In the April 2014 edition of Educational Leadership, renowned reading and writing teacher Kelly Gallagher writes about the power of mentor texts and how teachers can use them to help students improve their writing. The article, entitled “Making the Most of Mentor Texts,” begins with an anecdote about how George Lucas and his special effects team solved the issue of how to make the space battles in the Star Wars films more realistic. To do so, they relied on airborne dogfight footage from WWII documentaries as their ‘mentor text.’ Gallagher goes on to say that this process — the act of watching and analyzing someone or something that already encapsulates the outcomes that we want — is “how we learn how to do something unfamiliar.”
However, Gallagher also notes (and is echoed by many others, including Nancie Atwell, Penny Kittle, Donald Graves, and Lucy Calkins) that when it comes to student writing, we can’t just hand students a mentor text and expect them to know how best to imitate it. We have to guide them through the process of analyzing those texts multiple times if we want to see the true power that they can have.
After reading Gallagher’s article for the first time, I sat back in my chair and let his words marinate. Continue reading “Write With Them; Write For Them: The Power of Teacher-Created Mentor Texts”