WRITING ACADEMIC NONFICTION
What is academic nonfiction?
Basically, everything that’s not fiction or creative writing. Most of what we read and write on a daily basis falls
under this category.
Why is it such a big deal to be able to write academic nonfiction?
Unless you’re an author, chances are slim you’ll regularly be asked to write short stories or poems or to
“pretend” you live in colonial America or on another planet/country/etc.
When our scholars get to high school, they will be taking many Advanced Placement tests, most of which
require writing very detailed, clear essays to pass. When they get to college, depending on their field of study,
writing essays might make up the majority of their assessments. To get a job they’ll need resumes and cover
letters. When they’re employed, they’ll write loads of professional e-mails, memorandums, reports, research
papers
Most of our kids are probably pretty good at writing creatively. But being able to write explicit, succinct
sentences and paragraphs without excess “fluff” or “filler” is actually harder than it seems for many scholars.
How can I teach my kids to write better academic nonfiction?
The following strategy can be used for short answers and body paragraphs of standard essays. This is a
breakdown of what should be in every paragraph (the “APES Checklist”):
A – Answer the question directly.
 1-2 sentences
P – Provide details, facts and supporting evidence.
 2-4 sentences
 If quotes or the use of documents are required, they serve as details and evidence here.
E – Explain why this information matters.
 1-2 sentences
 This is the analysis portion, which is often overlooked. Stating the facts is not enough! Scholars should
provide an explanation of how this information affects other aspects of the topic. This is where they can
really show their grasp of the information by making critical connections.
S – Seal, or close, the paragraph in a convincing way.
 1-2 sentences
 The last sentence(s) can be an extension of the analysis. The paragraph should end with information that
moves it forward and/or provides further insight, rather than a throw-away sentence such as, “And that’s
why the Americans declared their independence from Great Britain.”  Sentences like this contribute
NOTHING!
*NOTE: This strategy does not work for fiction, introductions and conclusions, and it might need tweaking for
different subjects. But in general, it follows the claim, evidence, reasoning model expected in science classes,
so it can be used across disciplines.
EXAMPLE: What were the main effects of the Tea Act?
(A) The Tea Act of 1773 lowered the price of British tea in the colonies. (P) Therefore, even taxed
British tea became cheaper than any competitors’ tea. The Act also gave the British East India Company a
monopoly over the tea trade in the colonies. (E) As a result, the colonists had even less control over their own
free economy, which angered them further. (S) The effects of the Tea Act were so strong that they eventually led
to the rebellious Boston Tea Party.
How can I make sure my kids are using this strategy?
Encourage your scholars to create their own “APES Checklist” next to their short answers. That way, they’re
thinking about each of the key components of a stellar paragraph WHILE they’re writing.
How will this APES Checklist make grading easier?
Now you’re looking for specific information. You have guidelines to grade more quickly, because you’re
looking for targeted sentences. Suggestions for grading: Create your own APES Checklist next to scholars’
answers. Grade each paragraph out of 5 points: 1 point each for answering the question, providing details,
explaining why it matters, and sealing the paragraph; 1 point for complete sentences and/or accuracy.
Kids will complain. They’ll whine. They’ll say you’re grading too hard. They’ll say it’s confusing. They’ll say,
“My 5th grade teacher told me I can start my paragraphs with a question!” They’ll tell you you’re crushing their
creative souls. But at the end of the year, they’ll be writing paragraphs that are accurate, to the point, and
critical. And that’s all that really matters.
APES STRATEGY IN ACTION
Short answer question for 8th grade U.S. history: Analyze the arguments in favor of America’s independence
from Great Britain. Use a portion of Document 1 (Declaration of Independence) as a quote in your response.
Remember your APES Checklist!
CFA essay prompt for 8th grade U.S. history: Using the quotes above (Thomas Paine’s “The Crisis”, the
Declaration of Independence, and a speech by Patrick Henry) and your knowledge of social studies, write an
essay in which you explain the major goals of the American Revolution.
Scholar response, errors included:
The major goals of the American Revolution were to abolish the tyrannical monarchy in
which they were being governed by, establish a new government in which the rights of the
people were not neglected, and to finish what had already been started with the British.
One of the major intentions of the patriots during the American Revolution was to
remove the tyranny of the King over the colonies. As argued by Thomas Paine in The Crisis,
“Tyranny … is not easily conquered.” With this he is referring to King George and he, among
countless others, considers the King a tyrant. The goal arose of having this form of government
removed by the revolution.
Another major goal of the American Revolution was to create a new government in
which the rights of the colonists were not neglected. Thomas Jefferson writes in the Declaration
of Independence, “All men are created equal … with certain unalienable rights, that among these
are life, liberty, and the pursuit of happiness. Governments are instituted among men [ and ] it is
the right of the people to alter or abolish it.” By this, he means that every form of government
should be established and managed by the people with no higher power. He introduced the
principle of popular sovereignty; a concept neglected by the King though demanded by the
colonists.
The American Revolution was also anticipated to finish what had already been started. In
a speech given by Thomas Paine, he announces, “The war has already begun … Give me liberty,
or give me death!” For years prior to the start of the revolution, conflict had been stirring among
the colonists and the British. As Thomas Paine argued, the war had started, lives were already
lost. They could comply though that may mean a terrible British and American relationship.
Therefore, they must finish what had already started.
In conclusion, the intent of the patriots with the American Revolution was ultimately to
abolish the government in which they dwelled in and create a new one where the people had the
upper hand. These goals—(unfinished)
Examples for how to incorporate in other subjects:
1) Math- Explain processes and justify answers in paragraph format to math problems. For
example word problems need to be answered in complete sentences.