Fiction-Nonfiction dialogues:

This is a new kind of student presentation premised on

Literary Objective 3: To distinguish fictional and non-fictional modes of the immigrant narrative

3a. What “markers” or signs of difference both inside and outside the text alert the reader that the narrative is either fictional or non-fictional?

3b. How do narrative, viewpoint, and setting change in fiction or non-fiction?

3c. How much may these two genres cross? (Genre-bending.)

Overall, the spirit of this presentation is summarized in the last word of the objective: “Genre-bending.” As with “gender-bending,” the Readers and discussion participants may enjoy seeing how supposedly fixed categories or genres like fiction and nonfiction can overlap, and how, at least in literary representation, what is supposedly “real” and what is supposedly “made up” are often entangled with each other.

In terms of student leadership and preparation, each Fiction-Nonfiction dialogue involves two student leaders and one recorder of the discussion. In terms of content, the subject matter will involve one Fiction Text and one Nonfiction Text from the day's assigned readings.

The two student leaders will be designated the Fiction Reader and the Nonfiction Reader. Here is a suggested order of presentation. However, by mutual agreement, the starting reader could reverse or otherwise change the order throughout. Also, the Readers are encouraged to experiment with different approaches for inviting discussion, but they should apprise the class of any such plans before beginning. 

Fiction-Nonfiction dialogues—suggested order of presentation

1. The Fiction Reader will explain how and why the Fiction Text may be identified as fictional, highlighting some passages, defining or summarizing the markers, and identifying some of the pleasures fiction provides. (3-5 minutes)

2. The Nonfiction Reader responds by pointing out elements of the Fiction Text that may also appear to be Nonfiction. (1-2 minutes)

3. The Fiction and Nonfiction Reader may open up the floor for discussion of the fictional and nonfictional elements of the Fiction Text.

4. The Nonfiction Reader then turns to the Nonfiction Text, explaining how and why it may be identified as nonfiction, highlighting some passages, defining or summarizing the markers, and identifying some of the pleasures nonfiction provides. (3-5 minutes)

5. The Fiction Reader responds by pointing out elements of the Nonfiction Text that may also appear to be fiction. (1-2 minutes)

6. The Fiction and Nonfiction Reader may open up the floor for discussion of the fictional and nonfictional elements of the Fiction Text.

Fiction Reader and Nonfiction Reader are welcome to consult and prepare together as much as they like beforehand, or they may just show up prepared with their own materials and react to each other. Also, any presenters of poetry or fiction-nonfiction dialogues are invited to consult with the instructor beforehand.

Recorder: The Recorder’s job is to take notes of the discussion sections of the presentation. The recorder will then provide the notes to the presenters for their email / webpage summary. These notes may be provided in person, by email, by phone, or some combination.

Email / webpage summary: The Fiction and Nonfiction Readers are responsible together for preparing together a summary of their presentation and discussion (with the Recorder's help). In a few detailed paragraphs the Readers should indicate the passages they referred to and summarize their insights. They should also organize the Recorder’s notes into readable form. The complete report should be emailed to the instructor at whitec@uhcl.edu for posting to the course webpage. The main goal in the summary’s composition is to provide an interesting and readable account for future students to consult.