Mentor texts are a vital tool for teaching students how to use different writing techniques. Compiling texts after analyzing the books reading which helps to understand what idea the author wanted to convey and how it could be done alternatively. In this way, children can learn the best ways of writing and producing plausible stories with realistic characters. Mentor texts should be present in the school curriculum, as they help students isolate the works’ main points and analyze them correctly. Thus, it can have a significant positive impact on students’ ability to read thoughtfully and be creative.
If students learn that a teacher changes their texts regularly based on feedback, their reactions may vary depending on the expectations and level of trust in the teacher. Students may think positively of the teacher, as constantly changing texts means they are doing better. Thus, it can be perceived as a manifestation of professionalism and a healthy response to criticism. In this case, the positive reaction of students will be a motivating factor for the teacher to improve mentoring texts. In some cases, such actions, on the contrary, can be considered by students as a lack of teacher qualifications. If, after reading the reviews, the teacher constantly changes his text, this can be perceived not as taking into account constructive criticism, but as ignorance of what and how to write. Such feedback can lead to a drop in motivation and unwillingness to actively continue further lessons. In this regard, it will be necessary to explain to students that mentoring texts can be based on feedback since their task is to most effectively help them learn to understand the main essence of books and write stories.