Traits of Nonfiction

Learning how to identify, characterize, and analyze various forms of nonfiction can be a creative literary experience for all students. Although we are surrounded by nonfiction, the ability to identify and analyze it can seem daunting for some. My sixth graders often groan when I announce the next unit of study will be nonfiction. Without fail, by the time students are reading interviews, researching recipes, or writing their memoirs, the groans tend to subside. Exposing students to a variety of nonfiction experiences can allow students to build and hone their ability to identify and analyze the information presented. The following is a pair of activities I include in my nonfiction study.

It’s important to provide numerous examples of nonfiction so students can form an accurate view of how nonfiction affects our lives. An introductory activity that students engage in is a small group investigation, in which they are given four different forms of nonfiction and a classification chart. Each group reads the articles assigned, and by using the classification chart, defines each piece of nonfiction, identifies the author’s purpose, and lists the article’s characteristics. Each group is given different articles, and groups share their findings at the conclusion of class during a whole class discussion. The articles include interviews, newspaper articles, feature stories from the student newspaper, biography excerpts, and online articles. I try to collect articles/stories that cover a wide variety of topics as well. I think it’s important for students to view nonfiction as more than a chapter out of a textbook. Class discussion focuses on this idea—that examples of nonfiction text are found everywhere in our daily lives.

As a part of learning to identify and analyze the common forms and traits of nonfiction, I also give students an opportunity to write. First, they focus on a purpose. Is the purpose to inform? To entertain? To persuade? I then have students outline and decide on the format and traits their piece of writing should include. For example, is it a business letter, newspaper/magazine/online article, essay, biography, journal entry? Is the intended audience supposed to read it in one sitting? Is it focused on one topic or person? The class brainstorms the possibilities and I post them on a bulletin board. My objective is for students to have fun experimenting with nonfiction writing.

Students share their finished products with the class, and the audience completes a three column chart that gives the author’s name and form of nonfiction writing, purpose, and two traits that describe the student’s writing. I use this graphic organizer as well as the writing assignment for assessment purposes.  Most students view nonfiction reading and writing as the inevitable “once a year research project.” It is my hope that activities such as these can help broaden students’ literary skills and knowledge as well as interests. Here are some more ways to get your students interested in nonfiction lessons and activities.

Nonfiction Lessons and Activities:

Nonfiction is “No Nonsense”

This lesson teaches students how to identify and classify nonfiction. I use the classification chart and essay rubric this lesson provides.

Inquiring Minds Want to Know

In this lesson students read articles concerning supernatural occurrences, and then conduct the necessary research to explain the phenomenon.

Why Am I Reading This?

This reading and writing lesson teaches author’s purpose. Students learn to identify and explain author’s viewpoint and purpose through reading and writing examples. This lesson also provides interesting extension ideas and lesson modifications.