In nonfiction, the reader trusts that the author's information is true and accurate. This, however, can become an issue. How does the reader know that the author's information is correct? Most students are taught to not question content. Students may read information and assume that is accurate since it is in a textbook or other "reputable" source. There are also specific elements in nonfiction: content specific vocabulary, organization structures (chronological, compare-contrast, cause-effect, question-answer, narrative,etc.), access features (title, table of contents, headings, subheadings, glossaries, index), and visual information (graphs, charts, photos, captions, tables, timelines, etc.) In short, nonfiction differs greatly from fiction. Just because a student may be a competent fiction reader does not mean that he will also be a competent nonfiction reader.
As we have seen, nonfiction features and elements differ from that of fiction. Students typical do not recieve explicit instruction on how to properly decode and comprehend nonfiction. Yet educators expect students to read textbooks, understand the text, and answer questions of comprehension. An example of this can be found in standardized testing.
In an age where nonfiction is highly valued and all around us, why is it that students are not properly equipped with the tools to understand nonfiction? From reading online news to road signs, to reading textbooks to holiday recipes... nonfiction surrounds us constantly. In order for students to become successful learners, as well as contributing members of society, nonfiction must be explicitly and frequently taught.
The following are a short list of useful links:
- Lesson: Mixed Bags- Distinguishing Nonfiction and Fiction
- Lesson: Compare & Contrast Nonfiction and Fiction
- Creating a Nonfiction Features Poster
- Photo Collection of Anchor Chart
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