Students will
1. | Gather students in the designated group meeting area. (You will begin all sessions but Sessions 8 and 10 here.) Tell them that you will be discussing fiction books. |
2. | Hold up the fiction books you have set aside. Flip through the pages of some of them and then read one aloud. If you are using the Native American theme, you may choose to read aloud by Rafe Martin. |
3. | Ask students to list some of the things that they noticed about the story. Questions you might use as prompts include: What do you notice about the pictures? Who is this story about? Could this really happen? Record the students' responses on the sheet of chart paper with the heading "Fiction." After you have written down a few responses, you might invite students to help fill in the chart. |
4. | Explain to students that they have just described a category of books called fiction. Tell them that a fictional book tells a story that is made up. Some parts may be true, but the story did not really happen. |
1. | Review the list from Session 1. Tell them that, during this session, they will be looking at a different type of book called nonfiction. |
2. | Read aloud the nonfiction book you have selected. If you are using the Native American theme, you may choose to read aloud by Judith Simpson, et al. You do not have to read the entire book. You want to illustrate the difference between fiction and nonfiction texts; reading part of the book may accomplish this goal. |
3. | Ask students to list some of the things that they noticed about the book. Questions you might use include: What do you notice about the illustrations? Who or what is this story about? Could this really happen? Record students' responses on the sheet of chart paper with the heading "Nonfiction." After you have written down a few responses, you might invite students to help fill in the chart. |
4. | Explain to students that they have just described a category of books called nonfiction. Tell them that nonfiction books contain real or true information. |
1. | Review the charts you created with the students in Sessions 1 and 2. Tell students that it would be easier to compare fiction and nonfiction if the information appeared together in one place. |
2. | Show students the blank you prepared on chart paper. Explain that all of the information about fiction texts will go into the first circle and the information about nonfiction texts will go into the second circle. Ask them what information they think might go into the center section. Look for answers such as "stuff that's the same" or "things that are about both of them." |
3. | Go through all of the information that appears on the nonfiction and fiction charts and place it in the correct place on the Venn Diagram. After you have started to fill in the diagram, you may want students to practice filling in the information themselves. |
4. | Using the diagram, talk to students about the differences and similarities between fiction and nonfiction. What do they see that is different about fiction and nonfiction? What appears in the intersecting area in the middle? Why would they choose to read a fictional book? Why would they choose to read a nonfiction book? What type seems most interesting to them and why? |
1. | Tell students that not all nonfiction is the same. Ask them if they have any ideas about what different kinds of nonfiction books there are. Talk about the different things nonfiction books try to do; for example, some of them are stories about people and some of them give facts about history or math. |
2. | Tell students that there are three types of nonfiction that you will be discussing: informative books, which are books that give information about something of interest, for example, skeletons or frogs; biographies, which are books that an author has written about someone else; and autobiographies, which are books about a person written by the person. |
3. | Hold up the informative book you have selected to read aloud. If you are using the Native American theme, you may choose to use by Jay Miller. Tell them that this type of book is an example of an informative book. Read through different parts of the book. Flip through some of the other informative books you have picked out. |
4. | Ask students to tell you what things they notice about the informative books. Questions you might use include: What kinds of information are in this book? How is it different from a story? Use your T-chart to record the students' responses. After you have written down a few responses, you might invite students to help fill in the T-chart. |
5. | Go over the responses and ask students why they might read an informative nonfiction book. What could they learn from a book like this? What kinds of topics do they think a book like this could cover? Have they ever read any books like this? Did they like them? Why or why not? What topics would they like to read about? |
1. | Remind students that you are talking about informative books, biographies, and autobiographies. Explain that biographies are written to tell the reader about other peoples' lives. They are usually about famous people or about people who had an impact on others. |
2. | Hold up the biography you have selected to read aloud. If you are using the Native American theme, you may choose to use by Augusta Stevenson. Tell students that this is an example of a biography. Read through different parts of the book. Flip through some of the other biographies you have picked out. |
3. | Ask students to tell you what things they notice about the biographies. Questions you might use include: What is this book mainly about? How is it different from a fictional story? Use your T-chart to record students' responses. After you have written down a few responses, you might invite students to help fill in the T-chart. |
4. | Go over the responses and ask students why they might read a biography. What could they learn from a book like this? What kinds of people do they think a book like this could be about? Have they ever read any books like this? Did they like them? Why or why not? What person might be interesting to read about? |
1. | Remind students that you are talking about informative books, biographies, and autobiographies. Explain that autobiographies are written by the person they are about and tell all or part of that person's life story. Some autobiographies are written by famous people, but some are written by people who just have an interesting story to tell. |
