One tried and true way I choose mentor texts for my students is to strike while inspiration is hot by building assignments from engaging and effective texts that I stumble upon “in the wild.” Like Michael’s series on Teaching From My Twitter Feed, sometimes the best mentors are the ones that find you.
Because it’s nearly impossible to turn off my teacher switch, I knew as I turned the page in my new issue of The New Yorker that I would include Carrie Battan’s “Taylor Swift’s Confessions on “Reputation” as a mentor text in my AP Literature class. My students had been struggling with depth in written analysis, and this text did so many things right, there’s no way it could go wrong.
For some more context and background on why this mentor text, my AP Lit students are whip-smart. They are insightful and curious and down for any activity I plan. They play my reindeer games, if you will. And although they had been making gains in their writing and analysis, I still wanted more—more depth, stronger voice, stronger arguments, more authority.
When I introduced what my students and I have fondly come to call “the Taylor Swift mentor” to my AP Lit students, I saw light bulbs. No matter how often we discussed the hallmarks of mature and sophisticated analysis, it wasn’t until my students got their hands on Battan’s deep dive into Taylor Swift’s new album that they began to understand the finesse of controlled, creative analysis.
We first read this text aloud in class and then pasted each page onto chart paper for group annotations. What I like about collaborative text annotations is the opportunity for students to process together—to exchange noticings and ideas about why the mentor text is…well, the mentor. Because ultimately that’s what it’s about, right? Examining the stitches and seams of the text to get a better, deeper understanding of the writer’s craft.
Here are my students’ major takeaways from “Taylor Swift’s Confessions on “Reputation”.
Writers of sophisticated analysis…
- Are conversational but maintain sophistication
- Seamlessly embed quotations
- Are intentional about the structure of their argument
- Pull no punches—defend their analysis even if it is critical
- Have a purpose and know what they want to communicate to the audience
Now, here’s where the 5 Reasons Why Essay comes in and why I want to stress: you’ve got to meet your kids where they are…
At the time, my students were on the heels of another big paper, at the end of the most demanding novel we’d yet encountered, and we were only a couple weeks out from Thanksgiving break. I knew I wanted my students to have an opportunity to practice what they’d learned from the Taylor Swift mentor, to discuss the novel they’d studied, and to continue to build necessary AP Lit exam skills.
So, 5 Reasons Why Beloved is a Work of Literary Merit was born.
Essentially, I wanted my students to write like Carrie Battan writes about Taylor Swift, but I wanted them to format it like the good folks at Vulture or Paste. So I set out to make “Taylor Swift’s Confessions on “Reputation” our anchor mentor text and “Every Batman Movie, Ranked” and “5 Reasons Why Jupiter is Weird” our style guide.
Based on my students’ needs and based upon the mentor texts that were most apt, I assigned the following task:
In the style of a pop culture listicle, defend why Beloved by Toni Morrison is a work of literary merit. Students were required to address the following criteria: why the novel is ambiguous, provocative, complex, emotionally challenging, socially challenging.
Admittedly, the listicle style felt like a bit of a risk, but it yielded some of the strongest analysis I’ve seen all year. After having gone on the emotional journey of this novel, and after dedicating ample classroom time to examine the moves of Carrie Battan’s Taylor Swift mentor, and after checking out the “reasons why” listicle style, students were more than ready to write about the literature they’d studied.
Here are a few excerpts of student papers:
All year we’ve focused on voice, style, and narrating our insights using our authentic voices. This assignment was a reminder that mentor texts are crucial in guiding student writers, but also a crucial reminder that we must meet our students where they are.
How do you determine which mentor texts to include in your instruction? How do you meet students where they are? I’d love to hear from you!
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