Since 2019 marks the
10th Anniversary of this blog, on Fridays this year, I’m updating and
re-running some past posts that sparked conversation or that I think
still have a lot to offer people teaching or writing nonfiction. Today’s essay,
which is perfect for the beginning of the school year, originally appeared on October
20, 2017.
By now, we all know that
students write most enthusiastically when they choose their own topic. But this
can cause some research dilemmas. What if your library doesn’t have suitable
sources on the topics they select? What if the reading level of websites is too
advanced?
students write most enthusiastically when they choose their own topic. But this
can cause some research dilemmas. What if your library doesn’t have suitable
sources on the topics they select? What if the reading level of websites is too
advanced?
Professional nonfiction writers often have
trouble finding information too. Even a nationwide or worldwide search may
yield little information on a specific topic. For example, when I was working
on No Monkeys, No Chocolate, I was frustrated that no one had ever
written about the animals that interact with cocoa trees.
trouble finding information too. Even a nationwide or worldwide search may
yield little information on a specific topic. For example, when I was working
on No Monkeys, No Chocolate, I was frustrated that no one had ever
written about the animals that interact with cocoa trees.
While writing an upcoming book about prehistoric
creatures, I encountered a lot of conflicting information—even in scientific
papers. Some days I felt so confused because I couldn’t tell which sources were
the most reliable.
creatures, I encountered a lot of conflicting information—even in scientific
papers. Some days I felt so confused because I couldn’t tell which sources were
the most reliable.
What do I do when I hit snags like these? I ask
an expert. And here’s no reason your students can’t do the same thing.
an expert. And here’s no reason your students can’t do the same thing.
Over the years, I’ve built relationships with
scientists in various disciplines. These researchers are always happy to help
me track down little-known resources or identify the leading theories among
scientists in a particular field.
scientists in various disciplines. These researchers are always happy to help
me track down little-known resources or identify the leading theories among
scientists in a particular field.
Your school can create a similar community of
experts. Everyone is an expert in something. By surveying parents at the beginning
of each school year, you can discover what they’re passionate about and whether
they’re willing to answer questions on that topic from a child doing a report.
You can also identify community workers who would be willing to assist
students. It’s a great way to help students understand how professional writers
go about their work.
experts. Everyone is an expert in something. By surveying parents at the beginning
of each school year, you can discover what they’re passionate about and whether
they’re willing to answer questions on that topic from a child doing a report.
You can also identify community workers who would be willing to assist
students. It’s a great way to help students understand how professional writers
go about their work.
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Topics
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18 Comments
2 Responses
This is a great idea, of asking or seeking out passionate parents. In the Picture Person Program I was in charge of, a parent was passionate about music, and brought in a 5 person string band/group to play some music accompanying the large visual picture for the month that would hang in the 2nd grade classroom. I can't remember the picture she had, but, it brought a tear to my eye, to know that this parent
was so interested in helping spread the arts in a community where sports was valued more by the administration.Yay, for passionate parents and the gifts they give!
Happy Anniversary, Melissa! Looking forward to re-visiting these posts!!