2. | Hold up the autobiography you have selected to read aloud. If you are using the Native American theme, you may choose to use by Arlene Hirschfelder and Beverly Singer. Tell students that this is an example of an autobiography. Read through different parts of the book. Flip through some of the other autobiographies you have picked out. |
3. | Ask students to tell you what things they notice about the autobiographies. Questions you might use include: What is this book mainly about? How is it different from a biography? What kinds of things do people write about themselves? Use your T-chart to record the students' responses. After you have written down a few responses, you might invite students to help fill in the T-chart. |
4. | Go over the student responses and ask them why they might read an autobiography. What could they learn from a book like this? What kinds of people do they think a book like this could be about? Whose autobiography would they want to read? Have they ever read any books like this? Did they like them? Why or why not? |
1. | Review the Venn Diagram that you and the students created in Session 3. Tell students that they will be working in groups of three to create their own Venn diagrams, first on paper and then on the computer. If students have never worked in groups before, you might want to give them guidelines before the activity begins. Some rules about listening and how to work in teams and with the computers will be vital for successful group work. |
2. | Have the books you selected from the set up where students can look at them and choose two they would like to compare. Divide students into their groups and then give them time to select the books they want to use for their Venn diagrams. |
3. | Go over the T-chart and remind students that they should write down differences about the types of books they have chosen, not different information that the books contain. You might hold up two of the books and give an example of what you mean. |
4. | Tell students that two of them in each group will be in charge of the books and the other will write on the diagram. Pass out a copy of the to each group and ask them to choose who will write on it. |
5. | Give students time to fill out their Venn diagrams. Circulate while they are working, stopping to ask questions, provide prompts, or direct their attention to the T-chart and Venn diagram on the chart paper as needed. |
For this session, you will need to set time aside for students to work at computers. Computer access will determine how much time you need; you may need to allow groups of students to work during different sections of the day to allow for all of them to have 20 minutes of computer time.
1. | Tell students that they will put the information they have written about their chosen books on the computer. Show them the and explain how it is used. |
2. | Match each group with one student who is trained to use the website. Each group should have 20 minutes on the computer to complete their diagrams. |
3. | Students should print their Venn diagrams when they are complete. |
1. | Divide students into their groups and ask them to get their books and the printed Venn diagrams. Tell students they will be presenting what they found to the class, and give them five minutes to discuss the following questions: What kinds of nonfiction were the books they chose? How did they use the Venn diagram? Did they have any problems using it? If so, how did they solve them? You might write these questions on chart paper so that students can see them while they are presenting. |
2. | Discuss the rules you have established about what a listener's job is while the different groups are presenting. Ask each group to tell the other students how they answered the questions and to share their completed Venn diagrams. Allow time for students to ask questions at the end of each presentation. |
3. | When everyone has presented, discuss the lesson with students and ask them the following questions: |
Ask students to write a response paragraph that summarizes what they have learned during the lesson. Questions they should answer include:
You might also ask them to list one characteristic of each type of writing. For example, fiction writing can talk about monsters and giants, or informative nonfiction tells me how Native Americans live. Encourage them to talk about the different texts they used in the lesson.
This interactive tool allows students to create Venn diagrams that contain two or three overlapping circles, enabling them to organize their information logically.
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August 10 @ 10:00 am – 11:00 am pdt.
Attend our upcoming Master of Fine Arts in Creative Writing Information Session to chat with faculty and learn more about the program and genres you can choose from: Fiction, Poetry, Creative Nonfiction, Writing for Young People, Writing for the Screen, Playwriting, Genre Jumping – Mixed Genre Experience, and Dual Concentration – Double-Genre!
This info session will be held online using Zoom on Saturday, August 10, 2024, 10:00 AM – 11:00 AM PDT . We’ll send an e-mail before the event with the link and details on how to connect!
(310) 578-1080 ext. 3100
admissions.aula@antioch.edu
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Creative Nonfiction: An Overview. The Creative Nonfiction (CNF) genre can be rather elusive. It is focused on story, meaning it has a narrative plot with an inciting moment, rising action, climax and denoument, just like fiction. However, nonfiction only works if the story is based in truth, an accurate retelling of the author's life ...
CNF pioneer Lee Gutkind developed a very system called the "5 R's" of creative nonfiction writing. Together, the 5 R's form a general framework for any creative writing project. They are: Write about real life: Creative nonfiction tackles real people, events, and places—things that actually happened or are happening.
According to Wikipedia: Creative nonfiction (also known as literary or narrative nonfiction) is a genre of writing truth which uses literary styles and techniques to create factually accurate narratives. Creative nonfiction contrasts with other nonfiction, such as technical writing or journalism, which is also rooted in accurate fact, but is ...
December 13, 2021. Many of my students, and even some younger colleagues, think—assume—that creative nonfiction is just part of the literary ecosystem; it's always been around, like fiction or poetry. In many ways, of course, they are right: the kind of writing that is now considered to be under the creative nonfiction umbrella has a long ...
