If you teach high school English and you aren’t having students read some book-length literary nonfiction each year, you ought to start.
Nonfiction is the writing that each of your students will be required to read and to write outside your classroom. Most of it (such as your lesson plans) are deadly boring.
Literary nonfiction is nonfiction that isn’t boring because its writer smuggled techniques out of fiction and put them into nonfiction writing where nobody will be looking for them. Then, when unsuspecting readers come along ready to suffer through another boring recital of facts, Zap! the writer pulls a fiction trick. Before readers know that happened, they are caught up in reading the story they thought was going to be a colossal bore.
In an English class, literary nonfiction is an equalizer. It gives those students (mostly males) who gag on Jane Austen a chance to read something as challenging as Jane Austen but on topics that appeal to their interests.
It also gives the Jane Austen fan club crowd a chance to see that techniques of fiction can be used for more than just entertaining readers. Fiction’s techniques can be used in discussions of factual data to show people how and why some nonfiction topic is important to them.
Next week, I’ll post brief reviews of literary nonfiction I’ve read since April 1 that I can recommend for use in high school English classes.
Literary nonfiction books should meet five criteria
To get my recommendation as literary nonfiction suitable for assignment as reading for students in high school or college English classes, books need to meet five standards.
Books must be well-written. They can’t be stuffy, academic, or too technical for an ordinary reader. I prefer books set in in a large enough typeface to be comfortable reading, as I think students also do.
Books must tie in with students’ academic work. History, science, the arts, sports, and the backgrounds of current events are topics that often appear as literary nonfiction.
Books should have short chapters. Students are more likely to read chapters under 10 pages than to read longer chapters. Also, if books have short chapters, it’s possible for two students to share a book and both get assigned reading done without too much hassle. (This requirement is one I recently added after struggling through a book with three 150-page chapters.)
Books should be found in libraries. While not all students have access to public libraries, some will. And the presence of a book in a library is a sign that the book has staying power.
Books should be readily available at second-hand booksellers and book discounters. It’s cheaper to buy hardback books that last years than to pay a licensing fee to rent digital books.
Finding literary nonfiction that meets all five criteria takes some work. Probably half of the books I read won’t work as assigned reading for students for one reason or another. Often the book is good, but just not suited to high school students’ backgrounds.
The best thing about selecting literary nonfiction for your students to read is that you get to read books that will expand your horizons.
©2021 Linda Gorton Aragoni