We have includes options for the following: title page a variety of pages with lines and boxes for pictures or other diagrams glossary about the author page This set contains 20 different pages for you to give your students choice in their book layouts. You might choose to provide copies of all of the pages at a writing center and students can choose the pages that work for them.
Or, you can preassemble books to provide a blank book that fits your writing requirements. You can see from the image below …that there are many options for you to include in the books. You could place all of these into the books, or just pick the few that you want. Some additional shots of the completed books…. In the packet you will also get the blank booklets for students to use at work on writing.
However, the boundaries between fiction and nonfiction are continually blurred and argued upon, especially in the field of biography;  as Virginia Woolf said: "if we think of truth as something of granite-like solidity and of personality as something of rainbow-like intangibility and reflect that the aim of biography is to weld these two into one seamless whole, we shall admit that the problem is a stiff one and that we need not wonder if biographers, for the most part failed to solve it.
Common literary examples of nonfiction include expository , argumentative , functional, and opinion pieces ; essays on art or literature; biographies ; memoirs ; journalism ; and historical, scientific , technical , or economic writings including electronic ones.
Other works can legitimately be either fiction or nonfiction, such as journals of self-expression, letters , magazine articles, and other expressions of imagination. But if you find it meaningful and helpful and would like to contribute whatever easily affordable amount you feel it is worth, please do do. I will appreciate it.
The button to the right will take you to PayPal where you can make any size donation of 25 cents or more you wish, using either your PayPal account or a credit card without a PayPal account. In some cases more than one work must be read and analytically compared or their conflicts critically discussed. A third kind of assignment combines the first two, requiring the student to analyze the ideas of one or more authors and then to give their own views about those ideas.
There are common crucial elements over and above proper spelling, grammar, and technical format, which I am not going to discuss here for writing all of these kinds of papers correctly. Understanding these elements is also imperative for being able to analyze assigned readings. Unfortunately these elements are not often taught in high schools or in grade schools, though they should be.
I will address the separate issue of literary style at the close of this essay. There are two things papers need besides proper spelling, grammar, and technical formatting elements : 1 clarity, and 2 evidence that logically supports the points made. All of the above assignments require supporting evidence to be included so they are not simply expressions of mere, unsubstantiated, unreflective opinions.
Clarity The easiest ways to provide clarity are to restate your points in different ways and to give examples of what you mean. These are two different things and help provide clarity in two different ways: 1 Examples provide concrete instances of what may otherwise be an abstract characterization that is unclear to the reader and difficult to grasp.
More than one example is important to help prevent readers from focusing on an incidental or otherwise incorrect characteristic of your example and to show, when possible, the breadth of applicability of your idea. For example, if I am trying to point out that there is an ambiguity in the statement that "the purpose of any economic system should be to give everyone the opportunity to become financially successful or wealthy", I might use the example that a lottery gives everyone the chance to become rich in the sense that any one person who enters can become rich, but that is different from saying that lotteries allow everyone who enters to actually become rich.
And I might say that at the beginning of the baseball season, every team has a chance to win the World Series, but that still does not mean that they all, together, can become champions; it only means that no team is mathematically ruled out from getting into the playoffs by having already lost too many games to catch up.
Similarly, if an economic system is said to allow everyone the opportunity to become financially successful or wealthy, that can mean one or a few people can become wealthy even though not many people can, or it can mean that the system is such that it is possible for everyone to be wealthy at the same time.
The difference between these two meanings is immense. Different ways of stating an idea may each be more meaningful to different readers. To restate that "there is an ambiguity in the statement that the purpose of any economic system should be to give everyone the opportunity to become financially successful or wealthy," I could say: There are at least two different senses in which everyone can have an opportunity to become financially successful or wealthy.
One of these is for there to be the chance that all can become wealthy at the same time; another is for there to be the chance for one or a few, and only one or a few, to become wealthy in the system. Then I might go on to point out that what ought to be important for an economic system is that all people can succeed in it, not just that some can succeed even though the "some" could be anyone.
Or, suppose you hear, as I once heard, a speaker say, "The concept of the Trinity does not represent three different existences of God, but is three different instantiations of one essence. I asked for a clarification of what it meant for something to be "an instantiation of an essence" and what it meant to be "different instantiations of an essence.
By the way, he seemed unable to explain it, which may have been why he had not tried. But, whether intentionally avoiding clarity or not, stating something complicated in only one way is not generally a good thing to do for your audience; and it is also not in your own best interest if you intend to be understood or if you are being evaluated by someone who is likely to know that the only way you have stated an idea does not make any sense.
It is generally better for everyone for you to be clear than for you to be merely concise. Most college freshmen most people, actually make the mistake of thinking what they feel is clear to them, is clear to the reader.
