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9,389 results on '"Nonfiction"'

1. Position Statement on the Role of Nonfiction Literature (K-12)

Author

National Council of Teachers of English (NCTE), Hadjioannou, Xenia, Cappiello, Mary Ann, Bandré, Patricia, Burgess, Matthew, Crawford, Patricia, Dávila, Denise, Gardner, Roberta Price, Johnston, Kari, Lowery, Ruth, and Stewart, Melissa

Abstract

Contemporary nonfiction for young people plays a crucial role in the reading and writing lives of K-12 students. It is a rich and compelling genre that supports students' development as critically, visually, and informationally literate 21st century thinkers and creators. Unlike many textbooks and materials written for online or print-based school curriculum, nonfiction literature for young people does more than communicate information. Nonfiction literature contextualizes primary source evidence, offers multiple perspectives on current and historic events, and shares new scientific discoveries. Contemporary nonfiction addresses historical silences; explores historic and contemporary events rooted in racism, oppression, and violence; and highlights courageous trailblazers and organized groups working toward societal transformation and liberation. The purpose of this position statement is to propose a paradigm shift for teaching and learning with nonfiction literature in K-12 education.

Published
2023

2. The Importance of Expository Text: Reading and Writing. ERIC Topical Bibliography and Commentary.

Author

ERIC Clearinghouse on Reading, English, and Communication, Bloomington, IN. and Smith, Carl B.

Abstract

Typically, elementary school children read more narrative texts, such as short stories, poems, and fiction books. Some educators have raised concerns over whether elementary school children are developing the skills needed to study the structure and function of expository texts. This topical bibliography and commentary provides examples that show how teachers can incorporate expository text into the school curriculum while making this writing style a rewarding experience for students. The bibliography/commentary notes that expository writing is also considered information literacy since the primary function of this text style is to convey information. It adds that this imbalance between narrative and expository experience has led educators to try to seek methods for closing the gap, and they have found that expository writing can be taught even at an early age. (Contains 2 Internet addresses and 14 references.) (NKA)

Published
2003

3. Evaluation of National Geographic School Publishing Nonfiction Literacy Materials. Summary Report.

Author

Indiana Univ., Bloomington. Indiana Center for Evaluation., ERIC Clearinghouse on Reading, English, and Communication, Bloomington, IN., Metcalf, Kim K., Smith, Carl B., and Legan, Natalie A.

Abstract

During the 2001-02 academic year, a purposive, national evaluation was undertaken of "Windows on Literacy" and "Reading Expeditions," two new school-based programs produced by the School Publishing Division of the National Geographic Society (NGS). The evaluation sought to determine the efficacy of the new materials for teachers and students. Questions posed were whether student academic performance improved when they were engaged with these literacy materials; what were the most effective practices teachers used to improve student performance as the materials were used; and whether students' affective behavior changed as a result of their experiences with these materials. The sample reflected broad geographic diversity across the U.S., classes at each of Grades 1-6, and use of books in both "Windows on Literacy" and "Reading Expressions." Each participating teacher (n=24) agreed to use at least five books from the appropriate literacy series during the study, and each assisted in three data collection activities--student generated concept maps, a written teacher survey, and extended teacher interviews by telephone (during which they shed light on their practices when using the materials). Findings suggest that students' learning improved significantly with these literacy materials and that teachers thought the books impacted their students' general attitudes toward learning. Teachers also thought that the pictures and the format of the text enabled students to personally connect with the texts, thereby making them more receptive to the content. (NKA)

Published
2002

4. The African American Sermon As an Exemplar of Culturally Relevant Adult Education.

Author

Isaac, E. Paulette and Rowland, Michael L.

Abstract

Historically, the Black Church was culturally responsive to the needs of their community. In order to meet the needs of African American adult learners, the church had to assume many roles one of which was that of educator. Like many informal institutions of learning, the Black Church has been overlooked as a site for adult education research. Ten sermons of African-American preachers were analyzed to identify culturally relevant themes and their applicability for use in adult education classrooms. These five themes that relate to different aspects of African American life were revealed: (1) self-ethnic personalities/experiences; (2) self-ethnic social experiences; (3) self-ethnic psycho-cultural; (4) Africentric affirmations; and (5) self-ethnic metaphors. These conclusions were drawn from the thematic analyses: (1) African American sermons can provide adult educators with culturally relevant names that reflect self-ethnic personalities with which learners can identify; (2) negative self-ethnic social and psycho-cultural experiences of learners can be mitigated by educators made more aware; and (3) the polyrhythmic cadence of African-American sermons grow out of an oral tradition; and (4) affirmation themes are one way to mitigate against negative self-image. (A glossary of the five themes is included. The bibliography lists 27 references). (AJ)

Published
2002

5. 'Based on a True-Story': Using 'The Ballad of Frankie Silver' To Teach the Conventions of Narrative.

