In our 9th grade Reading Writing Workshop, most writing studies are genre-based. Occasionally, we center our writing studies around a writing technique. But in my 12th grade IB English class, things are a little different. We still use a workshop approach to writing — we move through writing processes in different ways and at different paces, we make small-and-steady progress, we learn skills together, and we still use mentor texts to guide and inspire our writing.
In this class, though, the four IB assessments — both written and oral — focus on the analysis of literature. And, so, I shift my practice in this class out of necessity and out of the best interest of my students who are working hard to earn college credit.
My students need consistent practice writing about literature. But I still want their writing to be authentic — to look like what real writers do. And I still want their writing to be guided by their passions.
Finding Writers’ Passion about Shakespeare
So, after our study of Shakespeare’s Twelfth Night, students spent a few days jotting in their notebooks and chatting in small groups about the elements of the play that interested them, that excited them, that made them want to know more. While they no doubt sensed that we were working our way toward a piece of writing (they are on to me!), we didn’t say the word “writing” or “paper” or “essay” or “analysis”. We started from a place of curiosity.
If this sounds vague, it was! I wanted my instructions to be big and broad — and I wanted students to interpret them in as many different ways as they could. My fear here was limiting them or ramping up their natural writing anxiety to the point that they chose the first,easiest idea that came to mind.
They were already a bit primed for this task as they had just finished writing a piece of “wholehearted analysis” — analysis of anything they wanted. We had already walked together down the road of identifying our passions and using our expertise to lend authority to a piece of analytical writing. What I hoped to do here was extend that authority and enthusiasm into a piece of literary analysis
Finding Mentor Texts to Support Authentic Writing About Shakespeare
After students whittled their lists down and started to find a focus, they needed some mentor texts to help bridge the gap between their vague clouds of ideas and the necessary gathering of information that leads us into drafting.
Not knowing what their particular passions were, but wanting to convince them that this, too, would be a piece of real and authentic writing, I gathered a different kind of mentor text into my cluster. Instead of finding a bunch of pieces of writing about literature in a specific genre, I searched for pieces of real-world analysis specifically on Shakespeare.
What do real writers write about Shakespeare in the 21st century? After just half-a-planning-period searching, here’s what I found:
Mentor Texts for Wholehearted Analysis of Shakespeare
Close Reading of a Passage: “By Heart: Shakespeare – One of the First and Greatest Psychologists”
Analysis of Shakespeare’s Moves on Another Text”: “How Shakespeare Would Have Ended Breaking Bad”
Shakespeare’s Central Philosophy: “What Was Shakespeare’s Central Philosophy”
Analysis of a Character: “Hamlet Was a Bro Who Didn’t Even Like Sex”
Review of a production: Review: ‘The Merchant of Venice’ With Extra Fog, Moral
Tracking a motif / symbol through the play: 50 Shades Of Shakespeare: How The Bard Used Food As Racy Code
Tracking a trend in Shakespeare’s Language: Forget His Coinages, Shakespeare’s Real Genius Lies in His Noggin-Busting Compounds
Studying Mentor Texts for Analysis of Shakespeare
Together, we read the mentor texts and made sure they had the essential elements of analysis — a claim, reasons and evidence, a logical structure, authority, passion, and a real audience. This served as a helpful reminder to students of the elements their piece must have to be considered literary analysis, too.
Studying these mentor texts helped students refine their ideas — firming them up, erasing them completely, replacing them with stronger ideas. Many students wrote pieces that bore no topic resemblance to the mentor texts studied. Still, students used the mentor text for ideas about kinds evidence to include, what tone to strike, how to engage readers while retaining intellectual authority.
Give it a whirl!
I feel certain your students write about literature! Give it a try — spend a few minutes searching for writing about the author your students are studying. What do real writers write today about Salinger? About Hawthorne? About Conrad? About Dickinson?
I bet you’ll find some things that surprise you!
And then think about how this will fling wide the opportunities for your students to write literary analysis that not only matters to them but might also possibly matter to real readers.
What authors do your students study? How might your students find areas of passion even between the covers of the literature you teach? Find me on Twitter (@RebekahOdell1), on Facebook, or leave us a comment below!