Reading Like a Writer

As a student, I often felt stuck when I sat down to write. Even in college, my writing never seemed to have the same impact as pieces written by “real writers.” More than that, I felt bound by rules and conventions drilled into me during secondary school. Looking back, I realize that my teachers only taught me to write in a few rigid genres: persuasive five-paragraph essays, book reports, and research papers. I wasn’t exposed to genres used in the real world—emails, opinion editorials, blog articles, or anything that included the word I.

I didn’t feel like a writer because I had never practiced the types of writing that made me feel like one. When I thought of writers, I thought of authors. I never believed I could write like an author because I had never tried. I think many students feel the same way—writing like the authors of their favorite books seems intimidating and unattainable. But it doesn’t have to be!

Using mentor texts from Young Adult Literature is a great way to help students recognize and imitate structure and craft. YA authors write with sarcasm, wit, and unique stylistic choices. Showing students small excerpts and having them incorporate those techniques into their own writing helps them develop their skills and their writer identity.

What Is Reading Like a Writer?

Most of the time, we read like readers—immersed in the story, connecting with characters, and following the plot. But sometimes, we need to read like writers—analyzing strong writing, identifying what makes it effective, and learning how to emulate it.

Teaching students this skill is essential in helping them develop both their writing abilities and their confidence as writers. Learning to seek out mentor texts for structure and craft is a fundamental skill for any writer.

A "Reading Like a Writer" Mini Lesson

Watch my how to video here!

This mini lesson, created by my mentors Reegan Alder and Regan Gull, is one I used all the time in the classroom. It follows a simple but effective process. Pro-tip: This mini lesson works best if your students have a previously completed piece of writing with them to practice. It should be something short and sweet, and preferably freshly written. We would normally do this mini lesson right after completing a free write, or writer's notebook entry.

Step 1: Explain what and why

First, define reading like a writer and help students understand how it differs from reading for enjoyment.

Then, answer the infamous student question: Will I ever use this in real life? YES! Writing follows you through life. Whether it’s writing a personal statement for med school, crafting an email to a landlord, or drafting a cover letter, strong writing is essential. Remind students that when they are faced with a writing task and they don't know where to start, they can do what? Find a mentor text and READ LIKE A WRITER.

Step 2: Teach the four steps

1. NOTICE – Identify something unique about the writing. Does it use paragraph breaks in a certain way? Unusual punctuation? Italics? Lists? Have students mark it—circle, underline, highlight, whatever helps it stand out.

2. NAME – Give it a name! Students might not know the formal term for an em dash, but they might call it a “long line.” That’s okay! They’ll pick up the correct terminology over time. What’s important is that they recognize and label the move in a way that makes sense to them.

3. THEORIZE – Ask: Why did the author make this choice? What effect does it create? Does it add emphasis? Create suspense? Build humor? Students should develop their own ideas about why an author writes a certain way.

4. TRY – Have students incorporate the technique into their own writing. A great way to do this is by revisiting an old piece and finding a place to add the move. This step can feel clunky at first—even for experienced writers—so model it in real-time. Show them how you insert it into your own writing, even if it takes some tinkering.

   
   

Step 3: Put it into practice

1. Read an excerpt from a mentor text aloud twice.

   • The first time, just listen and absorb.

   • The second time, NOTICE and mark interesting writing choices.

2. Create a T-chart with your students. One side should be for NAMES and the other should be for THEORIES.

3. Ask students what they marked, and then complete step 2 together. Help them come up with a NAME for what they noticed. Write the name down on the T-chart.

4. Then help them THEORIZE about why the author wrote it this way. Write down the theory on the opposite side of the T-chart.

5. Repeat this process until you have a few techniques listed on your T-chart.

6. Now imitate. Pick one of the moves your students named and incorporate one of these techniques into a piece of your own writing. Model this imitation right in front of them. This is vulnerable but SO effective. When your students see you imitate one of these writerly moves in real time it makes a difference! If you struggle for a moment, it helps them know that it takes practice! Sharing your writing with them also helps them feel comfortable sharing their own writing back.

7. Give them a few minutes to find a place in their writing they would like to incorporate one of the moves they've just added to their T-charts. Then give them a few more minutes to imitate it. After you've given them enough time to write, have them share their writing with a partner near them. Then, have those that are comfortable share their imitation with the class.

8. Have students work in groups to repeat the four steps together.

Tips for Success

• There’s no "right" answer. Students will notice different things, name them differently, and have varying theories. That’s good! This exercise teaches them that there’s no single correct way to write.

• Repetition builds confidence. Doing this activity regularly shows students that they can write like authors. Over time, they’ll develop the courage to make their own creative writing choices.

• Keep these mini lessons and T-charts organized somewhere. We kept them in our writer's notebooks. You could have them create a whole section in there for "reading like a writer" For each lesson, the students would glue or tape in the mentor text and then create their T-chart write next to it. Then they had a giant list of mentor texts and writing techniques to refer to whenever they need it!

• Use the T-charts during revisions. Have students revisit their "Reading Like a Writer" notes when revising their own writing. If a piece feels flat, they can use these techniques to add depth and flair. Once, after a writing mini-lesson on voice, I had my students review their old "Reading Like a Writer" notes. Their writing instantly improved—boring analysis papers became engaging and full of personality.

How can YA Lit Sidekick help me use this in my classroom?

Each Sidekick book review will include some pre-selected mentor texts I've chosen specifically to use with this mini lesson. I will include pictures of the actual mentor text in the book for you to show your students. All the hard work is done for you! Simply find my mentor text, show your students, use the mini lesson listed above, and voila! You've helped them read like a writer and practice unique writing structure and craft! Watch your students' writing become more creative and effective. AND see how their confidence grows. They'll be thinking of themselves as real writers in no time!

Simply put: reading like a writer helps you write like a writer. Teaching students to recognize and imitate strong writing will transform their confidence and skills. Try it in your classroom and watch your students grow!

Check out my how to video example using a mentor text from Darkly by Marisha Pessl! Watch here.