When I was a kid, I read fiction with two very limited exceptions:
I read books about dogs and ballet. As an adult, it was pretty much the same
story. So when I started writing for children, naturally I wrote only
fiction. Then, a number of years ago, I
was asked to write a series of nonfiction books about civil rights figures in
Virginia. Hmmm. I didn’t think there would be a lot of dogs
or ballerinas involved. And it sounded a little like homework.
I thought about it for a while. I didn’t mind the
research. In fact, I was ready to learn new things. But it was the thought
of note taking on small white index cards, one thought and source to a card,
made me feel faint. I absolutely hated doing that in school. But fortunately,
before I said, “NO,” I had an epiphany: I
can take notes in a way that works for me.
I realize that piles of index cards with one or two lines
on each one may be a great organizational tool for some. But for me, a visual
learner, that stack, with all that wasted space, is totally overwhelming. If I
could take notes in my tiny handwriting, on colored legal pads, with page
numbers in the margins, I would be much happier. Then I could star things that
I liked, use pink highlighter on facts I wanted to be sure to include and
annotate others with cross-references. I could even color code things. It
worked. In fact, I kept writing nonfiction and I haven’t looked back.
Writing nonfiction teaches the writer so much. So why not
encourage your students to write nonfiction?
GETTING STARTED: Before setting children to the task of
writing nonfiction, it’s important to have them read nonfiction. Next, pick
topics that they can research easily. Writing about animals is a good starting
place, because animals, in general, are less mired in conflicting information. Then
consider moving into cultural and biographical subjects. I would suggest that
you save history, especially long-ago history, for later, as it is hardest area
in which to verify facts.
RESEARCH: This is a great time to teach children that not
everything they read is true. It’s not about finding three sources that say the
same thing anymore, like when I was a kid. And not all internet sites are
reliable. Finally, sometimes it’s a question of saying “experts differ.”
NOTETAKING: Obviously it is crucial to keep track of
where a particular bit of information comes from. But it doesn’t have to be done on white index cards. I would suggest providing
children with several options.
OUTLINING: It’s a good idea to ask students to outline
their stories, but only in a general way to give the story some structure. Then
comes the really fun part. A writer I really respect told me that when you are
researching a topic and come across something that makes you say, “Wow!”
include it in your story. If it surprises you, it will surprise others as well.
I encourage you to share this idea with your students. And then let them put
pencil to paper!
BIO: Moira Rose Donohue has written over 20 nonfiction
books for children. The Invasion of Normandy from North Star Editions came out in January 2017. Dog on a Bike from
National Geographic was released in February 2017. Moira offers a school
program called "Writing Interesting Nonfiction" that she loves to present to elementary schools. And she still loves dogs and
ballerinas. Visit www.moirarosedonohue.net
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