Update June 24, 2024: My thinking about nonfiction classification has evolved since I wrote this post, but I’ve decided not to delete it because there’s value in looking back at my past ideas. For my current thinking, please see the book 5 Kinds of Nonfiction as well as information on my website.
For
many years, all-about books have been the go-to informational writing project
in elementary classrooms across the U.S. But I think it’s time to re-consider that
assignment. Before I explain why, here’s a little bit of background.
many years, all-about books have been the go-to informational writing project
in elementary classrooms across the U.S. But I think it’s time to re-consider that
assignment. Before I explain why, here’s a little bit of background.
Last
December, I introduced and described
a system for classifying informational books that I call the Nonfiction Family
Tree. It received such a great response that I discussed it again (and provided a list of sample books) in early
January. Then I suggested an activity for introducing it to students later in the month. Around this time, Nerdy Book Club
co-founder Colby Sharp (@colbysharp) invited me to create this video for his blog and SLJ invited me to write this article, which compiled all my
thoughts on the topic in writing.
December, I introduced and described
a system for classifying informational books that I call the Nonfiction Family
Tree. It received such a great response that I discussed it again (and provided a list of sample books) in early
January. Then I suggested an activity for introducing it to students later in the month. Around this time, Nerdy Book Club
co-founder Colby Sharp (@colbysharp) invited me to create this video for his blog and SLJ invited me to write this article, which compiled all my
thoughts on the topic in writing.
For
today’s discussion, I’m going to focus on Traditional Nonfiction and Expository
Literature. Traditional nonfiction provides a general introduction to a broad topic.
These survey (all about) books, which are often published in large series,
feature clear, concise, straightforward language and usually have a
description text structure.
today’s discussion, I’m going to focus on Traditional Nonfiction and Expository
Literature. Traditional nonfiction provides a general introduction to a broad topic.
These survey (all about) books, which are often published in large series,
feature clear, concise, straightforward language and usually have a
description text structure.
These
books can be a great place to start the research process because they provide
an overview of a topic, but they aren’t the best mentor texts for producing engaging,
finely-crafted informational writing. For that, expository literature, which
emphasizes depth rather than breadth of coverage, is a better choice.
books can be a great place to start the research process because they provide
an overview of a topic, but they aren’t the best mentor texts for producing engaging,
finely-crafted informational writing. For that, expository literature, which
emphasizes depth rather than breadth of coverage, is a better choice.
This
has nothing to do with how talented the writers are and everything to do with
the inherent differences of writing about a broad topic versus a focused one. Simply put, broad topics limit a
nonfiction writer’s ability to craft rich, engaging text.
has nothing to do with how talented the writers are and everything to do with
the inherent differences of writing about a broad topic versus a focused one. Simply put, broad topics limit a
nonfiction writer’s ability to craft rich, engaging text.
When
writers take an in-depth look at a specific idea or concept, they can be more
playful and innovative. They can select a format and text structure that
reflects their unique approach to the content. They can experiment with voice
and language devices. Because writers of traditional
nonfiction must cover a huge amount of information in a limited number of
words, they don’t have the same kind of opportunities to delight as well as
inform.
writers take an in-depth look at a specific idea or concept, they can be more
playful and innovative. They can select a format and text structure that
reflects their unique approach to the content. They can experiment with voice
and language devices. Because writers of traditional
nonfiction must cover a huge amount of information in a limited number of
words, they don’t have the same kind of opportunities to delight as well as
inform.
When
we ask children to write all about books, we’re giving them a handicap right
off the bat. Students will be most successful when they choose a topic they’re passionate about and zoom in on a specific
question or unique perspective that allows them to use the nonfiction craft moves
they’ve learned to the best of their ability. Let’s give our young writers a
chance to shine.
we ask children to write all about books, we’re giving them a handicap right
off the bat. Students will be most successful when they choose a topic they’re passionate about and zoom in on a specific
question or unique perspective that allows them to use the nonfiction craft moves
they’ve learned to the best of their ability. Let’s give our young writers a
chance to shine.
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4 Responses
Thanks for being such a great spokesperson for voicey, exciting, engaging science nonfiction.
Based on recent book assignments, I know it's hard to boil a big topic down to a few words. I think narrow topics excite and benefit the writer…of any age.
I'd love to read those student books in the bottom picture – they look so engaging! Do you have lesson plans or a guide for how students choose, research, and write that kind of assignment?
Yes, there is a reference to an article the teacher, Fran Wilson, wrote explaining the entire project at the end of this post:
https://celebratescience.blogspot.com/2017/09/in-classroom-what-great-idea.html