Author

Whited, Lana

Abstract

The distinction between fiction and nonfiction focuses on the aspect of literature teachers usually emphasize when teaching it to students: content. It is equally important, however, for students to understand the "mechanics" of literature, including how a writer crafts his or her material and how the text establishes expectations in a reader. Examining a narrative drawn from fact, such as Sharyn McCrumb's 1998 novel, "The Ballad of Frankie Silver," can deepen students' understanding of what writers do, how writing works, and why literature matters. The story operates on two levels, and by weaving together the two, McCrumb has created a unique work which bridges the fact/fiction gap. This paper shows how a reader of "The Ballad of Frankie Silver" can explore differences in the purpose, technique, and reader response of fictional and nonfictional material in one book. The paper recounts the novel's origins in a true story of an 1832 murder in North Carolina and discusses another book with the same theme, "The Untold Story of Frankie Silver" by Perry Deane Young. It recommends having students read and compare both books. The paper suggests that students scrutinize how McCrumb weaves primary written sources into her text, noting that they can learn a lot about how narrative is shaped and the decisions a writer makes in shaping it from examination of the original materials. It discusses in detail several aspects of the plot. The paper reiterates that reading McCrumb's novel and Young's book and examining original case materials can help students understand the workings of narrative, including theme, point of view, and multi-layered plots, as well as readers' differing expectations for fiction and nonfiction. (NKA)

Published
2000

6. No Laughing Matter: Where's the Humor in Nonfiction.

Author

Zarnowski, Myra

Abstract

By highlighting the dreadful and avoiding the droll, nonfiction presents an unbalanced picture of the world and deprives readers of the benefits humor could contribute. Humor is needed in literature because it ventilates or disrupts oppressive conditions, it provides a different lens from which to view reality, and it provides hope, pleasure, and fun. While humor is a trend in current children's nonfiction, it has not assumed a substantial presence in award winning books. There is a need in children's nonfiction for books that show the value of humor as a means of coping with difficulties. (Contains 19 references.) (EF)

Published
2000

7. Biography Today: Profiles of People of Interest to Young Readers, 1999.

Author

Harris, Laurie Lanzen and Abbey, Cherie D.

Abstract

This document is the eighth volume of a series designed and written for the young reader aged 9 and above. It contains three issues and covers individuals whom young people want to know about most: entertainers, athletes, writers, illustrators, cartoonists, and political leaders. The publication was created to appeal to young readers in a format they can enjoy reading and readily understand. Each entry combines at least one picture of the individual profiled, and bold-faced rubrics lead the reader to information on birth, youth, early memories, education, first jobs, marriage and family, career highlights, memorable experiences, hobbies and honors and awards. Each of the entries ends with a list of easily accessible sources (both print and electronic) to lead the student to further reading about the individual. Obituary entries also are included, written to provide a perspective on an individual's entire career. This volume includes profiles of: Sarah Michelle Gellar, John Glenn, Lynn Johnston, Shari Lewis, Oseola McCarty, Mark McGwire, Frank Sinatra, Sammy Sosa, Venus Williams, Jennifer Aniston, Kobe Bryant, Sharon Draper, Savion Glover, Jeff Gordon, David Hampton, King Hussein, Shania Twain, Mitsuko Uchida, Jesse Ventura, Ben Affleck, Maurice Ashley, Sadie Delany, Bessie Delany, Lauryn Hill, Slobodan Milosevic, Natalie Portman, J. K. Rowling, Gene Siskel, John Stanford, and Natalia Toro. (LB)

Published
1999

8. Authority and Imagined Truth: Notes on Teaching Creative Nonfiction.

Author

Renker, F. W.

Abstract

An instructor who teaches composition, poetry, and creative nonfiction at Delta Community College in central Michigan language makes connections and helps people imagine their way fully into subjects. People have a deep, if unconscious and unfocused, need to discover and tell the truth. For one semester his students act like writers. They keep journals; look at the world and their own interior life in an observant, writerly way; read good writing; are as objective as possible about their drafts; and welcome feedback. Classroom and conference talk often returns to the central theme of truth-telling. The best student writers gravitate to imaginative ways of saying what needs to be said. Eventually good student writers develop the will and the stamina to revise, eventually writing with more "author"-ity. (CR)

Published
1998

9. Place Value: An Educator's Guide to Good Literature on Rural Lifeways, Environments, and Purposes of Education.

Author

ERIC Clearinghouse on Rural Education and Small Schools, Charleston, WV., Haas, Toni, and Nachtigal, Paul

Abstract

This book suggests that quality of life depends on the connections that people have with one another and their surroundings, rather than on material wealth. It challenges teachers to reexamine the purposes of education and to equip students with the tools they need to make conscious choices about living well in their own communities. Five bibliographical essays review nonfictional and fictional literature on what it means to live well in a particular place. "A Sense of Place: Education for Living Well Ecologically" looks at the importance of young people having a curiosity about their surroundings and becoming inhabitants of a place, not merely transient residents. By developing a healthy respect for the physical and social communities they inhabit, schools can teach children to be contributing citizens. "A Sense of Civic Involvement: Education for Living Well Politically" examines the preparation of young people to participate as citizens of a democracy by investigating and acting on municipal and county government issues. "A Sense of Worth: Education for Living Well Economically" looks at the influence of large corporations on the breakdown of rural life and suggests that students need to learn how to create jobs within their own community, rather than leave to get jobs somewhere else. "A Sense of Connection: Education for Living Well Spiritually" discusses the crisis of human identity and cosmological disconnection from the natural world. "A Sense of Belonging: Education for Living Well in Community" examines saving, restoring, and using local memories, knowledge, and skills to fulfill needs in the local community. An annotated bibliography of the 42 works cited in the essays contains commentary and an abstract for each work. (SAS)

Published
1998

10. Biography Today: Profiles of People of Interest to Young Readers, 1998.

Author

Harris, Laurie Lanzen and Abbey, Cherie D.

