ABSTRACT
a few years ago we were preparing a big workshop on how to teach nonfiction writing. In our workshops we like to feature lots of stu dent writing. But when we started digging for wonderful, quirky, voice-filled examples of content-area writing, we ran into a snag—we couldn’t find much. We had stacks of terrific narrative, fiction, and poetry, but very little wonderful nonfiction writing by students. In an effort to stem a mounting sense of panic, we telephoned Don Graves and told him about our dilemma.
