Since 2019 marks the
10th Anniversary of this blog, on Fridays this year, I’m updating
some past posts that sparked conversation or that I think still have a lot to
offer people teaching or writing nonfiction. Today’s post originally appeared
on May 18, 2018.
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.
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.
In December 2017, I introduced the
5 Kinds of Nonfiction, a system for classifying the wide and wonderful world of
nonfiction books for children. It received such a great response that 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 for their May 2018 issue. I’m currently writing a book
about it with literacy educator Marlene Correia. It’s due out in Fall 2020.
5 Kinds of Nonfiction, a system for classifying the wide and wonderful world of
nonfiction books for children. It received such a great response that 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 for their May 2018 issue. I’m currently writing a book
about it with literacy educator Marlene Correia. It’s due out in Fall 2020.
For today’s discussion, I’m
going to focus on two categories—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.
going to focus on two categories—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.
Traditional nonfiction 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.
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.
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.
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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