{"pk":36074,"title":"Mentor Texts Squared: Helping Students Explore Voice Through Readings That Promote Critical Consciousness","subtitle":null,"abstract":"Much research has been conducted documenting the reading and writing challenges students in precollege courses face (Crosby, 2007; Masterson, 2007). Some colleges label these courses “developmental,” “remedial,” or “basic skills” courses. These “developmental” students comprise both US-born and immigrant pupils from culturally, linguistically, and economically diverse backgrounds (Roberge, Siegal, & Harklau, 2009) and are often institutionally marginalized (Blumenthal, 2002), leaving them often underprepared when matriculating into credit-bearing collegelevel courses (Roberge, 2009). In this article, we report on a case study where a community college ESOL (English for Speakers of Other Languages) instructor and three faculty members at a local university worked collaboratively on developing resources to support his struggling readers through leveled, culturally responsive texts. We share a unique approach to mentor texts, employing them both as exemplars for developing reading and writing skills, and also as a means to support avenues for finding “voice.”","language":"eng","license":null,"keywords":[],"section":"Theme Section - Feature Articles","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9tk7s95d","frozenauthors":[{"first_name":"Sarina","middle_name":"Chugani","last_name":"Molina","name_suffix":"","institution":"University of San Diego","department":""},{"first_name":"Mark","middle_name":"","last_name":"Manasse","name_suffix":"","institution":"San Diego Miramar College","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36074/galley/26926/download/"}]}