This article chronicles how two teacher educators changed the mentor text set assignment--one component of a larger writing unit plan--from a simple list of texts to a critical mentor text set that includes intentionally selected, culturally and linguistically diverse texts. The goal of the critical mentor text set was to support preservice teachers’ understanding of how to implement culturally sustaining writing pedagogy through developing students’ identities, skills, and intellect as writers, and students’ abilities to read texts through a critical stance that evaluates the privilege and power within the texts while working towards anti-oppression.
Opatz, Margaret O. and Nelson, Elizabeth T.
"The Evolution from Mentor Texts to Critical Mentor Text Sets,"
Teaching/Writing: The Journal of Writing Teacher Education: Vol. 11:
2, Article 12.
Available at: https://scholarworks.wmich.edu/wte/vol11/iss2/12
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