Nonfiction writing is important in a student's school life and it is important a skill that they will use throughout their lives. The majority of our daily reading and writing experience is made up of nonfiction, and students are writing nonfiction long before they are taught how to do it in the classroom. They need to recognize that writing nonfiction is far more than the traditional descriptive reports about animals. The principles of nonfiction writing apply to all student writing, even the tweets, texts, and blogs they compose.
The writer's intent is the underlying foundation of Nonfiction Writing Power. Building on Adrienne Gear's Reading Power books, this valuable addition to her highly successful books addresses the close link between reader and writer. This remarkable book shows teachers how to help students recognize that they write because they have something to say. It argues that writing nonfiction well means considering the writer's intent and purpose, and choosing the most appropriate form among the various nonfiction genres.
Nonfiction Writing Power is designed to help teachers develop a writing program that focuses on the different forms of nonfiction. This practical book helps teachers work with students to explore
- the Power to Describe
- the Power to Instruct
- the Power to Compare
- the Power to Persuade
- the Power to Explain
- the Power to Report
Ideal support for teaching writing in the content areas, the book includes ways that a particular form can link to science, social studies, and other subject areas.
|Publisher:||Pembroke Publishers Limited|
|Product dimensions:||8.20(w) x 10.80(h) x 0.50(d)|
|Age Range:||5 - 13 Years|
About the Author
Adrienne received her degrees from the University of British Columbia and spent three years teaching English in Japan. She was a classroom teacher for sixteen years and a teacher librarian for three years. She is currently a literacy mentor at Vancouver School Board and a workshop presenter.
"I think I have always wanted to be a teacher. When I was little, I would play teacher in my bedroom with my teddies and dolls. I would pretend to mark their notebooks and take attendance.
"I went straight to university after high school and got my B.Ed. I was thrilled when I finally had my very own classroom and my own real students to teach. When I first began to teach, I thought that I knew everything. Since I had spent the better part of my life going to school, I figured that it was my turn to do the teaching and my students' turn to do the learning. But close to twenty years have passed since I first began teaching and I realize now that although I am a teacher, I am first and foremost a learner.
"I consider myself to be on a learning journey, and when providing professional development workshops across the province, my hope for the participants is that not only will they come away with some practical ideas for their classroom, but more important, they will have traveled just a little farther along their own learning journey.
"Change in classrooms can only occur when there has been a change in thinking. My first book came out of five years of experiences in classrooms teaching reading comprehension and giving workshops to teachers. Basically, this book is a written version of my workshop. I tried to put my voice into the text and include many student samples, experiences, quotes, thoughts, lessons, blackline masters. I want anyone who reads it to come away from the book thinking about reading comprehension in a new way and to feel motivated to try some of the ideas in their own classrooms."