Abstract
Teachers are coming to understand the value of using a student’s interests, habits, and questions as a starting point for instruction. In this article, Skinner introduces “Teenage Addiction,” a voluntary seventh-grade after-school writing/popular culture club that helped students view popular culture through a critical lens and then write about it. Her work with “Rachel” gives us a glimpse into this process by showing us how one girl used popular culture mentor texts to deepen her thinking and develop her writing skills.
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