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Inspiring Confident Writers: Using Mentor Texts in Writing Instruction

Helping children see themselves as writers is at the heart of strong literacy instruction, and this blog explores how mentor texts can make that vision a reality. Readers will learn what mentor texts are, why they matter, and how they can be used to build confidence, craft, and authentic writing choices in the classroom. Guest writers Dr. Jennifer Scoggin and Hannah Schneewind from Trusting Readers share practical insights drawn from their deep work alongside teachers and students, including ideas highlighted in their recent webinar, Using Mentor Texts to Teach Text Structure. Together, they offer a compelling case for using mentor texts to empower young writers and connect reading and writing in meaningful ways.

Grant, a smiley and determined kindergartener, entered the classroom one Monday morning with a purpose. In his hand, he held a book he wrote at home over the weekend, and he wanted to share it with the class. He stood at the front of the class and proudly announced, “I am a writer. This is my book.”  

Words matter. When we say, “It is time to write,” we inadvertently invite compliance and position writing as a task to be completed. In contrast, when we call our students “writers,” we inspire confidence and open a world of possibilities. We invite our students to claim an identity as writers. 

Let’s be honest, teaching writing is hard. Not all students see themselves as writers the way that Grant does. Mentor texts are powerful tools because they generate excitement and a sense of possibility. We send students the message that they are part of a larger community of writers, all of whom are there to show them the way.   

We have a lot to teach writers: conventions, craft, text structure, topic choice, genres.  

Students love knowing that they are doing what real authors do. Using mentor texts gives us a way to teach all of this effectively and engagingly. 

What is a mentor text? 

Think of a mentor text as a second writing teacher. Mentor texts allow you to introduce a variety of genres, craft moves and conventions and inspire students to try them. A mentor text is any well-written text you show students to help them see how they can craft their own writing and how to use writing conventions effectively. (Anderson, 2022) Instead of telling students what to do, you can show them what published authors do. Rather than give students a single prescription for writing, you are offering options. 

Consider the difference between these teaching moments: 

“Add periods to the end of each sentence,” and “Look at how the author put a period at the end of each sentence. This helped us know where to stop when we read it. Reread your story. Do you have a period at the end of each sentence?” 

“Make your characters talk,” and “This author started their book by having the characters talk to each other. This got our attention right away. You can do the same thing in your story!” 

“Put one fact on each page,” and “This author included one piece of interesting information on each page. That made us want to keep reading. Try putting one fun piece of information on each page of your book.” 

When we use mentor texts, the students are not “copying” the author.  They are not writing about the same topic or writing a version of the author’s story. Instead, they are using the same craft moves or text structure that the author did. 

What texts to use? 

You can use mentor texts for any genre that you are teaching students to write. Although specific standards may vary by state, it is likely that you are teaching students how to write a narrative, an informational piece, and a persuasive/opinion piece. Look through your classroom library for books that you already have in those genres. In particular, take a close look at popular read-alouds to determine their mentor text potential. 

Now look at your pile of texts and identify those books that have a number of teaching possibilities. Analyze each for potential teaching points. What jumps out at you in terms of text structure, conventions, and craft? Are there one or two texts that have interesting word choice, strong examples of desirable craft moves and clear punctuation? High quality mentor texts will often serve a variety of purposes. 

Last, select texts that students (and you!) love. Familiar, well-loved texts that you can return to again and again make for powerful mentor texts. Check out this mentor text planning guide to aid your instruction.

Getting Started 

Using mentor texts capitalizes on the strong natural connections between reading and writing. When students understand and have studied texts as readers, they are better positioned to study those same texts as writers. Here is a reliable process for integrating mentor texts into your instruction that builds on that reading/writing connection: 

  • Read the text to the class as a read aloud. Study the text as readers. Give students time to make meaning from the text and to discuss how the text works.
  • On another day, return to the text as writers. Point out and invite the students to notice what the author did in terms of text structure, conventions, and craft.
  • When you are ready to teach a specific point, return to the mentor text again. Point out specifically one thing the author did that you would like students to try.
  • Try that kind of writing together.
  • Invite students to try the same techniques as the author. 

Mentor texts are particularly helpful when students want to try new kinds of writing. If they want to try their hand at graphic novels, look for simple graphic novels to use as mentor texts. If they want to try writing alphabet books, read a number of alphabet books and invite the students to notice the variety.   

Using mentor texts makes you a better writing teacher and makes your students better writers. When we teach our students how and why they might do something as writers, we empower them to make authentic decisions about where and when to use those tools in their own writing (Lester Laminack, 2017). We move away from one-size-fits-all writing and toward authors who are able to construct and craft their own writing wisely with confidence and intention. 

The mentor text planning guide and other lesson planning resources are available on the RIF website.

 References: 

Anderson, C.  (2022) A Teacher’s Guide to Mentor Texts Grades K-5. Heinemann: 

Portsmouth,New Hampshire. 

Graham, S. (2020). The Sciences of Reading and Writing Must Become More Fully 

Integrated. Reading Research Quarterly, 55(S1), S35–S44. 

https://doi.org/10.1002/rrq.332 

Laminack, L. (2017). Mentors and mentor texts: What, why and how? The Reading 

Teacher, 70(6), pp. 753-755. 

 

Biographies: 

Dr. Jennifer Scoggin 

Dr. Jennifer Scoggin has been a teacher, author, speaker, curriculum writer, and literacy consultant.  Jennifer’s interest in the evolving identities of both students and teachers and her growing obsession with children’s literature led her to and informs her work.  

Jen began her career teaching first and second grades in Harlem, New York. In her current role as a literacy consultant, Jennifer collaborates with teachers to create engaging literacy opportunities for children.  She holds a doctorate in curriculum and instruction from Teachers College, Columbia University and has previously published two books about literacy instruction and life in the classroom.  

Jen lives in Connecticut with her two children, her husband, and her dog. 

Hannah Schneewind 

Hannah Schneewind has been a teacher, staff developer, curriculum writer, keynote speaker and national literacy consultant. She brings with her over 25 years of experience to the education world. Hannah’s interest in student and teacher agency and her belief in the power of books informs her work with schools.  

Hannah often works close to home, in Connecticut and New York. She also frequently travels across the United States. 

Hannah began her career as a first-grade teacher at P.S. 321 in Brooklyn, New York, and her classroom was used as a model classroom for teachers around the city and country. The trust the administrators placed in her along with the culture of collaboration in the school formed her belief in the power and possibilities of schools. 

Hannah lives in Connecticut with her three children, her husband, and the deer who eat her garden each summer.