Ms.

Brook Wallace

Westmont High School

An Introduction to Nonfiction Circles

What are nonfiction circles?

Nonfiction circles are my adaptation of literature circles. I changed the literature circle roles and
instructions to reflect the areas students need to focus on when analyzing nonfiction. The roles
are loosely based on the steps of expository text analysis outlined in Reading Rhetorically.
Harvey Daniels has discussed using literature circles with nonfiction texts (and suggested which
types of nonfiction texts will work with literature circles), but, as far as I know, no one else has
actually changed the original literature circle roles and instructions to suit nonfiction articles. So,
nonfiction circles are my attempt to synthesize several different techniques and are a work in
progress. Im still working on how to adapt the nonfiction circle instructions for different grade
levels. Suggestions are appreciated.
How do they work?
Before the nonfiction circle:
1. The students are assigned or choose a nonfiction circle group of no more than 5 students.
2. Each student in the group is assigned a different role.
3. The students read and annotate an assigned article.
4. After they have read the article, the students answer the questions associated with their
role (and type up their responses to these questions).
During the nonfiction circle (in-class):
1. The discussion director summarizes the reading.
2. The group members ask any clarifying questions they may have and the group answers
those questions.
3. Each group member shares the key points of his/her prep work.
4. The group discusses fat, interpretive questions (this should take the majority of the
discussion time).
After the nonfiction circle (in-class):
1. Each student writes the individual reflection for his/her role which includes a summary of
the discussions main points (see the nonfiction circle instruction packet for the reflection
questions).
2. Group members decide on a group question and conclusion.
3. Group members set a group goal for improvement for the next nonfiction circle.
4. A group spokesman shares the groups summary, question, conclusion, and goal with the
class.
5. The teacher shares the positives she saw during the nonfiction circle meetings (mention
students by name if possible and be specific) and the areas she thinks need to be
improved (make general comments about behaviors you noticed without mentioning
specific students or groups).
Nonfiction circle goals:
These can be modified depending on the class and its needs. The goals are written on the board
and announced to students. The teacher observes the nonfiction circles looking for these things,
provides feedback to the students based upon these goals (see step 5 above) and assigns a
participation grade based on her observations.
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Ms. Brook Wallace

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Westmont High School

All students participate equally.

All students support their ideas with textual evidence.
All students discuss ideas in-depth rather than superficially.
The majority of the time is spent discussing the fat questions.

Nonfiction Discussion Circles

To work on developing analysis skills and to enhance our discussion of nonfiction, we will be
discussing a variety of nonfiction texts in Nonfiction Discussion Circles. There are two types
of Nonfiction Discussion Circles Jigsaw and Shared Text. The instructions that follow are
for each specific type of Nonfiction Discussion Circle.

Jigsaw Nonfiction Discussion Circle

In Jigsaw Nonfiction Discussion Circles, each student in the circle group reads a different
nonfiction text. The group members then share information about their texts with each other.
The descriptions and duties of each participant you will find on the templates. DO NOT
WRITE ON THE TEMPLATES! You will be using them again. During the discussion you
are responsible for clearly communicating the content of your nonfiction text to your group
members. Therefore, it is very important that you read and complete the analysis of your
assigned nonfiction text. Your group members are counting on you!
BEFORE each group meeting, you must have completed the following tasks:
1. Read all the pages assigned for that meeting.
2. Written down any questions you have about the reading.
3. Completed all of the tasks associated with the role you are performing.
4. Typed on a separate sheet of paper, using MLA format, all of the written work
associated with the role you are performing.
DO NOT WRITE ON THE TEMPLATES! You will need them again.
DURING each group meeting, you are responsible for the following tasks:
1. Listening attentively to each group member.
2. Performing your role in the course of the discussion.
3. Contributing to the discussion in a serious, respectful, mature manner.
4. Writing, on a sheet of binder paper, the answers to the closing questions on your role
sheet.
After each group meeting, make sure you know what pages are assigned for the next meeting.
Failure to perform any of the tasks listed above will stall the discussion, irritate your group
members, and sabotage your grade.

Jigsaw Participant Instructions

Your job is to accurately share the main ideas, important quotations, and biases of the nonfiction
text you read with your group.

Ms. Brook Wallace

Westmont High School

Do the following things BEFORE the nonfiction circle meeting:

1. Annotate (if you can) the text you are reading.
2. Summarize in approximately 5 sentences the main points of the reading.
3. Identify 2-3 of the most important quotations in the reading and explain why they are
important.
4. Identify any inconsistencies or biases in the authors message. Write these down and
explain what textual evidence shows these inconsistencies or biases.
Do the following things DURING the nonfiction circle meeting:
1. Share your prep work with your group.
2. Take notes on the information other group members give you about their texts.
3. After all group members have shared, discuss the questions posted on the whiteboard.
Do the following things AFTER the nonfiction circle meeting:
1. Identify two similarities and two differences among the texts your group members
presented. Explain these similarities and differences.
2. Summarize your groups answers to the discussion questions posted on the front
whiteboard.

