Teaching is often a balancing act. We’re constantly balancing, sometimes battling, the seemingly opposing forces of lesson planning vs. grading, eating the cake in the workroom vs. not eating the cake in the workroom, literature study vs. writing study.
But why can’t we have our cake and eat it, too? And by cake, I mean writing. (And actual cake.)
As an AP Literature teacher, I feel the weight of the heavy-duty curriculum and the ticking of the exam clock, no matter how hard I try to balance the scales of the classroom.
When it comes to writing and mentor text study in a literature intensive course, I rely on a few tricks of the mentor-text trade that encourage students to deliberately craft their writing, not just get words on the page in the allotted time. The best way I know how to do that is to the use the literature itself as our mentor texts.
Use intentionally chosen passages from the literature you’re studying as mini-mentor texts.
I like to…
- Choose mentors based on the device I’d like the students to practice or replicate.
- Tag particularly rich or moving passages that evoke a reaction or response.
- Look for variations in structure and style.
- Choose passages that I admire or aspire to.
Take for example the following excerpts from short stories and literary nonfiction my students recently studied:
The hills across the valley of the Ebro’ were long and white. On this side there was no shade and no trees and the station was between two lines of rails in the sun. Close against the side of the station there was the warm shadow of the building and a curtain, made of strings of bamboo beads, hung across the open door into the bar, to keep out flies.
He picked up the two heavy bags and carried them around the station to the other tracks. He looked up the tracks but could not see the train. Coming back, he walked through the bar-room, where people waiting for the train were drinking. He drank an Anis at the bar and looked at the people. They were all waiting reasonably for the train. He went out through the bead curtain. She was sitting at the table and smiled at him.
‘Do you feel better?’ he asked.
‘I feel fine,’ she said. ‘There’s nothing wrong with me. I feel fine.’
– from “Hills Like White Elephants” by Ernest Hemingway
“There stood, facing the open window, a comfortable, roomy armchair. Into this she sank, pressed down by a physical exhaustion that haunted her body and seemed to reach into her soul.“
– from “The Story of an Hour” by Kate Chopin
I have seen that dream all my life. It is perfect houses with nice lawns. It is Memorial Day cookouts, block associations, and driveways. The Dream is tree houses and the Cub Scouts. The Dream smells like peppermint but tastes like strawberry shortcake. And for so long I have wanted to escape into the Dream, to fold my country over my head like a blanket. But this has never been an option because the Dream rests on our backs, the bedding made from our bodies. And knowing this, knowing that the Dream persists by warring with the known world…I was sad for those families, I was sad for my country, but above all, in that moment, I was sad for you.
– from Between the World and Me by Ta-Nehisi Coates
Always follow the Read Like a Reader rule. Then ask: What do you notice?
Allow students to read and react to the mentors as readers first. My students’ gut reaction to these mini mentor texts can go a couple of different ways. If they are not yet familiar with the text, they will want to piece together the context or discuss potential symbolism, rather than examining how the writing is put together, which is exactly what they’re trained to do. So, let them do that. If students are familiar with the text or we’ve already tackled the piece in our literature study, students tend to first discuss the passage in context, which sounds something like, “Oh that’s where he…” or “Remember, that’s after they…” or “I love/can’t stand how this character…”
Allow students to experience the joy and surprise and emotion of reading beautiful passages in literature.
After that, one simple question will do the rest: What do you notice?
(Or I sometimes ask, what do you notice about how this is put together?)
With this question, students begin to see the mentors with new eyes.
For our classroom discussion and share out, I typically have students talk about their “noticings” first with their small groups, as I work the room and coach. After four or five minutes of small group discussion, we bring it back to the whole class. I ask one person from each group to share something they noticed, and I build a list of their noticings on the board — or what Allison and Rebekah call “writer’s moves.” From there, the students riff off one another.
I’ve found that even if some students don’t have the language for language, they are still willing to offer up what they see as important about the construction of the passage. I believe if we create opportunities for these conversations about the writing itself, students will be well on their way to Reading Like Writers and employing a few writerly tricks of their own.
Allison recently published a great post on this subject as well — on reading like readers, reading like writers, and identifying writers’ moves. You should definitely check it out.
Here’s what my students had to say about the second Hemingway passages in class:
Here they are reading like READERS:
Here they are reading like WRITERS.
Create opportunities for students to be inspired by the mentors in their own writing.
If this seems like an exercise in invention or creative writing, it is! This is so much of what I love about the mentor text approach. Mentors allow my literature students to live in both worlds — to study great and powerful Literature-with-a-capital-L, and through simple writing exercises, to continue to explore their creativity, their depth of thought, and most importantly, themselves as unique and valuable individuals.
I tell students that after we practice and practice and practice with these mentors – these rich and evocative passages – that the deep structures of what we notice about the construction of writing will transfer to their own writing as long as they are making intentional choices in their craft. I’ve found that getting students to consider how they’re constructing their writing is half the battle. As soon as students are open to the idea that repetition, detail, diction, dialogue, and syntax are so.much.more than unwieldy words we sometimes throw into a literary analysis, and that by taking control of their own voice and being aware and cognizant of how they, too, can craft their language like the pros – well, we’re getting somewhere.
Below are a few examples of some lovely student writing as a result of these methods.
The mentors we studied come from “Hills Like White Elephants” by Ernest Hemingway; “The Story of an Hour” by Kate Chopin; and an excerpt from “Between the World and Me” by Ta-Nehisi Coates — all of which are found at the beginning of this post.
How do you incorporate mentor texts into your literature classes? What stories or passages from literature might be fit for mini-mentor text study? I would love to hear from you!
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