Mentor Text Analysis
writingreadingaccuracymainpairsmedium prep30-45 min
A short, well-crafted text by a skilled writer is studied not for its content but for its craft moves: sentence openers, rhythm, structure, word choices. Students "apprentice" to the writer's techniques by noticing and naming them, then trying them in their own writing.
Distinct from Model Answer Deconstruction, which focuses on scoring-oriented templates. Mentor texts are about craft and voice — not formula.
Procedure
- Select the mentor: a 1–2 page text in the genre students will write. Must be genuinely skilful. Good — not "perfect exam answer."
- First read for meaning: read it aloud; discuss what it's about.
- Second read for craft (this is the point):
- What did the writer do with the first sentence?
- How are paragraphs structured?
- What sentence-lengths are used, and where?
- Which verbs surprise? Which nouns are specific?
- What does the writer do to make this feel real/urgent/moving?
- Name the moves: pairs identify 3 specific craft moves they want to steal. Each move gets a label: "the specific noun move," "the short punchy sentence after the long one."
- Borrow the move: students try the named moves in a short piece of their own writing on a different topic.
Why It Works
- Reading as writer, not consumer: changes comprehension focus entirely.
- Specific and transferable: moves can be named and reused across different topics.
- Respects student voice: borrowing a technique is not copying a formula.
- Builds a growing repertoire: over the course, students accumulate craft moves consciously.
Good Mentor Texts
| Genre | Possible mentors |
|---|---|
| Narrative | Opening pages from a short story; a memoir excerpt |
| Opinion | A New York Times column; a strong Medium essay |
| Description | A travel writing passage; a character sketch |
| Persuasive | A historical speech; an advocacy piece |
| Review | A strong film or book review |
| Explainer | A top-rated science blog post |
Craft Moves Students Commonly Identify
- Opening with a question / surprising fact / sensory image
- Single-sentence paragraph for emphasis
- Repetition as rhythm
- The unexpected verb ("the clouds drooled rain")
- Specific concrete details ("a 1987 Toyota with a cracked windshield", not "an old car")
- Ending by returning to the opening image
Variations
- Two-mentor comparison: analyse two mentors on the same genre. Which techniques are shared? Which are unique?
- Student-selected mentors: students bring a piece they admire; defend it as a mentor.
- Writing into the mentor: copy the first paragraph of the mentor, then continue in the mentor's voice. Reveals what voice consists of.
- Mentor moves notebook: accumulate named craft moves across the course; students refer to the notebook when drafting.
Tips
- Don't over-dissect. More than 3–4 moves per session overwhelms. Identify a few, try them, return next week.
- Honour the original — students are apprentices, not plagiarists. Label borrowed moves so the practice is transparent.
- Revisit mentors across the course. The same text reveals new moves as the student grows.
Source
Dorfman, L.R. & Cappelli, R. (2007) Mentor Texts: Teaching Writing through Children's Literature. Stenhouse. Ray, K.W. (1999) Wondrous Words. NCTE.