Analysing Nonfiction Texts

Introduction

Analysing nonfiction texts helps learners understand factual information by applying appropriate reading comprehension strategies. Learners use prediction, KWL (Know, Want-to-know and Learned), Directed Reading Thinking Activity (DRTA) and chunking to interpret nonfiction texts, identify their main ideas and support their interpretations with evidence from the text. These strategies strengthen reading comprehension, critical thinking and effective communication.

Key Concepts

• Nonfiction Text: A factual text that presents real information, events or ideas.
• Prediction: Making logical guesses about a text before, during and after reading by using clues and text features.
• KWL Strategy: A reading strategy in which learners record what they Know, what they Want to Know and what they have Learned.
• DRTA (Directed Reading Thinking Activity): A comprehension strategy that encourages learners to predict, read, confirm and refine their understanding.
• Chunking: Dividing a text into smaller sections to improve comprehension.

Explanation

Learners analyse nonfiction texts by applying a variety of comprehension strategies. They discuss the importance of prediction in real-life situations and relate it to reading comprehension. Before reading, learners examine titles, illustrations, headings, subheadings, bold print, italics and other text features to make logical predictions about the content of a nonfiction text.

As learners read, they continue making predictions at the beginning, middle and end of the text. Every prediction should be supported with evidence from the text. During reading, learners review earlier predictions and refine them whenever new information becomes available.

Learners work collaboratively in mixed-ability groups under group leaders. At teacher-created or group-created breakpoints, they predict, review and re-predict the text until they complete the reading. Delegates present their group’s findings, while classmates respectfully critique and peer review each presentation.

Learners also apply the KWL strategy by brainstorming what they already know about a topic, listing questions about what they want to know, reading the nonfiction text and finally recording what they have learned. The KWL sheet enables learners to organise their thinking before, during and after reading.

Advanced nonfiction texts are interpreted using KWL, DRTA and chunking. These strategies encourage organised reading, evidence-based thinking and deeper understanding of factual information.

Examples

Example 1

Problem: A learner is given only the title and headings of a nonfiction text.

1. Read the title and headings carefully.
2. Predict what the text may discuss.
3. Support the prediction using the available text features.

Final Answer: Logical predictions should be made using titles, headings and other text features before reading.

Example 2

Problem: Complete a KWL chart while reading a nonfiction passage.

1. Record what you already know.
2. Write questions about what you want to know.
3. Read the text carefully.
4. Record what you have learned after reading.

Final Answer: The completed KWL chart shows learning before, during and after reading.

Application and Activities

• Read a nonfiction text and complete the KWL sheet.
• Use titles, illustrations, headings, subheadings, bold print and italics to predict nonfiction texts.
• Support predictions with evidence from the text.
• Create a nonfiction text on a given topic.
• Participate in collaborative reading, peer review and class presentations.

Practice

• List the main ideas in a nonfiction text.
• Identify and interpret the main ideas in a nonfiction passage.
• Create a nonfiction text on one of the following topics: climate change, drug abuse, importance of education, discipline, tolerance or teenage pregnancy.

Summary

Analysing nonfiction texts requires learners to apply prediction, KWL, DRTA and chunking strategies throughout the reading process. Using text features, supporting predictions with evidence, reviewing ideas and organising information enable learners to interpret factual texts effectively while developing critical thinking, collaboration and reading comprehension skills.