On Writing Nonfiction for Children
By Lindsay Mannell; edited by Inez Ramsey
When we think of children's literature, we often think of
Mother Goose, alphabet books and fairy tales and overlook the important
category of nonfiction. Nonfiction, also referred to as informational
literature, is defined as a work of literature which is not imaginary and
provides factual information to the reader. Children are curious about
their world. It is this curiosity which addresses the need for good
nonfiction in children's literature. The following is a discussion of the
essential characteristics of good nonfiction for children.
[Accuracy]
[Organization & Scope]
[Directions]
[Qualifications]
[Format]
[Writing Style]
[Illustrations]
[Promote Thinking Skills]
Accuracy
An essential
characteristic of good nonfiction is accuracy of
information. Nonfiction should be factual and have no
incorrect
information. Use of overgeneralizations, statements of opinion as fact
and
biased reporting should be considered in evaluating
nonfiction books. Because some nonfiction books may have been published
before
new facts were discovered, the copyright dates is important in selection
(Norton, 497). An example would be a book about dinosaurs since
scientists in recent years have been discovering new information about
these prehistoric animals. Authors must, in addition, be fastidious in
word choice since no word should be substituted in place of a term if the
substitution is incorrect. In science books, anthropomorphism, the
personification
of animals, should be avoided in order to provide accurate information
(Huck, 452).
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Organization & Scope
Organization and scope are also considerations in evaluating
nonfiction books. Organization plays an important role in helping to
clarify material. Organization employing features such as chapters,
headings and subheadings will make a more effective presentation
(Norton, 499). Provision of a table of contents, glossary and indexes
are also important organizational features. In scope some books
are general survey books while others are more specific in content.
Authors writing survey books may attempt to cover too much material,
giving a "watered down" effect (Huck, 454). If the author can
successfully
simplify the material and limit the scope of the subject being written,
the work will be more effective (Norton, 499). Nonfiction for children
should provide enough information for a child to understand the concepts
presented, but should not be too complex for the intended age group. The
goal should be to enlighten the young reader, not confuse them.
Addition of activities for children beyond the text and suggested
readings lists can extend the effectiveness of a book.
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Directions
In some cases author's
have a responsibility to alert young
readers and supervising adults when activities require adult supervision.
For some children's books, the author should provide a list of materials,
safety rules to follow and notification of the need for adult supervision.
Such works include cookbooks, how-to-books and science experiment books.
Authors and illustrators should also avoid stereotypes in these and other
informational books. Science books, for example, should feature both
girls and boys of different racial and ethnic backgrounds (Norton,
500).
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Qualifications
The qualifications of
the author to write in the field should
also be examined. Illustrators also bear responsibility for
accuracy of material. Inclusion of a statement about the author and a
bibliography of sources can help the reviewer in identifying competence.
Writers and illustrators have the responsibility for researching their
topic carefully (Norton, 500).
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Format
Format includes size and shape of a book, size and quality of
typeface and use of illustrative materials. Young people become
increasingly sensitive to format as they grow older. Size of type, for
example, becomes equated with "a baby book." The intended audience should
be clearly defined in designing elements of a book's format. Books
designed with high content and reading levels presented in a format for
younger children may receive great resistance from older readers.
Illustrative matter should be clear, not jumbled and confusing to younger
readers.
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Writing Style
A good nonfiction book should provide factual information in
an interesting and informative way. One rule of thumb is to look at the
title. Is it dull or boring to an adult? If so, it will be even more so
to a child (Hakim, 33). Children may turn away from nonfiction if a work
is not stimulating to them. Nonfiction books can have good writing style.
Norton suggests that such books should be descriptive and geared toward
the reading level of the child (Norton, 501).
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Illustrations
Illustrations should clarify the text as accurately and
realistically as possible (Arburthnot, 582). Stereotypes should be
avoided. Advances in technology provide have filled children's books with
exciting graphics. Lodge has suggested that over-emphasis on graphics may
interfere with the elements of text (Lodge, 24). Emphasis is needed on
both quality text and illustrations to provide information to the
reader.
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Promote Thinking Skills
A good nonfiction book for children is one that encourages
children to think analytically. Informational books, especially science
books, should give children chances to apply logic and the scientific
process to what they are reading (Arbuthnot, 582).
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Elementary Resources/Children's Lit
