Personal Essay Mentor Texts
Today’s guest blogger, Christina Gil has written for Moving Writers before. You can read her post about using satire writing as a tool for self-discovery here. Christina is a veteran high school English teacher who recently left the classroom to follow a dream and move her family to an ecovillage in rural Missouri.
Mentor texts: “Fish Cheeks” by Amy Tan; “The Inheritance of Tools” by Scott Russell Sanders; “Us and Them” by David Sedaris
I’ll readily admit that my students don’t have the longest attention spans. The old style of long meandering essays, in which the author slowly and eventually stumbles upon some meaning after pages and pages of rambling and digressions, just won’t work with them. So what I am looking for when I choose mentor texts is the most bang for my buck. On the other hand, I don’t want to pander to the lowest common denominator. I also want to push my students—to read about people who are not like them, or to take on an idea that challenges their assumptions, or to see that personal essays don’t have to be about a set list of pre-chosen topics.
I have three go-to personal essays that I have read to literally a thousand students at this point, and I use them extensively in my personal narrative unit. Just the fact that I can continue to enjoy these texts after reading them hundreds of times speaks volumes.
How We Might Use These Texts:
If I were to choose just one essay to read to my students as a mentor text when we do a personal narrative unit, it would be “Fish Cheeks” by Amy Tan. I often joke that this essay is probably one that my high school seniors already read—in seventh grade. It’s very short and so simple. And yet I also call this essay “the perfect personal essay.”
My favorite take-away from this piece is the way that authors can show rather than tell with vivid description and detail. I always ask my students to describe the emotion conveyed throughout the essay, and they always answer “embarrassment.” When I task them with the job of finding the word embarrassed or even a synonym of that word, they can’t find it anywhere in the essay. And what I most love about this piece is that when I ask students how the author conveys the feelings of the narrator, which details go the furthest in helping the reader to share in the embarrassment, they realize that it is the vivid descriptions of the food that really help them to share in the experience. When you find an essay in which the author conveys the universal teenage feeling of being uncomfortable with your parents via a description of cooked squid, you know you have found a masterful writer.
For me, the other key pieces in this essay are the way that the author grabs the reader by giving a small piece of somewhat uncomfortable personal information but leaving some details out, and the way that the main idea of the essay is expressed via dialogue at the end of the piece.
“Inheritance of Tools” by Scott Russell Sanders is a favorite among a few students who appreciate its realness, its seriousness, and its honest discussion of blue collar values. This is the one essay that breaks my short-as-possible rule. It probably takes 15 to 20 minutes to read out loud in class, but it feels like it meanders much more than the others. This essay is also a tougher sell for many of my students. It deals with a middle-aged man’s reflections on tools, building, life-lessons, and death. These are not subjects that are obvious choices for teenagers. And yet, every year when I think about dropping the essay and finding something shorter and more relevant, I have students who tell me that it was their favorite essay of the bunch.
What I most utilize in this essay are its beautiful first line, its structure, and one especially complex and important sentence. The essay starts in the middle of things with a vividly descriptive sentence (that also uses figurative language to grab a reader): “At just about the hour when my father died, soon after dawn one February morning when ice coated the windows like cataracts, I banged my thumb with a hammer.” I could teach an entire lesson on that sentence alone. The essay then goes back in time to discuss the ideas and memories that lead up to that day, and ends where it began but with more insight on the day in question. This structure is a great one for students to and they often incorporate it into their personal narratives. The sentence that I use for imitating, but only after students have some practice with simpler sentences, is this one: “For several hours I paced around inside my house, upstairs and down, in and out of every room, looking for the right door to open and knowing there was no such door.” It’s complexity is impactful, but it is also something that students can incorporate into their own writing.
My wild card, my test of students’ understanding of irony and understatement, and my little treat to myself every year is to read “Us and Them” by David Sedaris. I’m a big fan of Sedaris’ work, but it’s not exactly easy to find essays of his that are appropriate for school. In this subtly hilarious piece, Sedaris does what all great satire does—he makes fun of society, and ultimately, most importantly, he makes fun of himself. I should admit upfront that many of my less sophisticated readers miss the humor in this essay entirely. And yet, the ones that get it really get it.
My favorite aspect of this essay as a mentor text is the way that it makes a point—about conformity and insecurity and TV and Halloween candy—without ever really stating that point at all. In fact, because of the dramatic irony in the essay, the reader is left completely to their own devices when it comes to finding a theme statement. I like to push my students to work a little, and getting them to articulate not just what the author says but how he conveys that meaning to a reader is challenging but also doable.
