ERIC Number: EJ1070241
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: N/A
The Role of Literary Mentors in Writing Development: How African American Women's Literature Supported the Writings of Adolescent Girls
Muhammad, Gholnecsar E.
Journal of Education, v195 n2 p5-14 2015
Coupling Royster's (2000) conceptual framework of "zamani" with Rosenblatt's (1978) reader response theory, the researcher explores the ways African American women's writings supported, nurtured, and "mentored" the writings of adolescent girls. Findings show that the mentor texts helped in generating ideas for writing, thinking about identities, understanding the structure and style of genres, and invoking reader response through critical language. Understanding the purpose of literary mentors is useful for English educators in appreciating the varied utility of texts and their use in advancing the writings and identities of youth.
Descriptors: Mentors, Writing Improvement, African American Literature, Women Faculty, Literary Criticism, Literary Genres, Literary Styles, Writing Skills, Thinking Skills, Reader Response, Youth Opportunities, Adolescent Development, English Literature, Teacher Role, Childrens Writing, Females, Capacity Building, Coaching (Performance)
Boston University School of Education. Two Silver Way, Boston, MA 02215. Tel: 617-353-3230; e-mail: firstname.lastname@example.org; Web site: http://www.bu.edu/journalofeducation
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A