On
Wednesday, I wrote about some of the reasons students struggle to write personal
narratives and provided ideas that might help them. You can scroll down to read
that post.
Today I’ll be discussing a resource that really helps young writers—mentor texts.
You can save
student work from year to year and share good examples with your class. It’s
powerful for kids to know that a piece of writing was created by someone at their
school. The authenticity of these mentor texts will give your students confidence
in their own abilities.
student work from year to year and share good examples with your class. It’s
powerful for kids to know that a piece of writing was created by someone at their
school. The authenticity of these mentor texts will give your students confidence
in their own abilities.
You
can also share examples from professional writers. The books in the image above
will work, but today I’m going to focus on a terrific personal narrative written by one of my favorite nonfiction
authors, Sarah Albee (@sarahalbee). It
appeared on Cynsations, a great children’s-YA
literature
blog created and maintained by bestselling and award-winning author Cynthia Leitich Smith (@CynLeitichSmith).
can also share examples from professional writers. The books in the image above
will work, but today I’m going to focus on a terrific personal narrative written by one of my favorite nonfiction
authors, Sarah Albee (@sarahalbee). It
appeared on Cynsations, a great children’s-YA
literature
blog created and maintained by bestselling and award-winning author Cynthia Leitich Smith (@CynLeitichSmith).
Because
Sarah’s essay is available online, it’s easy to access. It’s just the right
length to share with intermediate and middle-grade students, and the topic is highly
focused.
Sarah’s beginning engages readers and clearly and succinctly states her
purpose. Then, in paragraph 4, the essay turns personal.
Sarah’s essay is available online, it’s easy to access. It’s just the right
length to share with intermediate and middle-grade students, and the topic is highly
focused.
Sarah’s beginning engages readers and clearly and succinctly states her
purpose. Then, in paragraph 4, the essay turns personal.
The
idea of describing what’s on my desk
seems boring to me. After all, I see
those items every single day. But am I curious to know what’s on another writer’s
desk? You bet! I can’t wait to take a peek at Sarah’s projects and process. Young
writers, many of whom have read Sarah’s wonderful books, will be curious too.
idea of describing what’s on my desk
seems boring to me. After all, I see
those items every single day. But am I curious to know what’s on another writer’s
desk? You bet! I can’t wait to take a peek at Sarah’s projects and process. Young
writers, many of whom have read Sarah’s wonderful books, will be curious too.
As
we read Sarah’s lively, humorous description (skillfully presented as a
bulleted list to keep the text tight and engaging), we discover just how many
different projects she has going on. And that begs a question: How in the world
does she juggle it all?
we read Sarah’s lively, humorous description (skillfully presented as a
bulleted list to keep the text tight and engaging), we discover just how many
different projects she has going on. And that begs a question: How in the world
does she juggle it all?
In
the next paragraph, Sarah answers our question by doing exactly what Phillip
Lopate suggests (See Wednesday’s post.). She gives us a new idea to consider—the Deep
Thinking Zone. I love that term. Can’t you just see teachers across America
saying, “Okay writers, time to enter your Deep Thinking Zone?”
the next paragraph, Sarah answers our question by doing exactly what Phillip
Lopate suggests (See Wednesday’s post.). She gives us a new idea to consider—the Deep
Thinking Zone. I love that term. Can’t you just see teachers across America
saying, “Okay writers, time to enter your Deep Thinking Zone?”
After explaining what her Deep Thinking Zone is and how it works,
Sarah humbly admits that she sometimes gets sidetracked. But then she surprises
us by describing why the distractions are actually a critical part of her process.
They help her generate ideas for future books.
Sarah humbly admits that she sometimes gets sidetracked. But then she surprises
us by describing why the distractions are actually a critical part of her process.
They help her generate ideas for future books.
Not only is this fascinating, it highlights a real world
solution to a problem that young writers often struggle with—coming up with a
topic for a nonfiction report or project. It shows students that professional
writers recognize and record ideas as the strike. (Students can do this too if they have a system in place.)
solution to a problem that young writers often struggle with—coming up with a
topic for a nonfiction report or project. It shows students that professional
writers recognize and record ideas as the strike. (Students can do this too if they have a system in place.)
After sharing the chain of ideas that led her from one book to
the next, Sarah deftly concludes her piece by linking back to an earlier part
of an essay and adding a final touch of humor. It’s the perfect ending.
the next, Sarah deftly concludes her piece by linking back to an earlier part
of an essay and adding a final touch of humor. It’s the perfect ending.
Why is Sarah’s essay such a good mentor text? Because it
accomplishes two important goals simultaneously.
accomplishes two important goals simultaneously.
1.
It’s a great example of a personal narrative that’s interesting but
not “too” personal. Her style and approach will appeal to students concerned about
the risk of sharing details of their home life or family.
It’s a great example of a personal narrative that’s interesting but
not “too” personal. Her style and approach will appeal to students concerned about
the risk of sharing details of their home life or family.
2.
It provides fascinating insight into the process and practices
of a professional writer, which students can model throughout the year.
It provides fascinating insight into the process and practices
of a professional writer, which students can model throughout the year.
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