I also love this essay because of the way that it reinforces the requirement that the biggest take-away of a piece, the scene or line or image that readers will remember long after they have finished reading, should be the part that most strongly conveys the main idea of the piece. And Sedaris’ image of a younger self stuffing his face with candy so that he doesn’t have to share it with someone else is about as memorable as scenes can get.
I do like to change things up on occasion, using new essays that I find or essays that I haven’t read in a while, but it’s also so nice to have my trusted pieces, ones that I know will help me teach the lessons that I want to teach about what makes good writing and how we can learn from mentor texts.
Posts tagged ‘personal essay’
122. Welcome to the Green House by Jane Yolen
Retell: Jane Yolen poetically compares the rainforest to a green house.
Topics: rainforest, animals, birds, nonfiction poetry
Units of Study: Nonfiction, Content-Area, Personal Essay
Habits of Mind: gathering data through all senses
Reading Skills: envisionment, inference
Writing Skills: using repetition, incorporating rhythm and rhyme, using sparkling vocabulary, using alliteration
My Thoughts: A few months ago I received a GrowLab through a DonorsChoose grant. We received support from an educator at the Brooklyn Botanic Gardens and created corsage box terrariums. Students planted cuttings from three different plants that thrive in the rainforest. I plan on reading this book soon to support our gardening experience. The text in this book is so vivid that as I read it I can actually feel the humidity of the rainforest. It’s a great text for teaching students how to interpret metaphors. At the end of the book, the author writes a message to her readers encouraging us to find out more about saving the rapidly disappearing rainforest. Though it’s not technically a personal essay, you could use sections of the message as a mentor text.
November 2, 2009 at 8:55 pm
100. Should There Be Zoos? A Persuasive Text by Tony Stead with Judy Ballester and her fourth grade class
Retell: A collection of persuasive, well-researched essays that explore whether or not we should have zoos. The anthology includes a glossary and a description of the process they went through to write the book.
Topics: zoos, persuasive text, arguments, endangered species, reintroduction
Units of Study: Content-Area, Personal Essay
Tribes: mutual respect
Habits of Mind: thinking and communicating with clarity and precision
Writing Skills: defining a word within a sentence, incorporating precise vocabulary, developing a persuasive voice
My Thoughts: Though the unit is a month away, my school’s literacy coach and I are beginning to collect mentor texts for the personal essay unit. Here is a text that you could use for either Personal Essay or Content-Area writing. The essays not only make good mentor texts but the description of the writing process is important to share with students as they embark on an essay unit. The authors included ten steps to writing a persuasive text. I’m particularly found of number eight: “After doing lots of reading, observing, and note-taking, we put our new information into our arguments to make them stronger. We constantly conferenced with our teachers.”
October 6, 2009 at 8:30 pm
94. This Land is Your Land by Woody Guthrie, Paintings by Kathy Jakobsen
Retell: Woody Guthrie’s famous song in picture book form. The book includes a tribute by Pete Seeger and information about Guthrie’s life.
Topics: America, Great Depression, Dust Bowl, traveling, migrant camps
Units of Study: Social Issues, Talking and Writing About Texts, Personal Essay
Tribes: mutual respect
Habits of Mind: responding with wonderment and awe
Reading Skills: interpretation, envisionment
My Thoughts: I started a ‘song of the week’ tradition in my classroom this year. Each day while students enter the classroom and unpack we listen to a song together. By the end of the song students are expected to have unpacked and come to the rug with their lyrics. At the end of the week we sing the song together. This week’s song just happens to be “This Land is Your Land”. This morning while on my walk I passed by a bookstore which displayed the picture book version of the song in its window. I was so pleased! Kathy Jakobsen’s paintings compliment the lyrics well. (She also illustrated the book, My New York.) I can’t wait to read this to my students this week. Seeing the pictures will help them visualize the lyrics of the song. In the version my students sing there are three verses that are omitted. This is one of them:
“In the shadow of the steeple I saw my people; By the relief office I seen my people; As they stood there hungry, I stood there asking, Is this land made for you and me?”
It made me wonder why I had never heard these lyrics growing up. I hope to have a lively whole group discussion after reading this book aloud. I also plan on revisiting this text during the Personal Essay unit when I’ll ask students to observe the world around them and ask difficult questions.