A Complete Guide to Writing Creative Nonfiction. Written by MasterClass. Last updated: Sep 29, 2021 • 5 min read. Creative nonfiction uses various literary techniques to tell true stories. Writing creative nonfiction requires special attention to perspective and accuracy. Creative nonfiction uses various literary techniques to tell true stories.
The best creative nonfiction tells a true story in an artistic -- or literary -- way. This means that the story has certain elements, such as descriptive imagery, setting, plot, conflict, characters, metaphors, and other literary devices. Usually, a work of creative nonfiction is narrated in first-person, though sometimes it can be written in ...
Contributors and Attributions. The main elements of creative nonfiction are setting, descriptive imagery, figurative language, plot, and character. The overarching element or requirement that distinguishes creative nonfiction from any other genre of writing is that while other literary genres can spring from the imagination, creative nonfiction ...
51. Writing About Creative Non-Fiction: The Literary Comparison Essay. You began the process of writing your literary comparison paper in the Introduction to Creative Nonfiction chapter by choosing an essay, reading it carefully, and writing a personal response. In this chapter, we will move through the remaining steps of writing your paper.
Writing an Essay on Fiction in 9 Steps. 1. Become familiar with the text. There's no substitute for a good general knowledge of your story. A good paper inevitably begins with the writer having a solid understanding of the work that they interpret.
Creative Nonfiction. Within the world of creative writing, the term creative nonfiction encompasses texts about factual events that are not solely for scholarly purposes. Creative nonfiction may include memoir, personal essays, feature-length articles in magazines, and narratives in literary journals. This genre of writing incorporates ...
The 5 Rs. Reading, 'Riting, 'Rithmitic - the 3Rs - was the way in which basic public school education was once described. The "5 Rs" is an easy way to remember the basic tenets of creative nonfiction/immersion journalism. The first "R" has already been explained and discussed: the "immersion" or "real life" aspect of the ...
He's a writer of numerous creative-nonfiction books (for which he immersed himself in topics ranging from the lives of those awaiting organ transplants, to the cutting-edge robotics program at ...
Creative nonfiction combines the validity of facts and imaginative stance of storytelling. The word "creative" in creative nonfiction refers to the use of literary craft in the writing of nonfiction-to produce factually accurate essays or narrative about actual events and people in a compelling and interesting way. According to Leo Gutkind ...
Learn the core difference between fiction and nonfiction writing. Read on to explore each type of writing to discover all the ways you can tell them apart. ... Examples of creative nonfiction genres include memoir and narrative journalism. Dandelion Wine: Ray Bradbury's semi-autobiographical novel takes real childhood memories and turns them ...
The Comparison and Contrast Guide includes an overview, definitions and examples. The Organizing a Paper section includes details on whole-to-whole (block), point-by-point, and similarities-to-differences structures. In addition, the Guide explains how graphic organizers are used for comparison and contrast, provides tips for using transitions ...
Histories, biographies, journalism, and essays are all considered nonfiction. Usually, nonfiction has a higher standard to uphold than fiction. A few smatterings of fact in a work of fiction does not make it true, while a few fabrications in a nonfiction work can force that story to lose all credibility. An example is when James Frey, author of ...
Nonfiction vs. Creative Nonfiction vs. Historical Fiction. Posted August 25, 2010. Thank you for visiting my blog. Please note that this post was published in 2010—long before my first published book, and long before I pursued an MFA in Writing from Vermont College of Fine Arts, where I dedicated half of my critical thesis to the murky nonfiction-fiction threshold and how the classification ...
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3. "Creative Nonfiction heightens the whole concept of essay writing. It allows a writer to employ the diligence of reported, the shifting voices and viewpoints of a novelist, the refined wordplay of a poet and the analytical modes of an essayist,". 4. On July 15, Rivermaya will have a concert at the Araneta Coliseum.
Creative non-fiction recounts factually-accurate narratives in a literary style. It reads like a story, but it is in fact real history. It will be severely criticised for containing factual inaccuracies, let alone fictional main characters. Historical fiction, on the other hand, is fiction, set in some specific period in the past.
Overview. This lesson introduces second-grade students to different types of nonfiction writing. Students explore a variety of nonfiction books and compare them to fiction. Students also learn about different categories of nonfiction writing and practice identifying books that fall into these categories. Peer interaction, hands-on experiences ...
Compare and contrast how the elements are used in the different genres II. CONTENT A. Introduction to Literary Genres; Understanding Conventions of Traditional Genres a. Fiction b. Poetry c. Drama d. Other forms; Identifying Elements of the different Genres III. LEARNING RESOURCES A. References Creative Nonfiction by Lorna Q. Israel; Teacher ...
Attend our upcoming Master of Fine Arts in Creative Writing Information Session to chat with faculty and learn more about the program and genres you can choose from: Fiction, Poetry, Creative Nonfiction, Writing for Young People, Writing for the Screen, Playwriting, Genre Jumping - Mixed Genre Experience, and Dual Concentration - Double-Genre!