Term
Spring 5-12-2015
Capstone
Thesis
Degree Name
MALED
Primary Advisor/Dissertation Chair
Marcia Rockwood
Secondary Advisor/Reader One
Ann Griffin
Peer-Reviewer/Reader Two
Jennifer Kaul
Abstract
The research question addressed is, how can mentor texts, paired with mini-lessons and explicit instruction, boost young writer’s confidence? The motivating factor for this research was young writer’s lack of confidence and inability to identify themselves as a writer. Through the influence of key figures in this area, such as Lynne Dorfmann, Rose Cappelli and Katie Ray Wood, these researchers supported the use of mentor texts in the classroom paired with an appropriate writer’s workshop framework. They felt that mentor texts would bolster young writer’s confidence and skills, when used with explicit whole group and small group instruction . Through the author’s study and implementation of nine specific lessons, the author developed an understanding of how mentor texts could be successful supporting young writer’s confidence. This research was gathered to be used for future writing curriculum development.
Keywords
Curriculum, Early Childhood, Writing, Writer’s Workshop
Recommended Citation
Koester, Allison Juanita, "Mentor texts ability to boost young writer’s confidence, paired with mini-lessons and explicit instruction" (2015). School of Education and Leadership Student Capstone Theses and Dissertations. 141.
https://digitalcommons.hamline.edu/hse_all/141