Non Fiction and Genres

I think a book has to be non-fiction if it’s going to be sold as non-fiction. I know: it’s a profound thought. If you’re writing a book about your life you need to recall all the conversations and events to the best of your ability. You should not make up that you’re multiracial or that you were adopted, if you’re white and still living in your biological parents’ house. That’s called realistic fiction, not a memoir. Certain obvious things, like that, we shouldn’t even have to ponder. There are some grey areas (like conversations), but I think if we try to get them as close to the truth as possible, it counts as a non-fiction memoir. Oh and saying you were in a gang, when in reality you only saw a movie about a gang is not as close to the truth as possible.

I do think we need genres as a reader or we would quickly get confused as to what’s real and what’s not. Our world is confusing enough, thank you. It helps you pick out the book you’re looking for. For instance, if you need to write a paper for forensics and you say some people died because of Voldemort, because the Harry Potter series was under non-fiction at the bookstore, you probably won’t get a good grade on that. It is important distinguish what is what. It helps the reader more than it hurts the author. Genres are necessary. There are too many books to know what each is about, or if you might be interested in reading it.

Literary Fiction

I think we need literary fiction in our curriculums. Those are the classics that teach us some lessons and introduce ideas, but I agree it is hard to read and can be really boring. A person no longer has to read the book to pass the test (I used Spark notes for Lord of the Flies and passed with an A-). I think the problem is the way they are taught. Teachers seem to tie the book to a chair and force a confession out if it, pounding out any of its secrets, over-analyzing every word. They should allow students to read it through, unguided, giving them a chance to actually, God forbid, enjoy they book. Then assign a creative assignment, connecting an issue or idea from the book to a modern day issue or idea. Prove that the book still has relevance to today’s world. Teachers should read along with the students, as a look-I’m-reading-it-and-it’s-not-killing-me reminder.

There is no need for us to try to look for messages hidden within the text. The students who care will catch them without being told. The students who don’t care don’t care how many times you ask why he said the wagon was red. It was red. Move on with the story.

Some older classics have before so cliché they have lost their value and people automatically think they know everything about the book. Disprove them. Teach it in a modern manor, let them act out Romeo and Juliet (if there’s a Julia in the class do not, I repeat, do not, force her to play Juliet if she doesn’t want to). Let them translate the iambic pentameters in to English (because no matter what teachers say, that is NOT English). Make it fun, and maybe the class will actually read it and not dread Language Arts, and not use spark notes, and understand why they are being taught this, and enjoy reading. Reading is fun. Please teachers, keep it fun.

Book 2 Project

Here is our book 2 project for Extremely Loud and Incredibly Close.