Leveraging Digital Mentor Texts to Write Like a Digital Writer

2016 ◽  
Vol 60 (5) ◽  
pp. 537-546 ◽  
Author(s):  
Donna E. Werderich ◽  
Michael Manderino ◽  
Gabriella Godinez
Keyword(s):  
Mentor Texts

scholarly journals Neutralizing Trade-off Effect between Accuracy and Fluency in EFL Writing by Mentor Text Modeling: Cognitive Complexity in Focus

2018 ◽  
Vol 7 (2) ◽  
pp. 134 ◽  
Author(s):  
Reza Biria ◽  
Farahnaz Liaghat
Keyword(s):  
Cognitive Complexity ◽  
Teaching Writing ◽  
Approaches To Teaching ◽  
Trade Off ◽  
Efl Learners ◽  
Writing Instructions ◽  
Mentor Texts ◽  
Improving Accuracy ◽  
Traditional Approaches ◽  
Writing Competence

The present study sought to explore the efficacy of a brand-new approach to teaching writing called mentor text modeling in neutralizing trade-off effect between accuracy and fluency in writing tasks with different levels of cognitive complexity. To this end, a total of 60 (30 male and 30 female) Iranian EFL learners were randomly selected and assigned to three groups of comparison, each containing 20 (10 male and 10 female) learners. Employing a pretest/posttest experimental design, learners of the three groups received instruction on advanced writing during an 11-week course. At the commencement of the course, the learners’ fluency and accuracy in writing were gaged through three writing tasks with high, moderate, and low levels of cognitive complexity. Having been exposed to the same instructional input, the learners of each group underwent writing instructions based on one of three approaches to teaching writing, namely, mentor text modeling, product-based approach, and process-based approach. At the end of the study course, the learners’ writing performance was assessed on three tasks parallel to the pretest measures. Results of running correlation analysis indicated that contrary to the two traditional approaches to teaching writing, mentor text modeling was capable of improving accuracy and fluency simultaneously and, as a result, was found to be effective in neutralizing the trade-off effect between accuracy and fluency in writing tasks with high, moderate, and low cognitive complexity levels. The study’s finding may urge EFL teachers to include mentor texts while teaching writing to realize a balanced improvement in EFL learners’ writing competence. 

scholarly journals Picture Books as Mentor Texts for 10th Grade Struggling Writers

2017 ◽  
Vol 56 (4) ◽  
pp. 290-310
Author(s):  
David Willett Premont ◽  
Terrell A. Young ◽  
Brad Wilcox ◽  
Deborah Dean ◽  
Timothy G. Morrison
Keyword(s):  
Picture Books ◽  
Struggling Writers ◽  
10Th Grade ◽  
Mentor Texts

scholarly journals Two Annes, Many Annes: A Writer’s Reflection on Reading Anne of Green Gables and The Diary of a Young Girl

2021 ◽  
Author(s):  
Melanie J. Fishbane
Keyword(s):  
Life Writing ◽  
Young Girl ◽  
Anne Of Green Gables ◽  
Mentor Texts

L.M. Montgomery’s Anne of Green Gables and Anne Frank’s The Diary of a Young Girl are books that many read when they are young. This essay is a reflection on how reading and studying these two books influenced my writing life and process. It compares the authors’ approaches to life-writing and revision, giving a brief comparison of each, and analyzes how this type of exploration offers a deeper understanding of how these authors approached their writing as well as how their work could be used as mentor texts for other writers.

Migrant Students’ Emergent Conscientization Through Critical, Socioculturally Responsive Literacy Pedagogy

2016 ◽  
Vol 49 (2) ◽  
pp. 240-272 ◽  
Author(s):  
Alma Stevenson ◽  
Scott Beck
Keyword(s):  
Critical Literacy ◽  
Migrant Children ◽  
Middle Level ◽  
Instructional Materials ◽  
Growing Up ◽  
Migrant Farmworkers ◽  
Migrant Students ◽  
Policy Makers ◽  
Mentor Texts ◽  
Literacy Pedagogy

This article analyzes data from a summer literacy program for intermediate and middle-level children of migrant farmworkers. The program was grounded in a sociocultural perspective on literacy, stressing the importance of interaction and collaboration within socioculturally responsive pedagogy, using enabling literature to empower students. Adaptations of readers’ and writers’ workshop methods, emphasizing the significance of valuing students’ individual responses, were used throughout. The students were presented with a documentary, young adult novels, and more than two dozen children’s picture storybooks representing the lives of migrant farmworkers. Then, using their own responses to these enabling mentor texts as scaffolding, the students collaborated to create illustrated narratives about growing up as migrants. The program provided a safe space that encouraged migrant students to express their experiences and concerns—normally silenced in classrooms—during literacy tasks and empowered them to ask for support. The program demonstrated the benefits of combining socioculturally responsive critical literacy pedagogy with enabling instructional materials in the development of emergent conscientization among the students. Finally, this article shows how the migrant students’ perspectives and experiences can inform and challenge teachers, citizens, and policy makers to address the systemic injustices in the lives of migrant children.

Using Mentor Texts to Develop Persuasion

Word of Mouth ◽  
2018 ◽  
Vol 30 (2) ◽  
pp. 11-14
Author(s):  
Carol Westby
Keyword(s):  
Mentor Texts
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