Students read
complex nonfiction and fiction texts focusing on issues of both current and enduring importance.
Not exact matches
Much of what many students must read in college is
nonfiction — often
complex and dense
nonfiction — but their reading during their middle
and high school years is usually heavily weighted toward
fiction, often, as we discussed in chapter 1, insufficiently
complex fiction.
Students who are the «least diversified readers» (reading only one type of text with frequency) have the lowest reading literacy achievement, while students who are «diversified readers in long
and complex texts» (who frequently read
fiction and nonfiction books in addition to magazine
and newspaper articles) have the highest reading literacy achievement.
Reading features
fiction, literary
nonfiction, poetry, exposition, document,
and procedural texts or pairs of texts,
and focuses on identifying explicitly stated information, making
complex inferences about themes,
and comparing multiple texts on a variety of dimensions.
Although the goal of
nonfiction writers is to make
complex points crystal clear
and to repeat as necessary, I learned this whole mindset is wrong for
fiction.
We've found some great new fonts to include with these designs, which will be a lot more
complex than the current offerings, which were designed to work well for
fiction, memoir,
and narrative
nonfiction.