Date Approved

4-29-2026

Embargo Period

4-29-2026

Document Type

Thesis

Degree Name

M.A. Reading Education

Department

Language, Literacy, and Sociocultural Education

College

College of Education

Advisor

Susan Browne, Ed.D.

Committee Member 1

Kate Kedley, Ph.D.

Committee Member 2

Robert Eisberg

Abstract

The purpose of this study was to (a) ascertain the effect mentor text had on student engagement and (b) determine the impact mentor text had on student writing style. Students utilized strategies from five mentor texts during the writer's workshop to write their own personal narratives. Students demonstrated increased engagement through class discussions following each read aloud. Writing style was impacted as students implemented different writing elements into their own writing based on the mentor text discussed. Implications for teaching writing are discussed.

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