Help Student Writers Connect With Mentor Authors

Everytime we enter the classroom it is incumbent on each of us to bring all that we have garnered about reading and writing and mindfully apply this invaluable knowledge to our teaching of writing. We are never alone in our teaching if we apply this thinking. Ask yourself- what have I seen other writers doing that might assist the writer's I'm teaching?

As teachers of writing we need to gather around us lots of authors we trust and respect. Authors who are available to assist in the important task of developing the confidence and competence of young writers.

When we allow these trusted authors to become our co teachers, it affords students the opportunity to more readily acquire the craft of writing. We are mindfully exposing the inexperienced writer to rich literary models. How good is that?

We must take every opportunity to encourage students to investigate specific aspects surrounding the work of these mentors. In our daily teaching it is important to encourage the imitation of the style these authors use. Guiding our students towards identifying favourite authors of their own is part of developing a sense of ownership and independence.

First we imitate, then we innovate.

When we work in this way we begin to realize the critical role reading plays in the development of writing. We find ourselves reading texts in a distinctly different way. We begin to read like writers. If we choose texts carefully, we enable the writing of others to influence us. Our writing knowledge deepens. As Ralph Fletcher maintains, ‘In order to teach writing, you must know something about it.’ It is in these action our writing knowledge grows.

Young writers are unconsciously skilled in the use of literary models. They frequently make use of these models in their writing quite unknowingly. They mimic. The challenge for teachers is to make the inexperienced writer consciously aware of the important things that writers do and how these craft moves influence their writing decisions. 

This requires a teacher to engage in the deliberate act of drawing the young writer’s attention to craft strategies, to text structures and features, to story elements, literary devices and related craft moves when they write. 

I'm noticing you have used repetition quite effectively in your latest writing piece. That's an impressive craft move. Where did you learn to do that?'

As teachers we need to examine a student’s writing carefully to assess the ways in which that writing begins to reveal vital signs of development. Such careful examination of student writing, informs the direction our instruction takes.

The immersion stage of any writing unit needs to be viewed as an absolute non-negotiable. Students must hear and read for themselves a range of books written in a particular genre before they can be reasonably expected to participate in the act of writing in that genre.

 As teachers we cannot simply set and forget. The young writers needs to be encouraged to examine closely, aspects of the text under review and to note their respective discoveries. This immersion and close examination is the foundation that holds up the writing to follow. The student is being called upon to play the role of a text detective and forensically examine a range of writing extracts. It's difficult to write what you haven't knowingly examined. 

While students are becoming familiar with a genre they wish to write, teachers needs to become their partners in learning.  The teacher consciously shares his or her own observations and discoveries. Celebrating new learning, and documenting discoveries on anchor charts creates an energy that potentially will propel the resultant writing to even greater heights. This is the wow factor in play. This is where the writing may move from good to great!

The deliberate use of authors as mentors enhances the impact of the writing curriculum. Students consciously skilled in the craft of writing are more likely to transfer these strategies to their own writing. 

As we all know, knowing about something and being able to apply it effectively is both energizing and fulfilling. It is fulfilling to watch the attitudes of less confident writers change when they experience success, -and all because a mindful teacher structured the learning in a manner that enabled a successful writing experience to occur.

Upon my arrival to work in New York in 2001, a friend and colleague, Michael Collins alerted me to the author, Jerry Spinelli. To that point in time, I had no knowledge of Spinelli’s writing. Michael spoke glowingly of Spinelli’s novel, Maniac Magee (Newberry Medal Winner 1991) and suggested I might find it great reading. Trusting Michael’s judgment I immediately purchased of the book commenced to read it. I was immediately drawn to the story, and its central character, Jeffrey Lionel Maniac Magee. I was also drawn to Jerry Spinelli’s writing. He instantly became an author I wanted to get to know better. I sought out other titles, such as Wringer, Star Girl, Milkweed, Knots In My Yo-Yo String. Over time, I grew to trust this writer. I began to notice elements in Spinellii’s writing I could use in my own writing and share with other teachers and their students. Spinelli became an unwitting partner in my role as a teacher of writing. As a mentor, Jerry Spinelli has shared aspects of his writing craft with me. I noticed his effective use of repetition, the power of his dialogue to reveal character traits, the use of short punchy sentences that added variety to the writing. I noticed how effectively he used the strategy of ‘show, don’t tell’ in his writing as evidenced by the following extract from Maniac Magee:

…Amanda cried. She tore a magazine in half. She punched the sofa. She kicked the easy chair. She kicked Bow Wow. Bow Wow went yelping into the kitchen. ‘See!’ she yelled at the front door, ‘See what you made me do, Jeffrey Magee! Jeffrey Maniac Crazy Man Bozo Magee!’

Jerry Spinelli quickly became a trusted friend, a mentor and a fellow teacher of writing. His writing provided innumerable curriculum opportunities for me to explore and bring to the attention of students and teachers alike.

We can learn so much if we take the time to read as writers –to envisage the possibilities for developing the craft of writing within our students.

Every time I enter a classroom I bring all the reading I have ever done with me. All those fabulous authors whose books I have gathered around me over the years. I keep them within easy reach when I am planning to teach writing. I am surrounded by writing friends. I am never alone out there…