Abstract

This series is designed and written for young readers, aged 9 and above. The volumes cover individuals that young readers want to know most about, including entertainers, athletes, writers, illustrators, cartoonists, and political leaders. Each issue contains numerous sketches arranged alphabetically. Each entry provides at least one picture of the individual profiled, with additional information on birth, youth, early memories, education, first jobs, marriage and family, career highlights, memorable experiences, hobbies, honors, and awards. Each entry also ends with a list of easily accessible sources for further information on the individual and a current address. Obituary entries are included and are written to provide a perspective on the individuals entire career. Each issue concludes with a guide to the indexes, a name index, general index, places of birth index, and a birthday index (by month and day). Individuals featured include: Kofi Annan; Diana, Princess of Wales (obituary); Hanson (Ike, Taylor, Zac); Jimmy Johnson; Dominique Moceanu; Alexandra Nechita; LeAnn Rimes; Mike Vernon; Reggie White; Neve Campbell; Sean Combs (Puff Daddy); Leonardo DiCaprio; Walter E. Diemer (obituary); Ruth Handler; Livan Hernandez; Tara Lipinski; Betty Shabazz (obituary); Mother Teresa (obituary); Bella Abzug (obituary); Dalai Lama (Tenzin Gyatso); Jewel; Jody-Anne Maxwell; Brad Pitt; Emily Rosa; David Satcher; Kordell Stewart; Shinichi Suzuki; and Kate Winslet. (EH)

Published
1998

11. Telling Lewis Hine's Story: Russell Freedman's 'Kids at Work.'

Author

Zarnowski, Myra

Abstract

In "Kids at Work," Russell Freedman explores the world of child labor during the years 1908-1918 when Lewis Hine, "teacher-crusader," worked as an investigative photographer for the National Child Labor Committee (NCLC). Hine's writing and the photos he gathered from across the country revealed a "shocking reality that most Americans had never seen before." Russell Freedman's intertwining of three distinct sources of information--facts, photographs, and the focused experience of a single individual--provides readers with the basis for compassionate imagining, a blending of both knowing and caring about the past. Freedman uses storytelling techniques such as vivid, detailed scenes; characters developed through the use of small but "telling" details; and personal anecdotes. Readers cannot fail to be moved by the numerous photographs taken by Lewis Hine. Using "direct eye" contact with the observer, Hine showed viewers the conditions under which children worked in mills, canneries, mines, farms, and factories. "Kids at Work" focuses on children's quality of life as a result of industrialization in the United States. Freedman helps bridge compassionate imagining with contemporary concern--child labor has not vanished from America. It exists today in children of recent immigrants and migrant farm workers. (Contains 17 references.) (CR)

Published
1997

12. ERIC Clearinghouse and Support Contractor Publications, 1996. An Annotated Bibliography of Digests, Information Analysis Products, and Other Major Publications of the ERIC Clearinghouses and Support Contractors Announced in 'Resources in Education' (RIE) January-December 1996.

Author

ERIC Processing and Reference Facility, Laurel, MD., Computer Sciences Corp., Laurel, MD., Weller, Carolyn R., and Brandhorst, T

Abstract

This annotated bibliography provides citations, abstracts, and indexes for the 224 documents produced by the 16 Educational Resources Information Center (ERIC) Clearinghouses in 1996. These publications consist of digests, bibliographies, state of the art reviews, and information syntheses of various types. An introduction describes the ERIC system, clearinghouse publications, the organization of this bibliography, the availability of clearinghouse publications, and adjunct clearinghouses. A statistical summary by year (1968-1996) shows the number of publications included for each clearinghouse in the series of which this bibliography is the most recent. Document resumes are provided from the following clearinghouses: (1) Adult, Career and Vocational Education; (2) Counseling and Student Services; (3) Reading, English, and Communication; (4) Educational Management; (5) Disabilities and Gifted Education; (6) Languages and Linguistics; (7) Higher Education; (8) Information and Technology; (9) Community Colleges; (10) Elementary and Early Childhood Education; (11) Rural Education and Small Schools; (12) Science, Mathematics, and Environmental Education; (13) Social Studies/Social Science Education; (14) Teaching and Teacher Education; (15) Assessment and Evaluation; and (16) Urban Education. Indexes by subject, personal author, and institution are provided. A diagram of ERIC system components and a directory of ERIC components with addresses, telephone, tax, and phone numbers, and brief descriptions of the clearinghouses' scope areas is also provided. A form for ordering microfiche or paper copy of ERIC Clearinghouse publications from the ERIC Document Reproduction Service is attached. (AEF)

Published
1997

13. Using Children's Literature across the Curriculum. Fastback 374.

Author

Phi Delta Kappa Educational Foundation, Bloomington, IN. and Ross, Elinor P.

Abstract

Suggesting that teachers who encourage students to use many kinds of trade books across the curriculum are likely to be rewarded with students who are excited about learning, this fastback focuses on using children's literature across the curriculum. The fastback discusses reader response theory, connecting the curriculum through literature, guidelines for thematic studies, acquiring children's literature, literature in the content areas (social studies, science, mathematics, music, art), multicultural literature, and selecting multicultural literature. The fastback concludes that the current abundance of interesting informational and fiction books available to support all areas of the curriculum should encourage teachers to select them to enhance the subjects being taught. Contains 25 references. A list of 15 books for teachers and 80 books for children is attached. (RS)

Published
1994

14. 'The Choice' and the Language of Honesty.

Author

Ward, Jerry W.

Abstract

Samuel Yette's "The Choice: The Issue of Black Survival in America" belongs to an honorable tradition of African American writing, a tradition which draws attention to a necessary distinction between the promise of freedom and democracy and what people actually experience in their everyday lives in the United States. Yette's language comes from the practice of journalism, the first draft of history (as writing). "The Choice" is written in plain and vigorous standard English. Determining something about the language of honesty in "The Choice" is connected with pragmatics (the systematic relations between structures of text and context) in the reading process. The book functions as a model of how to read/study the text of America as a democratic experiment. The language of Yette's book refers ultimately to the deep structures of the struggle for "Lebensraum" in the United States. (RS)

Published
1993

15. The Mirror: A Newsletter of Multicultural Children's Literature, 1991-1993.

Author

Jackson, Gloria D.

