Oh, the places you’ll go! Mentor texts for writing about a meaningful place

Each year, my students compose a series of brief writing pieces—each one describing a person, place, or thing. Currently, students are working on their “person” essay—a personal essay inspired by the beautiful mentor text, “The Stranger in the Photo is Me” by Don Murray. The essay is a meditation on memory and identity, and as students write their own essay, like Murray, they look at photographs from their own lives to help the unearth and reconnect with the people they once were. Students also read Joan Didion’s “On Keeping a Notebook” as an additional mentor text for looking at the way memory and identity can be explored in writing.

So while students draft this essay, I’ve been looking for additional mentor texts for their next piece, the “place” essay. While both Murray’s and Didion’s essays include places—both physical and emotional—I wanted a few more mentor texts that really focused on defining a place through rich and vivid description. By writing about a meaningful place in their lives, students might also sharpen their observational and descriptive writing skills. My hope is that by focusing on how to write about a person, place, and eventually, a thing, students can then draw on these writing experiences and synthesize these skills when writing longer pieces later this year.

The only problem was that I was I wasn’t sure which mentor texts to use for place. Although I had a few I’d used in the past, my collection felt a little stale. So I put a call out on Twitter with this simple request:

As you can see, I posted this Tweet at 3:15 on a Saturday afternoon. I wasn’t sure what kind of response I’d get—it was the weekend, after all—but I should have known better. Within 24 hours, I had dozens of responses, many from the Moving Writers team, but many others from wonderful teachers from across the country. Suggestions included passages from non-fiction, fiction, poetry, and children’s books. The generosity of teachers to share their expertise, their time, their love for their work and their students—it will never cease to amaze me.

While you can explore the thread on Twitter, I decided to compile the list here in this post for easier reference. Below are the mentor texts and the teachers who shared them. (I’m also currently in the process of copying them into the Moving Writers Mentor Text Dropbox—some of the texts are linked to where I’ve saved them so far. When images were shared of mentor texts on Twitter, I linked to those Tweets, and if the text was easily available online, I also linked to those texts.)  Continue reading

Organizing Instruction for Effective Feedback: Strategies for Teachers and Students

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As any writing teacher knows, one of the hardest things about teaching writing is getting meaningful feedback to students. And in a writing workshop model where students are constantly writing, the task can be even more daunting.

But as Kelly Gallagher has reminded us, our kids need to write much more than we can grade. If they only write as much as we can grade, then they simply can’t write at the volume they need to in order to improve as writers. How can we organize our writing workshops, especially at the beginning of the school year, to provide more meaningful feedback for the months ahead?  As I thought about this question, I realized that this was ultimately a question about conferring, since talking about our own writing is the most effective way to get feedback. We learn best in the context of our own writing and our learning can be enhanced through meaningful talk. Continue reading

Ask Moving Writers: Mentor Sentence Mini-lessons

 

Hi, Beth!

Thanks for asking. As you know, mentor texts can be incredibly powerful tools to help students see the beauty in our language—and studying mentor texts at the sentence level can help students see what happens when we gather the best words in the best order.

I almost always use mentor texts to teach craft at the sentence level. We start each day with a notebook prompt, and I often use brief excerpts from essays or novels that illustrate thoughtful sentence crafting. 

When I use mentor texts to teach at the sentence level, I focus three different elements: diction, syntax, and punctuation.  Continue reading

In Pursuit of Meaningful Feedback

Hi, Elizabeth!

First, thank you for asking this important question! We know how important it is to find ways to give meaningful and timely feedback to students. But we also know how limited our time is—there are only so many minutes in a day, in a class, during prep periods, after school, before school. Finding time for effective feedback is the holy grail of English teachers everywhere. 🙂

Second, just a warning that this response is much longer than I initially intended—but when it comes to feedback there is just so much to say! I’ll be going into my 17th year of teaching this fall, and in those years, I still haven’t found the answer when it comes to giving effective feedback. But every year, I think I get a little closer. So much of teaching is just a series of relentless tweaking, here and there, to make our practice just a little bit better from one moment to the next, all in the service of our students.

This (long) post is a result of all that relentless tweaking. Continue reading

4 Ways of Looking at a Mentor Text: Incidental Comics

The school year is winding down—and I find myself thinking more and more of warm poolside days—yet everywhere I turn, rich mentor texts seem to come my way. I’ll find something and think, “Oh, that would have been perfect to use with ____” or “That would have worked great with ____!” Although it may be too late to use these ideas this year, I click my bookmark button and tuck them away for next year.

