The article focuses on the literary genres of creative nonfiction in the U.S. Accordingly, the paper cites several essays from different authors and professors in which they share different views of the impact of creative nonfiction on the writing ability of first year college students. Moreover, it also presents his comments on the views that he has cited, and presents his analysis on the effectiveness of teaching creative nonfiction in the composition classroom which might create a new kind of process-centered textbook and a new process-centered pedagogy.
Lapp, Diane, Grant, Maria, Moss, Barbara, and Johnson, Kelly
Subjects
WRITING across the curriculum, NONFICTION reading materials, SCIENCE education (Elementary), COMMON Core State Standards, LANGUAGE arts, READING (Elementary), LITERARY explication
Abstract
A question being asked by teachers across the country is, How can I teach students to acquire both the skills and knowledge demanded by the Common Core State Standards (CCSS) while simultaneously guiding them to read challenging texts such as those presented in Appendix B of the CCSS? Answering this invites the integration of ideas and the innovation of novel instructional plans. Illustrating close reading procedures in two classrooms- one 1st grade and one 5th grade- this article provides an answer by detailing the manner in which a student might approach a challenging science text using annotated reading, partner talk, text-based questioning and reflective writing to build competence and a capacity for reading, writing, listening, and speaking about informational texts. [ABSTRACT FROM AUTHOR]
LITERARY form, WRITING education, MEMOIRS, WRITING processes, BRAINSTORMING, CONCENTRATED study, WRITERS' workshops, TEACHING methods, UNITED States education system, EDUCATION
Abstract
This article describes how one teacher implemented a memoir genre study in her sixth grade classroom using a writing workshop approach. It begins by outlining the author's philosophy and rationale for teaching writing in this manner. This is followed by a discussion of how one could organize one's classroom for a memoir genre study. Several significant mini-lessons are then described which focus on brainstorming, planning, developing effective titles, leads and conclusions, structuring a memoir texts, the use of the senses in memoir writing and strategies for revision. The aim of this article is to equip practitioners with the practical knowledge they need if they are seeking to implement a memoir genre study in their elementary school classroom. [ABSTRACT FROM AUTHOR]