Abstract

This document consists of all seven issues that were published of a newsletter devoted to multicultural children's literature that reflects the many cultures in our pluralistic society. The newsletter presents book reviews of fiction and non-fiction with multicultural themes for children in kindergarten through grade 8 schools. Some issues provide brief bibliographies on selected issues, and most issues give a summary list of works reviewed for ready reference. Some of the issues contain feature articles on the following themes: (1) holiday stories; (2) respect for nature in the Native American heritage; (3) ignorance of others brings fear; (4) reflections of a pluralistic society; and (5) multicultural books in the mainstream of children's literature. (SLD)

Published
1993

16. Punctuation: Less Is More? ERIC Digest.

Author

ERIC Clearinghouse on Reading and Communication Skills, Bloomington, IN. and Dawkins, John

Abstract

Punctuation, the original purpose of which was elocutionary, evolved a syntactic purpose as silent reading became more common. Despite the great similarity of punctuation rules among handbooks and manuals, punctuation has not been completely standardized. Punctuation practices vary from genre to genre, and the "best" fiction and nonfiction writers punctuate according to their needs, not according to the rules. If punctuation is looked at as a process rather than as product--that is, looked at as a matter of writer's intent--only two principles are needed to explain research on punctuation: (1) punctuate only to achieve clarity and/or effectiveness; and (2) use a hierarchy of six marks to show the nature and degree of separation. Systematizing the rules and emphasizing principles promises to make punctuation easier to learn. (RS)

Published
1992

17. Analyzing Nonfiction Prose: 'House' as Symbol.

Author

Karch, Linda

Abstract

Book-length works of nonfiction prose are seldom the object of study when college English teachers, rhetoricians, or theorists are engaged in practicing their profession. Phyllis Frus McCord (in "Reading Nonfiction in Composition Courses: From Theory to Practice" 1985) proposes that the goal should be "to break down the hard line between literature...and nonliterary texts." One way of doing this is by analyzing nonfiction prose by explicating such elements as character and image. In Tracy Kidder's book "House," the interaction between character and image moves the reader from the world of the actual to the mythic, imaginative world of archetypal symbols, the shaping principle of this literary work. The house functions as a symbol in the meaning it assumes for each individual: traditions, control, status, new beginnings, making a mark, rebellion, good-will, artistic, aesthetic, and accomplishment. The house functions as a symbol in what it means as the representation, on a more universal level, of the notion of continuity: homeownership, orientation, art, rituals, celebration and ceremony, and the spiritual flow of creativity. (Author/RS)

Published
1990

18. Literacy Materials Bulletin 1-8.

Abstract

These bulletins contain reviews of a total of 86 publications recommended for use in adult literacy programs. The materials reviewed have all been determined to meet the following requirements: currently in print; adult oriented and interesting to learners; free of age, sex, and racial bias; appropriate to the reading level of beginning readers; designed to encourage meaningful discussion and critical thinking; up to date and easy to use; and successful with learners. Each review includes the following: the publication's title, author, publisher, availability, and recommended level; the name/position of the individuals who recommended and reviewed the book; and a review covering topics such as special features of the publication, its strengths and weaknesses, suggestions for using it with literacy students, its reception by adult literacy students/teachers during field tests, and cost and ordering information. Included among the publications reviewed are the following: personal stories written for adults who are beginning to read English; stories in seven popular fiction genres; a nutrition guide; a guide for literacy tutors; high-interest low-vocabulary stories about popular culture; a structured reading, writing, and reasoning skills program, a basic math series, biographies, and a guide to British Columbia's legal system. Bulletins 3-4 include reviews of the following publications: guides to banking, human rights, and safety; biographies of famous artists; a series of high-interest low-vocabulary (HILV) novels; a bibliography of HILV materials; a guide for literacy tutors working in correctional institutions; a guide to incorporating information about Canadian holidays into literacy programs; a guide to using newspapers to teach literacy; a spelling series; and interactive typing software. Bulletins 5-6 include reviews of the following publications: a vocabulary series; a collection of poetry and prose; a guide to recovering from sexual abuse; a handbook for literacy workers; guides to Canada's government, childbearing, infant care, and parenting; a collection of human interest stories; a guide to organizing integrated learning opportunities; collections of proverbs and myths and legends; and book on Canada's provinces. Bulletins 7-8 include reviews of the following publications: a guide to content area reading; guides for immigrants; a starter pack for adult literacy tutors; workbooks covering math concepts, computation, and spelling; series of novels and transcribed oral histories; a guide to developing literacy partnerships; a collection of poems; a learner's guide to assessing learning style; and a handbook for feminist literacy tutors. (MN)

Published
1990

20. Teaching Tolerance: Resources for Students and Teachers

Author

Moss, Barbara

Abstract

In this column, the author reviews books and other resources that address issues related to teaching tolerance for those of other religions, races, gender orientations, and cultures. It reviews titles related to Jewish oppression, including Doreen Rappaport's (2012) "Beyond Courage, the Untold Story of Jewish Resistance during the Holocaust". It also addresses the civil rights movement and intolerance toward lesbians, bisexuals, gays, and transsexuals, including the powerful "October Mourning: A Song for Matthew Shepard" (Newman, 2012). Nonfiction titles about cultures and people of the Middle East are also reviewed, including "Sharing Our Homeland: Palestinian and Jewish Children at a Summer Peace Camp" (Marx, 2010). Online and other free resources about teaching tolerance are reviewed, describing many materials from the Southern Poverty Law Center.