One mentor text I can’t wait to use is Grant Snider’s Incidental Comics. Although I’m usually suspicious of most social media “suggestions,” I have to thank Facebook’s algorithm for introducing me to Snider’s work. I’m surprised that I hadn’t come across Grant Snider’s work before. As someone who loves the way words and pictures can work together, whether it’s through infographics or graphic novels, the moment I started browsing Snider’s work, I fell in love. And once my teacher-brain took over, I couldn’t stop imagining the possibilities for reading and writing for next year. Continue reading

Argument in the Wild: Reading & Writing from Media-Rich Texts

The idea that “everything’s an argument” seems almost too obvious these days. After all, talk to almost any adolescent today and it’s clear how aware they are of the ways in which they are constantly being persuaded, whether it’s an editorial from the Wall Street Journal or The New York Times, the latest newscast from CNN or The Daily Show, or the pop-up mobile ad for an item students were browsing earlier.

That said, we all know that as tech and media-savvy our Generation Z students seem to be, students may still lack the close reading, analytical skills necessary to understand not just that they are being persuaded, but how that persuasion is happening. And because “everything’s an argument,” the sheer volume of messages can be overwhelming.  Continue reading

3 Favorite Writer’s Notebook Prompts

I have a confession. I didn’t always use a writer’s notebook, either as teacher and especially as a student. It’s hard to remember what that was like—Where did I keep all my thoughts? How did I keep track of it all? Writer’s notebooks—or journals—were something I remember learning about in graduate school, and while I tried a bit of it when I first started teaching, I quickly abandoned the practice in favor of the neat, clean handout I could create (and control).

I think it was the open-endedness of the writer’s notebook that intimidated me: What prompts would I use? How would I know what prompts would work? And for what texts? Do I even have time for this?

Fast forward 15+ years, and I can’t imagine teaching without a writer’s notebook. That is not to say that I use them in all my classes. I’m still working on using them more deliberately and consistently in my literature-based courses. But writing? How do you teach writing without a writer’s notebook? I can’t imagine. Continue reading

To Blog or Not to Blog: Blog!

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As Moving Writers readers know, one of the central ideas behind this site is authentic writing—what does writing in the real and wild world look like (versus the sometimes too-tightly controlled world of our classrooms)? Over the years, I’ve come to believe that the more the writing I ask students to do in the classroom can mirror the world outside our classroom walls, the better served my students will be.

I started my first blog in 2006, a few months after my oldest was born. Blogging was relatively new back then, but for me, it was a way for me to document our family life. I titled my blog “Familyhood: Adventures managing toddlers, marriage, family, friends, work, school, and everything in between.” In my very first post—dated January 20, 2006 (more than 11 years ago!)—I wrote about how I wanted to capture, to keep forever, all the details of my little one.

It was a few short years later that I decided to bring blogging into my classroom. I’ve used blogs with my 9th graders and my 11th graders; blog assignments have been structured and open-ended; posts are serious and funny and everything in between.

With a rapidly changing technology environment, with new tools and gadgets announced almost daily, blogging almost seems passe or “old-school.” After all, blogs have been around for more than 20 years at this point (so in 2006, I guess I was actually late to the game!).

Yet if I had to choose just one technology tool I could not live without, it would be blogging, hands-down. It’s not even close. During an online webinar a few years ago, I heard Troy Hicks, co-author of the recently published Argument in the Real World, say the same thing. As one very skeptical student once said to me, “I thought I would hate blogging, but it turned out to be a really valuable experience. Probably the most valuable.” Then after a pause, he added, “You should definitely keep doing this with students.” That was more than eight years ago, and happily, I’ve followed his advice. Continue reading

March (Madness) to Determine Significance

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March Madness March is still two months away, but that didn’t stop my students from facing off March Madness style as we reviewed Lord of the Flies last week.

One of the challenges students often face when writing literary analysis is that writing literary analysis asks students to demonstrate two important but distinctly different things: first, their understanding of the text (comprehension, analysis, synthesis) and second, their ability to communicate that understanding (writing). We all know students who can know a text inside and out yet struggle to get those ideas on paper. Conversely, we also know students who are proficient writers but whose analysis and evidence don’t quite measure up.

To help, one thing I’ve tried to do is to help students sharpen their analytical skills on the front end of the writing process. The longer I teach, the more I realize that the most valuable part of the writing process is the thinking that happens before any formal writing begins and fingers touch a keyboard. Continue reading