Teaching Nonfiction: Better

Methods and Better Students

by Mila Argueta
Common Core regulations are asking for a significant increase of nonfiction
within the curriculum. Beyond improving test scores, this inclusion becomes a
method for students to progress as citizens and life-long learners.

Introduction

Teachers are weary because English classrooms have previously maintained much of their focus on fic-
tion and must now reverse that emphasis onto nonfiction. Such conversations have led to research and
presentations of methods to assuage fears and show teachers that solutions are not far off from the
M
methods and priorities that they have already been putting into practice. For ease in finding which prac-
oc
tices to adopt, this paper will present a synthesis of those methods:
kJ
 harnessing students’ already-present desires
 ou
using fiction and nonfiction together

r na
requiring more oral rather than written reports
 reading nonfiction aloud lA
rti
 cle
directing students to worthy nonfictional texts and instruct-
ing the students on the organization of those texts
After a discussion of researched and applied methods, this article will then relate not only the sta-
tistical but also the individual necessities and rewards received from teaching nonfiction for stu-
dents, classrooms, and the communities.

Insightful Methods To React To Changes and

Effectively Teach Nonfiction

A lthough the transfer to nonfiction has been made fairly recently, various scholars have provided
insightful methods on how to react to the change and effectively teach nonfiction.

Harnessing Student’s Desires

With the first method, harnessing the students’ already-present desires, some of the research was
conducted long before a change in regulation was made. In a detailed study regarding nonfiction, its
history, and the tendency of students, Richard F. Abrahamson and Betty Carter found that contrary to
popular opinion students are often more attracted to nonfiction texts, and teachers need to harness
those desires rather than try to redirect them. It is interesting to find that while teachers have been
hesitant to conform to Common Core standards, students are more than prepared for the switch.
Teachers should know that their ability to teach nonfiction will be made more simple if the students
desire it, and considering that various studies have shown that they not only desire it but they prefer
it, these teachers should be moving forward with greater encouragement. And it is actually more than
just encouragement, Abrahamson and Carter direct teachers forward with a sense of duty.
Using Fiction and Nonfiction Together
Educators may still find it difficult to transfer their
curriculum from one that was mostly constructed
from fiction to one of nonfiction. In a recent arti-
cle found with The ALAN Review Dawan Coombs
emphasizes that nonfiction and fiction do not
have to compete, rather, they can be used symbi-
otically (2013, p. 14). Coombs suggest that much of
the important background of complex fictional
texts can be supported by shorter and more direct
nonfiction texts. Coombs further expounds that
although, nonfiction presents ideas more directly,
fiction does it in a more narrative and pleasing
way, and these characteristics across the genres
emphasize why both should be used in tandem
(2013, p. 14). Students who love to learn many
things quickly also enjoy more story-like retell-
ings.
Choosing to Read Nonfiction Aloud
Even though nonfic-
tion may not be story-
like, studies show
that in one way it may
be treated like fiction
and succeed. This
method is nonfiction
read aloud. The studies show that nonfiction read-
alouds, as opposed to fiction read-alouds, can have
the same effect on students. Within an experi-
ment, Abrahamson and Carter found that, “Over
the course of one semester she read ten nonfiction
books to her remedial readers and asked them to
fill out a response questionnaire on each book.
The students responded favorably to nonfiction
titles…” (Abrahamson & Carter, 1992, p. 51). Stu-
dents need to know that nonfiction texts can be
enjoyable too, and a teacher's choice to read them
along with fictional text communicates an im-
portant message.
Oral over Written Reports
Teachers might be
saved from some un-
necessary lengths by
assigning students
oral rather than writ-
ten reports as they
read. Jeffrey S. Kaplan
is a strong proponent
of this method, espe-
cially when it means gathering the true value of
nonfiction. In fact, Kaplan’s idea of oral reports
would save time across the field in both nonfiction
and fiction. Too often teachers present and overa-
bundance of assignments, spend too much time
grading them, and in so doing, rationalize that
they do so to prepare students for college. More
than teaching students how to get bored of writing
tedious reports, teachers should engage and en-
courage students’ interests. Oral reports allow stu-
dents to maintain their interests in what they
read, and in so doing furnish lifelong learners who
wish to share their education with those around
them.
Guide Students To and Through Fiction
Further than avoiding tasks liked written reports
that might stifle students’ love of nonfiction,
teachers should grow that desire by giving stu-
dents more options in the genre and teaching
them where to go for good nonfiction titles. For
example, unlike fiction, nonfiction does not have
to be read from cover to cover or even intensely.
Students may even skim and skip to necessary
parts of their reading (Dorn & Soffos, 2005). Un-
like fiction, nonfiction titles need not be ap-
proached through literary analysis, but should
vastly be read through a rhetorical lens. Headings,
design, urgency, and even pictures should be ana-
lyzed. Students are not necessarily looking for
 themes but for argument. Students should be increased liter-
asked to search for the timely ethos, pathos, and acy in all
logos that are being applied. And teachers should fields. Terrell
not be worried that students are not reading in- A. Young and
tensely for timeless themes and ideals. Barbara Moss
emphasize,
On the other hand, although students should be
“Students who
allowed freedom on how intensely they are reading
have ready access to books in their classrooms
nonfiction texts, they should be instructed on the
have better attitudes about reading, reading
organization of such text, and where to go to make
achievement, and comprehension than their peers
their search more direct. At the very least, students
who have less access to books in the class-
need instruction on the organization of nonfiction
room” (Young & Moss, 2006, p 207). Instructors
sources including in-
may find that their students are better readers
formation regarding
overall by combining this knowledge, that stu-
the glossary, index, and
dents need access to books in order to increase
other rhetorical strate-
comprehension and achievement, with the find-
gies usually present in
ings previously mentioned, that students are more
those texts. They also
likely to gravitate to nonfiction if they are given
need guidance on find-
freedom to choose.
ing worthwhile texts. Although teachers need not
be weary of picture books, they must be aware of
books that will enrich and edify not solely enter-
tain. This is emphasized by Abrahamson and Nonfiction Rewards Communities With
Carter as they state, “Teenagers need guidance in Life-long Learners and Influential Citizens
locating nonfiction as surely as they do when look-