Published
2013

21. High School Flight from Reading and Writing

Author

Fitzhugh, Will

Abstract

As concerns mount over the costs and benefits of higher education, it may be worthwhile to glance at the benefits of high school education at present as well. Of course, high school costs, while high, are borne by the taxpayers in general, but it is reasonable to hope that there are sufficient benefits for such an outlay. One of the most frequently heard complaints of college professors is that their new students (and many of their older students) cannot seem to read and write. This author contends that American public high schools in general do not believe in having students read complete nonfiction books, but confine reading assignments to excerpts or textbooks; nor do they believe in having students do the research and writing necessary for serious term papers. In this article, Fitzhugh focuses on the high school flight from reading and writing and explains that American public high schools confine assigned reading mainly to works of fiction and assigned writing to personal and creative efforts. The author argues that if educators do not assign importance to reading nonfiction and writing term papers, it should be no surprise that when their students arrive at college or in the workplace, they cannot read or write very well. (Contains 7 footnotes.)

Published
2011
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22. The Greatest Story Never Told: An Interview with National Book Award Winner Phillip Hoose

Author

Aronson, Marc

Abstract

This article presents an interview with Phillip Hoose, National Book Award winner for young people's literature for his book "Claudette Colvin: Twice Toward Justice," a true story of a teen who refused to surrender her seat to a white passenger on a segregated bus in Montgomery, Alabama. Hoose is no stranger to the world of literary honors. His "We Were There, Too! Young People in U.S. History" was a contender for the 2001 National Book Award while "The Race to Save the Lord God Bird" nabbed the Boston Globe-Horn Book Award as the best nonfiction book of 2005. He was the first nonfiction author to win the young reader's National Book Award. As a writer, he shares that nonfiction and fiction writing are the same. They have the same tools as writers and the same challenge. Today, he is working on another book with Melanie Kroupa for FSG, a YA book. Through his new book, he wants to rope readers into caring and for kids to be deeply involved with their families.

Published
2010

23. The Textbook's the Thing: Re-Emphasizing Creative Nonfiction in First-Year Composition

Author

Whetham, Jennifer Locke

Abstract

In January 2003, "College English" published a special issue that focused on the genre of creative nonfiction. Many of the articles centered specifically on the role of nonfiction in the composition classroom, and in her essay "Suddenly Sexy: Creative Nonfiction Rear-Ends Composition," Wendy Bishop claims that the genre of creative nonfiction has tremendous potential for a powerful and positive impact on first-year composition. Although Bishop's essay covers a range of exciting ways in which creative nonfiction might enliven and revision this field, one of the most pivotal points is her challenge to the writers of textbooks and to the academic publishing industry: she points out that process-centered pedagogy is still mired in the modes of discourse, citing textbook production as a prime reason. Creative nonfiction might help composition create a new kind of process-centered textbook--and perhaps a process-centered pedagogy that has finally reached maturity. In this article, the author critiques the articles included in January 2003 issue of "College English."

Published
2009

24. Matching Instructional Strategies to Facets of Comprehension

Author

McMahon, Susan I.

Abstract

The authors adopt the stance that, even though strategy use should be taught to help learners monitor their comprehension, such instruction is not sufficient to insure transfer or ownership. Further, such instruction often emphasizes only literal recall, limiting students' understanding. Therefore, the author argues that teachers should consider the complexity of comprehension to identify key strategies that support learners' understanding of multiple texts. Through the identification of three different "facets" of comprehension, the author provides examples of common strategies used in a sixth-grade classroom that support multiple ways of understanding a nonfiction text. (Contains 1 figure.)

Published
2008

25. Two Truths in My Pocket

Author

Ruby, Lois

Abstract

After having seen Jody Picoult's "Plain Truth," which is on the paperback best-seller list from "New York Times Book Review," and an ad for a novel called "A Version of the Truth," in this article the author talks about truth and how it is being told by some writers from a different point of view. It seems that truth is everywhere, and also nowhere. Look at the oxymorons of today: virtual reality, true lies, docudrama, infomercials, situational ethics. Then there is that old saw, truth is stranger than fiction, or its mirror image, fiction must be more real than life in order to be believable. Many are sold semi-autobiographical novels, memoirs of dubious provenance, historical fiction, and creative nonfiction. Writers invent the truth every time they pull words from their minds and set them to paper. Hence, some writers tell their own version of the truth, which is to say, they tell lies. As an historical novelist, particularly one that writes for young people who must never be lied to, the author grapples with the question, is history "true"? But do all writers tell lies, those who write novels that deal with social and political and religious ideas? Since she may never resolve this issue, the author stands beside Anne Lamott when she advises, "Tell the truth as you understand it. If you're a writer, you have a moral obligation to do this. And it is a revolutionary act--truth is always subversive."

Published
2008
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26. Opinion: The Ethical Exhibitionist's Agenda--Honesty and Fairness in Creative Nonfiction

Author

Bradley, William

Abstract

In recent years, memoir and the entire genre of creative nonfiction have received some negative publicity and some harsh criticism. Many have dismissed the "fourth genre," as it's called, as a form for the narcissistic and self-involved. Matters certainly are not helped when high-profile writers of memoir are revealed to be frauds and fiction writers masquerade as memoirists in order to sell books, turning themselves, not coincidentally, into literary heroes and talk-show celebrities. In this article, the author contends that although writers of personal essays and autobiographies must often rely on vulnerable memory, they should not engage in sheer invention if they want to call their work "nonfiction."

