Announcing the #writingwithmentors Tweet-a-Thon!

WWM Tweetathon

Friends, we are getting so excited to share Writing With Mentors with you on September 3.

Do you remember Oprah’s Favorite Things episodes? Hysterical audience members would load up on exotic goodies gifted to them by Oprah. Invariably, by the end of the episode, the group would hear Oprah’s signature bombastic yawp: “You get a car! You get a car! You get a car!”

Writing a book feels kind of like that.

Sadly, cars we do not have. But we have a whole world of mentor texts — our favorite things!

To celebrate the book’s launch and to share the mentor text love, we are hosting a Tweet-a-thon for two weeks beginning on August 20 and leading up to the publication of Writing With Mentors on September 3 (you can order it here!). Here’s how it will work:

Rules of the Tweet-a-Thon:

  • Between August 20 and September 3, tweet a link to a potential mentor text along with a teaching idea or focus. Here are a couple of examples:

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  • Don’t forget to use the hashtag #writingwithmentors
  • For each and every tweet, you will be entered to win one of three copies of Writing With Mentors. Winners will be chosen at random on September 3.
  • We will pull your tweets into blog posts — a one-stop shop for a daily list of hot-off-the-press mentor texts. We’ll also pull your mentor texts into our ever-growing Mentor Text Dropbox so that you can find them again whenever you need them.

How Will You Find Great Mentor Texts?

Writing With Mentors has an entire chapter dedicated to finding current, engaging mentor texts that will help you teach anything you need to teach or want to teach about writing!

Want to see? Get ready, it’s sneak peek time!

Like you, we do not have time to scour the Internet from top-to-bottom in the hopes of landing on good, relevant writing. So, we share our no-fail, go-to sources for mentor texts that win every time.

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After we find a mentor text that has potential, we ask it a series of questions. You have seen some of these before here, but we have also included them in handy chart form in Writing With Mentors so that you can grab it and use it quickly!

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How Is This Like Oprah’s Favorite Things?

Beyond sharing in communal excitement (which is what Oprah’s Favorite Things is all about, right?), you will leave our two-week Tweet-a-thon with tons of current, relevant mentor texts  — to take into your classroom tomorrow and to use alongside the materials we provide for you in Writing With Mentors.

You get a mentor text! You get a mentor text! You get a mentor text!

And three of you will get a book, too!
Questions about the Tweet-a-thon? What to tweet? How to play? Let us know! The Tweet-a-thon begins AUGUST 20.


Summer Mentor Text Countdown Week 8: Mentor Texts for Literary Analysis

Before Allison and I each began using the writing workshop approach in our classrooms, one of our biggest concerns was the same concern we hear again and again from teachers around the country: we are high school teachers. We must teach literary analysis and the writing of literary analysis. How can writing workshop accommodate this?

We wrestled with this until we jumped in with both feet, believing that if writing workshop is truly the best way to grow writers, it would work for literary analysis, too.

Good news: it does!

Week 8 of our Summer Mentor Text Countdown brings us to a very recent post, but one that has sparked excitement and curiosity in our readers. In April and May, we did a week of blogging about the connection between writing workshop, mentor texts, and the writing of literary analysis. (You can see a complete listing of those posts here.)

Today’s post thinks about finding mentor texts to teach and inspire this kind of writing. Remember, we believe that mentor texts need to be real, relevant, engaging, and current. So where are these real world examples? Find out below!

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Summer Mentor Text Countdown Week 7: Ways to End (or Begin) a Year of Writing with Mentor Texts

We have been sharing Moving Writers’ most popular posts about mentor texts as we move toward the September release of our book, Writing With Mentors.

(Want a tiny sneak peek at the contents of Writing With Mentors? Check out our Table of Contents and a couple of reviews on the Heinemann site!)

Last week in our Summer Mentor Text Countdown,  we shared two different approaches to introducing students to mentor texts in the very first days of school. This week, we bring you a post for the opposite end of the school year — a look at using mentor texts to wrap up year of writing.

Now, while we originally posted these mentor text-inspired activities as an end-of-year finale, they would work equally well for beginning of the year mentor text activities with older students or students who have worked with mentor texts in the past!

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Summer Mentor Text Countdown Week 6 – Mentor Texts for the First Week of School

Are you ready to start planning for the first week of school?

We use mentor texts in our classes from the very first day of school. We want to lay down a strong foundation and also some strong expectations that mentor texts will be our go-to source for inspiring our work, giving us how-tos, and answering our writing questions all year long.

But that doesn’t mean we don’t have fun. The mentor texts we use the first week of school are visually engaging and meet our high school students right where they are as they walk in the door.

In our mentor text countdown this week, we are giving you a two-for-one: two very different approaches to using mentor texts in the very first week of school to help you students get to know one another while also learning the fundamentals of mentor text work!

Get out your planner! We are helping you get ready to get back to school!

P.S. Did you know that you can pre-order Writing with Mentors at a fantastic price on the new-and-improved Heinemann website?

