Fiction and Nonfiction - How the two are alike - A chart Provided Making the Comparison

Do you see a connection between the structures of fiction and non-fiction? If you were able to make this connection evident to your students starting in middle school or earlier grade levels, would it help them understand the content, thesis or message and translate this understanding into more classroom participation?

This was an idea that I played around with and tried with some success with my eighth graders.  I suggest this dichotomy to you because it matches one of my ideological beliefs. Teachers must find ways to deliver instruction using simpler models to build confidence and comprehension as our classrooms fill with students of different abilities, different skill levels and basic knowledge.

Here is a brief sample of what I came up with. Admittedly, the chart below is not a perfect comparison of how fiction and non-fiction match. If you are trying to build a bridge between what writers do to produce quality writing, it help students transfer that knowledge to their own writing try using this chart. It may help students to develop their own writing by working back and forth between fiction and non-fiction – this is an initial step. It’s also a quick overhead that you can use to help students remember what belongs in their writing. Very low tech – make a poster.

Fiction	Non-Fiction
Setting: Time/Place  can be fictional – (Exposition)	Where: Real Time/Place (Exposition)
Point of view = 1st or 3rd person	1st person  or 3rd
Who: Characters: Static; Dynamic; Flat, and Round.  Static characters stay the same, dynamic characters change and learn; stereotypes or tropes are people who may add humor or drama to a story – they don’t obtain wisdom. Characters who promote change, demonstrate leadership or experience a profound personal or public change	Who: Real people - some stay the same, others change only a little, stereotypes. Those who promote change, demonstrate leadership or experience a profound personal or public change
Rising Action – Exposition - Details events of minor conflicts – create tension make the reader care.	Capturing Audience Interest -/Hook/Statistical Wow will set up reader interest.
Conflict - (Inner/Outer/Man Against Man/Nature the most exciting or intense moment of the narrative	Writer’s Point of view or call to action and acknowledgement of most compelling argument against thesis/opinion or call to action. Strongest evidence presented by writer in his or her piece.
Falling Action – actions determined to resolve the conflict. Or perhaps actions will leave the story open-ended	Falling Action – strongest points framed again using persuasive language to push readers to take some action or acknowledge that change is needed.
Resolution – Conclusion of the story – all loose ends are tied up and point of view or message of the author should be able to be deduced by reader.	Resolution – Conclusion of the exposition (speech, essay, report, etc. – all loose ends are tied up and point of view or message of the author should be able to be deduced by reader. The conclusion should be restated, but avoid words such as – in conclusion, therefore, as demonstrated and the word - finally.
Throughout the story – specific vocabulary, use of literary “word” tricks, illustrations, photos, graphics may be able used to strengthen the symbolism used to enhance the writer’s message and should be examined in detail.	Throughout the story – specific vocabulary, (emotionally loaded words), use of literary “word” tricks, illustrations, photos, graphics may be able used to strengthen the symbolism used to enhance the writer’s message and should be examined in detail.