Published
2007

27. Where's the Content?

Author

Fitzhugh, Will

Abstract

Although teachers focus on style, fluency, tone, and correct grammar in writing, they rarely emphasize the importance of content. Both the National Commission on Writing in America's Schools and Colleges and the NAEP seem to favor emotional and personal writing, at least at the high school level. Judging from their guidelines, both the SAT and the WASL promote fictional nonfiction in their writing sections. This is a great disservice to students, who end up struggling with writing requirements in college. Assigned to remedial classes, they often drop out of college. Fitzhugh, the founder of The Concord Review, offers students a place to publish their academic essays.

Published
2006

28. Storytelling: The Heart of American Indian Scholarship

Author

Washburn, Frances

Abstract

Recently some writers and scholars have complained that the academy, particularly American Indian Studies (AIS) programs, gives too much attention to American Indian literature while ignoring scholarly works that focus on the pressing needs of American Indian communities in the areas of economic development, social justice, and sovereignty, among others. For example, in the preface to "Indigenizing the Academy: Transforming Scholarship and Empowering Communities", Devon Abbott Mihesuah and Angela Cavender Wilson write: "Awards are seemingly presented to...poets and novelists....Not enough is being written about tribal needs and concerns, but an inordinate amount of attention is focused on fiction." Almost every person teaching in AIS programs probably would agree that attention needs to be focused on tribal needs and concerns. In this article, as a professor of American Indian literature, the author respectfully disagrees with Mihesuah and Wilson's assertion that too much attention is focused on fiction. It seems that quite the opposite is true. The author examines the situation to test the validity of the claim that too much attention is given to American Indian literature to the detriment of writing that emphasizes tribal needs and concerns through three different lenses: (1) coursework offerings in AIS programs and departments and course concentrations chosen by students in AIS programs; (2) the representation of literature and writing about literature versus scholarly writing in the main peer-reviewed journals that publish American Indian articles; and (3) awards given for literature and nonfiction scholarly writing. The author talks about the traditional value of storytelling and discusses American Indian literature as a subversive act. (Contains 23 notes.)

Published
2006

29. Three Plots, Six Characters and Infinite Possible Educational Narratives

Author

Silberman-Keller, Diana

Abstract

Readers of most literary works usually find themselves in the role of witness, where their very act of reading initiates a process in which students or apprentices and teachers or educators take part in a "narrative" of imparting knowledge. An intertextual reading of literary works on the one hand and of current educational texts (e.g., programs, curricula or educational theories) on the other highlights the existence of plot and characters in "pedagogical literature" while stressing the apparent absence of these features in educational texts. Plots, and characters, exist not only in works of art but also in current life. As such they configure and reflect descriptions, explanations, justifications, desires and expectations of human action. Accordingly, educational plots and characters organize and reflect educational action by giving different answers to questions such as: How to educate? Why? Who educates whom? and what means are to be used in order to achieve educational objectives? These questions are generally answered orally or in written modalities that configure and are configured by plots and characters. Plots and characters are also one of textual procedures that contribute to texts' construction at their narrative level. The purpose of this essay is to study the role and functioning of plot and characters in educational texts. The underlying assumption of this study is that "plot" and "character" mediate and are mediated by educational-ideological texts as a way of creating coherence and plausibility among potential readers. (Contains 9 notes.)

Published
2004
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30. Classroom Notes Plus: A Quarterly of Teaching Ideas, 2003-2004

Author

National Council of Teachers of English, Urbana, IL.

