writing nonfiction

Writing instruction has improved greatly over the years due to the research and work of Donald Graves, Lucy Calkins, Nancie Atwell and Donald Murray. Their research has influenced the way educators look at writing instruction and students are engaged in more meaningful and authentic writing experiences in the classroom. Writing in all forms is a process whether it is nonfiction or narrative.  The authors stated, “the process of writing nonfiction is but one aspect of writing in the content areas. Writing can also play a key role as means to learn content, because it has been demonstrated that writing can enhance the understanding of text and increases the likelihood that content will be remembered.” In this chapter both areas were addressed in nonfiction writing.

1.      Using the writing process and teaching practices to teach students how to write quality nonfiction

2.      Using writing as a strategy to increase learning and understanding in the content areas.

In this chapter, as readers, we were asked to think about the writing we had done this past week. We were asked if any of our writing had involved responding to a novel we had read, writing a poem or short story. The answer for me and they suspected many was; probably not. Instead, for many of us it is homework, memos, grocery lists, information about your students and so forth. The majority of the writing we do in our lives is in fact expository. As the authors stated, “we write to inform, persuade, describe, explain, teach and remind.” As teachers, we need to ensure we are preparing our students to write in this capacity not only in school but for success in their everyday lives. According to Tony Stead, “while teachers are promoting writing more in school, educators are still not promoting enough nonfiction writing.” “Teachers are doing an excellent job in helping students write narratives by teaching students all aspects of the writing process from planning to publication.” But teachers do need to open the doors beyond narrative writing and write in all content areas. According to the authors, teachers have all too often focussed on the product of writing versus process, which has hindered students especially in the content areas. Children need to be involved in the process of questioning, brainstorming and researching.  

 Here are some purposes for writing nonfiction that were outlined in this chapter.

1.      To describe (reports, letters, brochures, captions, poetry, labels, etc.)

2.      To instruct, command, direct or request (recipes, warnings, memos, games, letters, rules and experiments)

3.      To persuade (advertisements, editorals, signs, debates, cartoons, commericals, letters, posters)

4.      To explain (textbooks, recipes, articles, charts, handbooks, rules, reports)

5.      To retell information (reports, autobiographies, journals, letters, diaries, scripts)

6.      To invite reflection (quotations, learning logs, diaries, questions, journals)

7.      To predict or hypothesize (forecasts, theories, graphs, predictions, timetables)

In order for students to produce quality nonfiction, they must be given opportunity as well as explicit instruction in the above forms of writing. They must also be provided with numerous examples and opportunities to read high quality nonfiction. The authors listed some guidelines to enhance effective nonfiction writing:

1.      Give students authentic purposes for writing, with specific audiences in mind.

2.      Provide students with an awareness as to why authors use and write different forms of nonfiction. (this goes along with the discipline Discourse)

3.      Show students a variety of nonfiction writing models.

4.      Give students demonstrations on how to write different text forms for different purposes.

5.      Assure students that there is adequate time to write nonfiction pieces.

6.      Allow students to assume responsibility for their learning.

After reading these guidelines, I feel if we approach reading and the writing of nonfiction text from the discipline’s Discourse, these will fit naturally. We have to encourage and show students how to think like the historian and scientist in order to dig deeper into the material. Ask the students to read and write from that lens so they can develop deeper understandings of why and how things happen within the content area.