A
ing for the latest novel” (Abrahamson & Carter,
1992, p. 52).
Lists can be found within
Teri S. Lesne’s article “Tell Me a (Real)
Story: The Demand for Literary Nonfic-
tion,”
and “exemplary texts” have also been
provided by the Common Core
fter using these methods to teach and im-
plement nonfiction, teachers will be able
overcome reservations and to see both academic
and individual progress within their students.
While Common Core standards regarding nonfic-
tion hope for increases in areas like national and
state test scores, and studies have shown that in-
creases have indeed been made in that spectrum of
academics, there are other reasons teachers should
feel excited to include nonfiction texts in their
classroom.

Nonfiction in Classroom Libraries Nonfiction Enable Students To Become

Life-long Learners
Not only can teachers help students through pre-
senting books from these lists, but they can make
One major area that can encourage these educa-
them more available by including them in class-
tors is the ideal that including more nonfiction in
room libraries. In fact classroom libraries allow for
the curriculum will create serious and life-long

3
learners. One of the findings within Mary Coleman
and Jennifer Job’s article “Reading in Earnest” re-
ports that nonfiction will help students read longer
and more deeply, take on challenging course work,
increase analysis skills, and become better writers
( 2016, p. 155). Students will
increase their ability to take
on difficult tasks not only in
English, but also throughout
various subject areas be-
cause of nonfiction. And if a
student has the ability to
read, write, and understand
more intense coursework,
then they will enjoy it because ability engenders
enjoyment. And if the students enjoy these things,
they will seek to progress and independently learn.
When someone is able to make the switch from
solely reading fiction to an inclusion of nonfiction,
they seem to feel this desire to learn more about
the world around them. And the only way for them
to quench that desire is to continue reading.
Rhetorical Strategies Allow Students To
Become Influential Citizens
Another area of improvement beyond improving
students’ desires to read and learn is one that may
not be as expected; it is the ideal that students will
become better students because of the inclusion of
nonfiction in the curriculum. One scholar exempli-
fies this as he finds the connection with nonfiction
between nonfiction and rhetorical analysis, and the
effects on the reader. Keller states that students
will learn how to analyze the urgency of speakers in
these books, and be able to analyze the soundness
of arguments. He states that with the study of rhe-
torical argumentation, students will learn how to
logically determine where to stand on issues and be
empowered to form arguments correctly for them-
selves. Keller adds that this helps students realize
the importance of their voice, the importance of
taking a logical stance, the importance of being
“masters of their own learning” (2016, pgs. 15-16). If
students can see where they stand on important
issues and gain empowerment, then they can take
certain stances beyond the pages of a book and out
into the world around them.
Kaplan emphasizes, “Books
provide us with the oppor-
tunity to awaken from our
stock responses…where we
see the world in new and
different ways” (2003 p. 93).
This awakening could spark
much improvement in par-
ticipation, worthwhile discussion, and excitement
within classrooms.
In Conclusion
In the end, teachers should know that although
hesitancy in regards to changes in regulations is
expected, much excitement should be felt because
of these changes and what they mean for classroom
settings and rewards for students and communi-
ties. As teachers apply methods that have already
been tried and tested, their hesitancy can be con-
verted into excitement.
When students are allowed and expected to read
more nonfiction, their chances of becoming life-
long learners and better citizens increase. More
importantly, as Rachel Billings states, “My main
reason for teaching nonfiction is to help my stu-
dents understand that we are all part of the past,
and we can make a difference” (2013, p. 24) Stu-
dents deserve to be empowered, to know where
they fit in the world, and to be active participants
within it. As teachers that should be our goal and
nonfiction can help us achieve it.
MILA N. ARGUETA
Mila Argueta is a student at Brigham Young University–Idaho. This paper was writ-
ten for her 252 English Class. She has no other published works or professional ex-
perience. Mila loves ice cream above else, and writing is about seventh on her list
of favorite things to do. If Mila could be like one author, she would choose Willa
Cather. Mila loves nonfiction books the best, and wishes she was a good enough
writer to write her own nonfiction piece.

REFERENCES
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