Abstract

This issue of "Classroom Notes Plus" contains descriptions of original, unpublished teaching practices, and of adapted ideas. Under the "Ideas from the Classroom" section, the August 2003 issue (v21 n1) contains the following materials: Reading Poetry with Wright's "Black Boy" (David Fuder); Finding Poetry Lost in Translation (James Penha); "Lord of the Flies" and American Society (Liz deBeer); "Lord of the Flies": Building an Island (and Classroom) Community (Ronald T. Sion); Astrology and "Romeo and Juliet" (Traci Lombardo); Going from the General to the Specific with Horoscopes (Donna Isaac); Motivation Manifesto (Laura Austin); What the Dickens? Knitting as Motif (Christine McGovern); Responding to Books through Posters (Ann Grabowski); and Symbol Search: An Entry to Social Studies and Citizenship (Rose Reissman). The "Web Resources" section contains: The Interactive Raven. The "Focus on Writing" section contains: Writing for Our Lives (Carolyn Steinhoff Smith); Round Robin Writing (Byung-In Seo); Reflecting on Writing via Interview (Mary Kim Schreck); and Forrest Gump and Sandra Cisneros Teach Similes (Carol Lecren) [Reprinted from "Promising Practices"]. Under the "Ideas from the Classroom" section, the October 2003 issue (v21 n2) contains the following materials: Settings and Maps (Ray Chapin); Words, Magnets, and Poetry (Sherry Swanner); Using Magic to Teach English (Alice C. Herring); You Gotta BE the Dwarf: Using Drama to Unlock Texts (Don Leibold); Elizabethan Interactive Museum (Arlene Lewis); Bridging the Gap: or How I Learned to Use Their World to Get to Ours (Kathleen K. Thornton); and Relevancy in the Classroom: Bringing the Real World into School (Josh Luukkonen). Under the Classroom Solutions" section is: A Map That's More Than Classroom Decor (Ronda Stevens). Under the "Focus on Writing" section is: "All Answers Are Answers to All Questions" (Mark Peters); Photos Lead to Mini-Character Sketches (Mary F. Whitaker); and Vivid Sensory Description (Heather Frame and Heather Graham). Under "Excerpts" is: Teaching Writing as Reflective Practice. Under "Handout" is: Should This Character Marry? (Tara M. Baker). Under the "Ideas from the Classroom" section, the January 2004 issue (v21 n3) contains the following materials: How Things Aren't (Daniel Sullivan); Using Poetry to Enhance Reading and Writing (Alisha L. Vincent); Showing, Not Telling (Bonnie Dodge); First Things First: Developing Paragraphs (Scott Slomsky); Understanding Characters through Freewriting (Moira Collins); Character Mandala (Fran Bullington); Discovering Good Writing (Nancy Posey); Evaluating Nonfiction (Kim Ford); Multimedia Shakespeare (includes handout) (Amy Caby); Learning Centers for 1984 (Jill Hensley); More than Just the Facts: Presenting Characters in the Classroom (Lyn C. Howell); Opening the Literary Field for Different Interpretations (Kimberly L. Cooney); Facing the Elements: Short Fiction Write-Around (Kim Martin Long); and Creative Expression in the Language Arts Classroom (Judith A. Goldbaum). Under the "Focus on Writing" Section is: Teaching Writing through Court Trials in Secondary English Classrooms (Ernest Morrell) [Reprinted from the "Florida English Journal" (Spring/Summer 2003)]. Under "Excerpts" is: A Writing Question and Answer from the "Purdue Owl News." Under the "Ideas from the Classroom" section, the April 2004 issue (v21 n4) contains the following materials: The Drawer Assignment (Jill Melancon); Get Creative with the Memory Game (Heather Wright); Breakfast with Mrs. Akin (Susan Akin); Teaching Problem-Solving through Scenarios (David Bruce); Status Cubes for the Writer's Workshop (Elisabeth Babin); Carpe Diem! (Linda S. Felice); Bookmarks as a Reading Aid (Jane Long); Responding to Stories through Music (Barbara Yogan); Thinking about Reading with 3-2-1 (Maureen Dolan); Partners in Crime: Cracking Cases Using Science and English (Erik Hein); The Elements of Fiction and Dr. Seuss (Cat Lytle); "Lord of the Flies"Luggage Tags (Catherine Schluessler); and Experimenting with Tone (James M. Pedersen).Under "Classroom Solutions" is: Class Discussions (Carole Ronane). Under "Focus on Poetry" is: Nonsense Poems and Wrong-Handed Portraits (Judy Cromett). The April 2004 issue also contains Classroom Notes Plus Index, 2003-004. [For "Classroom Notes Plus: A Quarterly of Teaching Ideas, 2001-2002," see ED480259.]

Published
2004

31. Not So 'Simple Justice'

Author

Urban, Wayne

Abstract

In this article, the author provides his analyses on Richard Kluger's "Simple Justice," a book that portrays the major players involved in the landmark "Brown" decision. He comments generally on Kluger and highlights a few interesting aspects of his analysis, including his interpretation of the actions of then clerk and later justice and still later Chief Justice William Rehnquist and his interpretations of the value of historians as expert witnesses. Finally, on the basis of his rereading of Kluger, he reconsiders his initial inability to find something important to say about desegregation and arrive at what he hopes is a meaningful conclusion that can be related to further historical work on the topic. (Contains 21 notes.)

Published
2004
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32. Naming Nonfiction (A Polyptych).

Author

Root, Robert L.

Abstract

Discusses the complexity of naming nonfiction as a class of written works. Struggles with many different possible definitions of nonfiction and considers the problems with many of the definitions. Suggests the use of the term "creative nonfiction" as an umbrella to cover the widest range of nonfiction literary production. Argues that categorizing and compartmentalizing limits vision. (SG)

Published
2003

33. Business, Pleasure, and the Personal Essay.

Author

Malinowitz, Harriet

Abstract

Describes the author's personal family struggle with entering the field of English. Notes how it is becoming increasingly difficult for today's students to be able to make choices among instrumentalist and intellectual paradigms of education and work. Concludes by voicing a hope that educators can invent new rules for "academic" writing in this new century. (SG)

Published
2003

34. Living To Tell the Tale: The Complicated Ethics of Creative Nonfiction.

Author

Bloom, Lynn Z.

Abstract

Offers a presentation of creative nonfiction addressing the author's personal family experiences. Addresses ethical issues involved in creative nonfiction. Describes how she decided to narrate her history and contemplates in depth the artistic choices she made. (SG)

Published
2003

35. Never Let the Truth Stand in the Way of a Good Story: A Work for Three Voices.

Author

Williams, Bronwyn T.

Abstract

Describes how the author's habit of fabrications and stories as a 10-year-old became a source for writing fiction. Notes how he pursued journalism as a profession, but was frustrated by its limitations. Considers how as a professional field, composition continues to contemplate and struggle with issues of power and representation in research and writing. Addresses the issues of power and representation and the ethical concerns that such issues entail. (SG)

Published
2003

36. Suddenly Sexy: Creative Nonfiction Rear-ends Composition.

Author

Bishop, Wendy

Abstract

Suggests that there is a real chance right now for letting the possibilities of creative nonfiction infuse, improve, and invigorate the teaching of composition. Concludes that when allowed to explore literary nonfiction, writing students will develop a substantial set of strengths from which to undertake other disciplinary writing challenges as they explore past and present with an eye to the future. (SG)

Published
2003

37. Distinguished Books. Notable Books of 2002; Best Books for Young Adults; Audiobooks for Young Adults; Quick Picks for Reluctant Young Adult Readers; Notable Children's Books; Notable Children's Videos; Notable Recordings for Children; Notable Software for Children; Bestsellers of 2002; Literary Prizes, 2002.