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Summer Mentor Text Countdown Week 5 – Mentor Sentences to Boost Student Writing

As you saw two weeks ago with our post about using mentor texts for Notebook Time, mentor texts can be large or small.  Even a tiny mentor text can have spectacular results for student writing. Mentor sentences can be a great way for both you and your students to wade into the waters of mentor text study!

This week in our mentor text countdown – a pre-launch blog party of sorts for our book Writing with Mentors, which will be released September 3 and is available for pre-order now! – Allison shows 5 rich mentor sentences that will have your students writing more sophisticated analysis!


5 Mentor Sentences to Help Students Write Better Analysis

Photo by Alan Cleaver via Flickr

If you haven’t checked out Rebekah’s series on analysis, stop what you’re doing and go read about her brilliant work with her IB students! I’ve never been more excited to teach analysis than after reading her thoughtful blog series.

I’m going to piggyback on her posts and share something that I have found useful in the teaching of analysis with my ninth graders: using mentor sentences to help them articulate their thinking about a text.
Like Rebekah, I, too, am searching for ways to make literary analysis a richer experience for my young writers. While my students are working on a fairly traditional literary analysis of a poem right now, I have been able to complicate the simplistic formula they have been trained to use for far too long (5 paragraphs, claim as last sentence in introduction, sentences that start with the phrase “This quote shows that…” and so forth ) by sharing ways that professional writers have written about themes, symbols, and diction.
Below are five sentences culled from New York Times book and poetry reviews that students can easily adapt to their own writing.
Mentor Sentences for Writing about Theme:
1. Art — its creation, its importance, its impact on identity and freedom — is perhaps the central theme of “I’ll Give You the Sun.” The book celebrates art’s capacity to heal, but it also shows us how we excavate meaning from the art we cherish, and how we find reflections of ourselves within it.
From New York Times review of I’ll Give you the Sun by Jandy Nelson
2. One of the great themes that threads its way through Toni Morrison’s work like a haunting melody is the hold that time past exerts over time present. In larger historical terms, it is the horror of slavery and its echoing legacy that her characters struggle with. In personal terms, it is an emotional wound or loss — and the fear of suffering such pain again — that inhibits her women and men, making them wary of the very sort of love and intimacy that might heal and complete them.

From New York Times review of Toni Morrison’s God Help the Child

Mentor Sentence for Writing a Brief Summary of Text:
3. After reading Pam Muñoz Ryan’s enchanting new novel, you’ll never think of a harmonica the same way again. In “Echo,” a harmonica travels across years and over continents and seas to touch the lives of three embattled, music-obsessed children — and, quite possibly, save a life.
From New York Times review of Echo by Pam Muñoz Ryan’s
Mentor Sentence for Writing About Symbols:
4. “No one could give it back/ because it was gone,” he writes, and the “it” could refer not only to the gun but also to something larger: his youth, his innocence, and whatever else he left in Iraq along with his weapon.

From New York Times review of Kevin Powers’ new book of poems
Mentor Sentence for Writing About Diction:

5. The poem ends:

until they come before you

like dead things, saddled with flesh,

and you above them, wounded and dominant.

The key word here is “dominant,” which is Glück’s way of pointing out the covert will to power in the traditional Romantic nature poem (to see ourselves reflected in nature is to make nature our servant).

From a New York Times review of Louise Gluck’s Metamorphoses

In addition to helping students avoid formulaic writing, these mentor sentences can also help students write about complicated ideas more clearly. For example, one of my students is writing about the poem “First Love” by Carl Linder. Here is a sentence from the rough draft of his first body paragraph:
The poem contains symbols that show the ups and downs of life. Linder stated,  “and I could read / every crack and ripple / in that patch of asphalt” (5-7), was Carl Linder saying that he understood life. The asphalt was the crazy life of high school kids, and most kids can’t understand life then, but he understood. He knew how to get around the rough patches and stay in the good.
The student wants to discuss the symbolism of the asphalt, but he struggles to do so in a clear, succinct manner. If this writer were your student,  you might show him in a conference how others have written about symbols — pulling the sentence from the review of Powers’ work — and then help him “put the first words down” so he is able to continue on his own. Putting the first words down might look like this:
“I could read / every crack and ripple / in that patch of asphalt,” Linder writes, and the “asphalt” could refer not only to…
Noticing that your student wrote “Linder stated,” in his original draft, you might take a moment to point out that writers use the literary present (“he writes”) when writing about literature as if the events in the text are happening now. You might also point out that writers often make suggestions (“and the “it” could refer not only…”) about the meaning behind a symbol rather than asserting what a poet means (“…was Carl Linder saying that he…”).
One great mentor sentence can go a long way in a conference with a student writer struggling to articulate his thinking.
What are your favorite mentor sentences to use to teach different aspects of student writing? If you share them with us, we will happily load them into our Mentor Text Dropbox for all readers to use! Respond in the comments below, connect with us on Facebook, or tweet us @allisonmarchetti @rebekahodell1.