Shared Text Nonfiction Discussion Circle

In Shared Text Nonfiction Discussion Circles, every student in the circle reads the same text
BUT each student prepares a different role.
We will use 5-7 roles (check with your teacher to find out which roles you will use for this
circle):
1. Discussion Director
2. Bias Finder
3. Rhetorician
4. Evidence Evaluator
5. Diction Detective
6. Structural Analyst
7. Connector
The descriptions and duties of each of the roles you will find on the templates. DO NOT
WRITE ON THE TEMPLATES! You will be using them again. Each group member prepares
and performs one role for each meeting. After the meeting the roles rotate. The person who was
Discussion Director will be the Bias Finder next week. This weeks Connector is next weeks
Discussion Director, and so forth. Each member will perform a different role each week. At the
end of the meetings, you will have performed all of the roles. During the discussion you are not
limited to your role. For example, if you are the Bias Finder and you have something to say
about the structure of the text, please do so. But you must perform your role as the Bias Finder
during the week you are assigned that role.

Ms. Brook Wallace

Westmont High School

BEFORE each group meeting, you must have completed the following tasks:
1. Reading and annotating all the pages assigned for that meeting.
2. Writing down any questions you have about the reading.
3. Completing all of the tasks associated with the role you are performing.
4. Typing on a separate sheet of paper, using MLA format, all of the written work associated
with the role you are performing.
DO NOT WRITE ON THE TEMPLATES! You will need them again.
DURING each group meeting, you are responsible for the following tasks:
1. Listening attentively to each group member.
2. Performing your role in the course of the discussion.
3. Contributing to the discussion in a serious, respectful, mature manner.
4. Writing, on a sheet of binder paper, the answers to the closing questions on your role
sheet.
After each group meeting, make sure you know what pages are assigned for the next meeting,
and make sure you have rotated the roles.
Failure to perform any of the tasks listed above will stall the discussion, irritate your group
members, and sabotage your grade.

Discussion Director
Your job is to help guide the nonfiction circle discussion, make sure everyone participates, and
report to class on your groups conclusions and questions. To help prepare for your nonfiction
circle meeting, write down a brief summary of the major points in the reading and possible
questions for your group to discuss. Although all group members should come prepared with
questions, your job includes coming up with a longer list of questions to help guide discussion.
Possible ideas for questions are things that confuse you about this text, things you liked or
thought were interesting, or things you think might be important. You may also want to include
questions about the authors style, any inconsistencies in the text, questions about the thesis, the
textual structure etc. Make sure you write interpretive or analytical questions, questions that
require more then a yes or no answer. Instead, the group members should have to make
connections (analyze), evaluate, or give their opinions about the book.
During your nonfiction circle meeting, your responsibility is to make sure that everyone
participates. If someone is quiet, ask him to present what he found as part of his role, ask a
question, or answer a question. Start off the nonfiction circle by presenting your summary of the
reading and asking if anyone has clarifying questions about the points of the reading. Once
every group members questions about the facts have been answered (this should take no more
than 5 minutes or so), begin discussing the interpretive questions you or other group members
have brought in.
Do the following things BEFORE the nonfiction circle meeting:
1. Summarize the main points of the reading.

Ms. Brook Wallace

Westmont High School

2. Make a list of the key quotations/passages in the reading (2-5 key passages) and explain
why these quotations or passages are important.
3. Come up with 4-6 interpretive or analytical questions about the reading.
AFTER the nonfiction circle meeting:
1. Write a response to the following prompts:
In our discussion today, the question that inspired the best discussion was
Why did it inspire the most discussion?
2. Write a brief summary of what your group discussed. What conclusions did your group come
to? What questions does your group still have?

Bias Finder
Your job is to examine the text for evidence of bias. Look for signs of the authors bias, and bias
in the statements of any key people quoted in the reading.
Do the following things BEFORE the nonfiction circle meeting:
1. Make a list of the assumptions the author seems to be making. Provide textual evidence
for these assumptions.
2. Find 2 or more examples of bias in the reading (either the authors or a quoted persons).
Explain, using textual evidence, how you know that this author or person is biased in this
way.
3. Determine how trustworthy the author is. Do you believe the author despite his/her
biases? How objective can this author be? How persuasive? How does the
trustworthiness of the quoted persons affect the trustworthiness of the author?
AFTER the nonfiction circle meeting:
1. Write a response to the following prompt:
Today, our discussion was
_____________ because
2. Write a brief summary of what your group discussed. What conclusions did your group come
to? What questions does your group still have?

Rhetorician
Your job is to examine the text for rhetorical appeals (appeals to ethos, logos, or pathos).
Do the following things BEFORE the nonfiction circle meeting:
1.