Author

Maryles, Daisy, Riippa, Laurele, and Ink, Gary

Abstract

Includes bibliographies of notable books of 2002, including fiction, nonfiction, and poetry; books for young adults, including fiction, nonfiction, audiobooks, and titles for reluctant readers; notable books for children; videos for children; children's recordings and software; bestsellers, fiction and nonfiction; paperback bestsellers; almanacs, atlases, and annuals; children's bestsellers; and a list of literary prize winners. (LRW)

Published
2003

38. Beyond Anne Frank: Recent Holocaust Literature for Young People.

Author

Sullivan,

Abstract

Hopes that teachers will expose students to many personal narratives, novels, poems, and other works from the vast body of Holocaust literature. Presents annotations of 21 recent Holocaust books for young people (published between 1994 and 2001) including fiction, nonfiction, personal narratives, and picture books. (SG)

Published
2002

39. Facing the Past: A Conversation with Jerry Stanley.

Author

Kerper, Richard

Abstract

Presents an interview with Jerry Stanley in which he talks frankly about his view of history, his writing process, the creation of his historical works, and his personal past. (SG)

Published
2002

40. A Conversation with James Cross Giblin.

Author

Harris, Violet J. and McCarthey, Sarah J.

Abstract

Presents an interview with James Cross Giblin. Discusses how writing non-fiction books for children aged 8 to 12 gives him the opportunity to pursue his research interests, meet interesting and stimulating experts in various fields, and share his enthusiasm with a young audience. (SG)

Published
2002

41. Adventures in Nonfiction: Talking with Penny Colman.

Abstract

Presents a "conversation" with Penny Colman (adapted from her remarks at a panel discussion at a recent convention). Considers that nonfiction is dominated by male writers, especially for young adults and adults, and by true stories that feature boys and men. Discusses her exploration of the world of nonfiction by women. (SG)

Published
2002

42. Defending YA Literature: Voices of Students.

Author

Crowe, Chris

Abstract

Presents a collection of excerpts from a recent virtual class discussion students (primarily senior English majors planning to become English teachers) had on a course listserv regarding young adult literature. Contains annotations of 10 recommended works of YA literature. (SG)

Published
2002

43. Art Influencing Art: The Making of 'An Extraordinary Life.'

Author

Kerper, Richard M.

Abstract

Explores the creation of "An Extraordinary Life: The Story of a Monarch Butterfly." Selects this book because of the unprecedented decision to give the 1998 Orbis Pictus Award to both the author and the illustrator for a work in which text and illustration melded together. Develops an event model, revealing the creation of this illustrated narrative. (SG)

Published
2002

45. Sheltering Children from the Whole Truth: A Critical Analysis of an Informational Picture Book.

Author

Lamme, Linda and Fu, Danling

Abstract

Uses Orbis Pictus Award Committee criteria (accuracy, organization, design, and style) to examine an informational book, "Rice Is Life," by Rita Golden Gelman. Subjects the book to a deeper critical analysis. Suggests that it is important to help students become critical thinkers about everything they read, including informational books. (SG)

Published
2001

46. Some Teens Prefer the Real Thing: The Case for Young Adult Nonfiction.

Author

Sullivan,

Abstract

Argues that English teachers should remember that nonfiction is the preferred reading choice of many of their students, and can be a "good read" and have superb aesthetic qualities. Offers guidelines to help educators design strategies to elicit student responses about nonfiction in the classroom. Describes 25 recently published outstanding nonfiction titles for young adults. (SR)

Published
2001

47. Textual Power, Textual Guilt: Telling (Other People's) True Stories.

Author

Bloom, Lynn Z.

Abstract

Contends that to tell one's own true story, to write personal creative nonfiction, is to tell other people's true stories as well. Notes that because of an author's insistence on her own perspective, creative nonfiction is not fair, but it is true. Concludes that the primary aim of creative nonfiction is to tell a good story. (PM)

Published
2001

48. Running Roughshod: An Ethical Dilemma in Creative Nonfiction.

Author

Perl, Sondra

Abstract

Notes that because creative nonfiction exists at the boundary between fiction and nonfiction, reality and recreations of reality, and emotional and factual truth, it raises vexing issues. Discusses what carries more weight: the responsibility to a participant in a story or to the larger story of which she is an important part. Wonders if telling any story, no matter how honest and revealing, is worth creating pain in someone's life. (PM)

Published
2001

49. Writing Literary Memoir: Are We Obliged To Tell the Real Truth?

Author

Steinberg, Michael

Abstract

Examines the question of whether writers have to stick to literal facts of a story. Contends that the type of memoir a writer produces is determined in part by that writer's sensibility, as well as by how that writer views the genre. Concludes that the emotional truths of memoirs are often better served by how they are remembered than by how they happened. (PM)

Published
2001

50. Interviews with the 2000 CLA Breakfast Speakers: Mary Pope Osborne, Rosemary Wells, and Patricia Reilly Giff.

Author

Darigan, Dan

Abstract

Presents three interviews with the 2000 CLA (Children's Literature Assembly) Breakfast Speakers. Discusses how Osborne has written for virtually every genre for all ages and discusses the new Magic Treehouse book. Talks about Wells' two Mother Goose books, McDuff books and books to come. Considers where Giff gets her ideas for books and discusses her reaction to her book "Lily's Crossing." (SG)

Published
2000

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