service

    ReplyDelete

Back to Top