Find at least one place where the author appeals to pathos (the readers emotions). Write
down the passage and explain how the author appeals to pathos in that passage. If you do
not think the author appeals to pathos at all, why do you think the author chose to avoid
appeals to pathos?

Ms. Brook Wallace

Westmont High School

2. Find at least one place where the author appeals to logos (logic). Write down the passage
and explain how the author appeals to logos in that passage. If you do not think the author
appeals to logos at all, why do you think the author chose to avoid appeals to logos?
3. Find at least one place where the author appeals to ethos (the readers sense of the author
as credible and trustworthy OR the readers morals or ethics). Write down the passage
and explain how the author appeals to ethos in that passage. You should be able to find at
least one place where the author tries to establish his/her credibility (even if you do not
find any places where the author appeals to the readers morals and ethics). If you feel
that the author fails to establish his/her credibility, why do you think s/he fails?
AFTER the nonfiction circle meeting:
1. Write a response to the following prompt:
Today, I improved my skills in__________ by
2. Write a brief summary of what your group discussed. What conclusions did your group come
to? What questions does your group still have?

Evidence Evaluator
Your job is to evaluate the authors use of evidence by looking at the types and amount of
evidence the author uses to support his/her claims.
Do the following things BEFORE the nonfiction circle meeting:
1.

Identify the major types of evidence the author uses. Count the number of times the
author uses each type of evidence. (See the Evidence Identification Handout for more
information on types of evidence). Write this tally down.

2. Pick at least 3 pieces of evidence to analyze. Quote the specific pieces of evidence. Then,
explain the context of each piece of evidence and what claim or counterclaim it is
designed to support or illustrate. Then, evaluate each piece of evidence. How effective is
it at proving or supporting the claim or at illustrating the counterclaim? How reliable do
you find the evidence? Why?
3. Evaluate the authors overall credibility based on his/her use of evidence. Has the author
convinced you of his/her trustworthiness? Has the author convinced you to agree with
his/her thesis? Explain how the authors use of evidence, amount of evidence, and types
of evidence has affected your judgment of the authors trustworthiness and/or agreement
with his/her thesis. Be specific and reference specific pieces of evidence as part of your
evaluation.
AFTER the nonfiction circle meeting:

Ms. Brook Wallace

Westmont High School

1. Write a response to the following prompt:

Due to todays discussion I have come to a better understanding of. due to
2. Write a brief summary of what your group discussed. What conclusions did your group come
to? What questions does your group still have?

Diction Detective
Your job is to evaluate the authors use of diction. Answer three of the following questions with
specific textual examples and explanation.

How does the authors diction contribute to the overall tone of the article?
Does the author use primarily positive or negative diction? Why?
Do you notice any patterns in the authors use of diction? What are they?
Based upon the authors use of diction, what can you infer the authors intended audience
is?
Does the author use any diction or expressions specific to his/her subject? What are
these? What do they mean?
Does any diction seem particularly important or significant? Why?

Do the following things BEFORE the nonfiction circle meeting:

1. Pick three of the above questions, and write one paragraph in answer to each. Provide
sufficient details, reasons, or explanations to support your opinions. Be prepared to discuss your
conclusions with the rest of the group.
AFTER the nonfiction circle meeting:
1. Write a response to the following prompt:
From our discussion today, we could improve on __________________________
because
2. Write a brief summary of what your group discussed. What conclusions did your group
come to? What questions does your group still have?

Structural Analyst
Your job is to analyze and evaluate the structure of this text.
Do the following things BEFORE the nonfiction circle meeting:
1. Make an outline of the articles structure. What purpose does each paragraph fulfill?
2. Determine where the introduction ends and where the articles thesis statement/main
point is stated.
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Ms. Brook Wallace

Westmont High School

3. Evaluate the effectiveness of the articles structure. Is the article clear and easy to
follow? Does the structure of the article support the thesis and/or purpose of the article?
If not, what structure might have been more effective? Why do you think the author
chose to use this particular structure?
AFTER the nonfiction circle meeting:
1. Write a response to the following prompt:
In our discussion today, I gained a greater understanding of
2. Write a brief summary of what your group discussed. What conclusions did your group come
to? What questions does your group still have?

Connector
Your job is to find connections among this reading and the texts we have read or the world
outside. This means connecting the reading to your own life, to happenings at school or in the
community, to similar events at other times and places, to other people or problems that you are
reminded of, to the principles of a religion or philosophy, to the characters or themes in a work of
literature, or to the ideas in another nonfiction text. You might also see connections between this
book and other writings on the same topic, or by the same author. There are no right or wrong
answers here whatever the reading connects you with is worth sharing.
Do the following things BEFORE the nonfiction circle meeting:
1. List and explain 3-5 connections you found between the reading and the outside world or
between the reading and other texts.
AFTER the nonfiction circle meeting:
1. Write a response to the following prompt:
In our discussion today, I was (surprised/impressed/frustrated) by
2. Write a brief summary of what your group discussed. What conclusions did your group come
to? What questions does your group still have?