Key Ideas From Chapter 10

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Key Ideas From Chapter 10

  1. 1. Key Ideas from Chapter 10--Nonfiction Children turn to nonfiction literature to feed their hunger for facts, ideas, and  concepts. In fiction the story is uppermost, with facts sometimes used to support it; in  nonfiction, the facts and concepts are uppermost, with storytelling perhaps used as an expressive technique. Most library collections are 60 to 70 percent nonfiction.  Nonfiction makes information available to in ways that facilitate the creation  of meaningful category systems. In order to be accurate, nonfiction books must clearly distinguish between  facts and theories, and significant facts must not be omitted. When appropriate, differing viewpoints must also be presented. How content is organized and presented affects the overall value of a piece of  nonfiction. Good nonfiction is clearly organized, with a logical development of concepts  presented in a manner that is comprehensible to its audience. As verbal information is presented it can be elaborated by photographs,  diagrams, maps, sketches, graphs, or illustrations. Nonfiction is also judged by style, or how information is presented to the  reader. Writing should be interesting and stimulating, and appropriate terminology and rich language should generate curiosity and wonder in young readers. Nonfiction trade books support study in science, social studies, mathematics,  language studies, and the arts. Children learn to critically question what they read when they read if we  encourage them to make comparisons among different sources—often nonfiction trade books. Children can verify information found in books by checking it against  observations made in real life.

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