September 28, 2009 at 12:34 pm
91. What’s So Bad About Gasoline? Fossil Fuels and What They Do by Anne Rockwell
Retell: This book explains how gasoline is made and describes its role in global warming.
Topics: gasoline, carbon emissions, global warming, petroleum, coal
Units of Study: Personal Essay, Nonfiction, Content-Area
Habits: Thinking flexibly
Reading Skills: questioning, determining importance, monitoring for sense
Writing Skills: using repetition to make a thesis stronger, using supporting reasons and examples to support a thesis
My Thoughts: I mentioned before that my students are currently studying earth movements (how mountains are made, volcanoes, etc). Next week students will examine fossils found in rocks. This book could be a nice extension of the fossil investigation. It blew my mind years ago when I learned that petroleum is made from decomposed fossils. When we are in the Personal Essay unit I plan on rereading parts of this text to show how the writer weaves in her opinions and supports them with facts.
The beginning of the book explains how petroleum is made and how it has been used throughout history. Throughout this section the phrase, “They still didn’t use much” repeats. The author argues that gasoline and other petroleum products are not inherently evil. After all, the reason why we still have forests and whales is connected to the invention of distilled petroleum. I like how the book ends with the question, “What ways can you think of to help?” After the read aloud students could brainstorm ways to use less gasoline.
September 26, 2009 at 11:33 am
78. Amelia Writes Again by Marissa Moss
Retell: Amelia is a young girl who collects thoughts, souvenirs, photos and stories in her writer’s notebook. Through the pages of her notebook we learn about Amelia’s friend Leah, her sister Cleo, and the terrible arsonist who destroyed her school.
Topics: writing, birthdays, siblings, friendship, daydreaming, numbers, arson, symbols, partnerships, writer’s notebooks
Units of Study: Personal Narrative, Realistic Fiction, Social Issues, Personal Essay
Tribes: appreciations/no put-downs, right to pass, personal best
Habits of Mind: responding with wonderment and awe
Writing Skills: generating notebook entries, using pictures and objects to inspire writing, writing about ideas, spelling tricky words by writing it in different ways
Thoughts: This is volume 2 in a series of “Amelia” books. I use this each year when we relaunch our writer’s notebooks. The book resembles a composition notebook. There are many ways that it can be used to teach writing skills, but it also stands alone for discussing other issues. For example, Amelia writes about how she is reluctant to show her notebook to her friend Leah. This could be a great time to discuss taking the right to pass. During a Social Issues or Personal Essay unit you could use this book to analyze the issue of school vandalism.
If you have used any books from the “Amelia” series please post your ideas in the comments section.
September 12, 2009 at 8:53 pm
34. What Will You Do For Peace?: Impact of 9/11 on New York City Youth
Retell: Faith Ringgold introduces this collaboration of young artists and poets aged 11-19. Each page includes responses to the tragic events of 9/11.
Topics: 9/11, peace, children, World Trade Center
Units of Study: Personal Narrative, Poetry, Personal Essay
Tribes: personal best, mutual respect
Writing Skills: collecting notebook entries
My Thoughts: This is a very moving collection of stories, poems and drawings from young children who experienced the events of 9/11 firsthand. There are accounts of how it felt to be at school when people were going home every few minutes. There are stories of watching the news for hours and hours. I plan on reading this book on September 11th this year. I think it will not only prompt a good discussion about why they day is important but it will also be a good mentor text for generating notebook entries and writing about events that will never be forgotten.
July 30, 2009 at 5:15 pm
33. The A+ Custodian by Louise Borden
Retell: John Carillo is the custodian for Dublin Elementary School. Everyone in the school thinks he is a great custodian. A few students decide to find a way to appreciate all his hard work.
Topics: custodians, school, hard work,
Units of Study: personal essay, realistic fiction
Tribes: personal best, appreciations/no put-downs, mutual respect
Reading Skills: inference, envsionment
Writing Skills: incorporating tight lists, elaboration, including sensory details
My Thoughts: This is a fabulous book to take out when you feel the class needs to take more responsiblity picking up after themselves. The A+ Custodian reminds me that I should take more time thoughout the year to appreciate the janitors and custodians at my school. I love how the author emphasizes how much Mr. Carillo loves and is proud of the students of Dublin Elementary School. I plan to use this book when collecting ideas for personal essays. The text is a great example of the strategy, “Writers think of a person in their life and jot down ideas about him/her.” In fact the author’s note at the beginning itself makes a good mentor text for personal essay.
July 29, 2009 at 4:06 pm