And they think that if they see it as obviously true, the reader will also. Usually it is not clear, and often, it is not only not obvious, but is not true at all. It is crucial to give multiple examples and to expand on a point by restating it in different ways. This does three things: 1 it helps the reader more likely understand what you mean no easy matter ; 2 it helps make you more convincing no easy matter ; and 3 it helps you more likely see for yourself before you finish or submit your work any cases where you are mistaken or overgeneralizing.
In this last regard, often you will come up with an example that you can see won't work without some sort of modification of the claim it is meant to illustrate or support, or you will come up with a restatement that you can see is false. In these cases you need to modify your claim or you need to explain the exceptions to it. To some extent, how clear one needs to be depends on the intended audience. If one is writing for others with substantial background in the area, one does not need to explain as much as one does for an audience unfamiliar with the subject.
However, sometimes apparent technical expertise can accidentally hide lack of understanding from one's self or from a group. Sometimes the remedy will lead to new discoveries.
Nobel laureate in physics, Richard Feynman, had the view that if he could not explain a principle of physics in a way that freshmen could understand it, then it was likely he did not understand the principle or the evidence for it as well as he thought he did. When my own children were going through elementary and middle school, as I tried to explain about math or grammar to them, it often turned out that the concepts in question were far more complex than they seemed.
I ended up learning more about some of those things in trying to teach my children than I did when I studied them as a student. Some of the insights I gained were original. Providing Logical, Supporting Evidence Teachers and other discerning readers expect writers to support the claims they make to some reasonable extent.
That requires giving reasons for the points one is making -- reasons which are true, and also relevant to those points. This is extensively explained in the paper " Reasoning and What It Means To Be Rational "and I will not repeat that here, though I want to emphasize a couple of points in it. For if you argue for a point and disregard the evidence someone else has given against it, you have not done as much as you could to advance your claim.
In a course or in a courtroom or anywhere else where your ideas are going to be evaluated and judged this is particularly important to keep in mind because if you do not try to refute the claims of your "opponents", it will appear either that you cannot or that you were not paying attention to them.
Students who ignore arguments counter to their own, do so at peril to their grade. When you give a reason in support of some idea, often it is important to explain the reason in the same way you explained the main point and it is often important to give evidence that the reason itself is accurate. This may be true in regard to that evidence as well. So there may be a series of explanations and supporting arguments, some for the main points, some for the points that serve as evidence or reasons for those points, some for the evidence or supporting reasons for these points, and so on until one feels one has been as clear and supporting of all the different claims as is necessary or possible.
Evidence and Explanations Can Overlap Although I have separated supporting one's claims from explaining them, in many cases what explains a claim also supports it, and vice versa. Examples, for example, not only help clarify what the author has in mind, but also give supporting instances of his claim.
Further, in giving an argument to support a claim, the steps in the argument often help the reader see what the claim itself means, and perhaps what the limitations of its scope are. So although there is a conceptual difference between explaining and supporting an idea, in practice any given statement may serve as both support and explanation, and can be seen or described in both lights. Writing Papers About Assigned Readings Now unfortunately not all authors make the logical structure of their writing as clear as they should and unfortunately as well, students are not often taught how to analyze or dissect a book or article of non-fiction in order to see what the logical structure or logical organization of it is.
Individually or in combination that makes it difficult for students to understand books or articles they are assigned to write about. The normal tendency for writers, especially for students, is to write down statements that are or that seem relevant to the points they want to make, but not necessarily to organize them in a pattern that makes the most sense collectively to a reader or that shows a reader how they relate to each other. Often there are logical gaps large enough that the reader cannot even notice that one statement is meant to be support for another, or to justify it.
If one combines a logical gap with a spatial gap, it is almost impossible for anyone not already familiar with what you mean to be able to know what you mean. If that is what those two statements are intended to signify, then that must be made clear to the reader.Get all of our newest free resources directly to paper inbox. FREE from The Curriculum Corner Add these informational text blank book pages to your writing center nonfiction students to use when writing nonfiction. In for attempt to make organizing english essay writing my family writing workshop simpler, we have created this informational text writing book pages set. When we create a writing workshop in our own classrooms, we always provide our students with blank books for writing.
We were about to have a midterm, covering two textbook chapters, in the eighth week of a fifteen week semester when they announced that they were going to postpone the midterm until they covered the next chapter because, they said, the three chapters together made a better "unit". It then struck me that what was stated in bold print might be a general principle of some sort. Students know that this helps the readers quickly access the information inside their books. And, in writing, one must try to organize and present one's own work so that its logical structure helps the reader along instead of hindering understanding by merely presenting hundreds of separate statements that seem to have little pattern or coherence, or any clear relationship to each other.
Have we shown ourselves so unwilling to be reconciled that force must be called in to win back our love? Distinctions[ edit ] The numerous literary and creative devices used within fiction are generally thought inappropriate for use in nonfiction. Trust it not, sir; it will prove a snare to your feet. You also then have to put what is wrong with the opposing views if any have been given. Often there are logical gaps large enough that the reader cannot even notice that one statement is meant to be support for another, or to justify it.