Fiction-Nonfiction dialogues assignment:

This is an innovative, cooperative student presentation premised on

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

3a. How can we tell when we're reading fiction or nonfiction? What “markers” or signs of difference both inside and outside the text alert the reader that the narrative is either fictional or non-fictional? Are these signs always accurate?

3b. How do narrative, viewpoint, and setting change from fiction to non-fiction, or vice-versa?

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

Overall, the spirit of this presentation is summarized in the last word of 3c: “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. Such insights may be at once frustrating and liberating, critical but creative.

In terms of student leadership and preparation, each Fiction-Nonfiction dialogue involves two student leaders and one recorder. The subject matter involves 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, Readers could reverse or otherwise change the order throughout. Also, Readers are encouraged to experiment with different approaches for inviting discussion.

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)

Student Presentations, Responses, & Records

Fiction-Nonfiction Dialogue (continued)

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.

7. At some point during the presentation or discussion, both readers should refer to at least one idea from any pre-existing web summary of their subjects.

8. Instructor adds, summarizes, and relates points raised in other fiction-nonfiction dialogues.

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 (whether 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. Since this is a cooperative venture, there is always the risk that one reader will slack off or be distracted, and the other reader will have to do most of the work. Both readers should feel free to confer with instructor on such issues.