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After describing a long fascination with her accounts of history and science, the text explains how she moved from newspaper reporting to children’s books, emphasizing narrative non-fiction as a tool for expanding background knowledge and igniting imagination. It includes context from her career, the role of teachers and students in testing ideas, and an excerpted chapter on Faraday and Maxwell.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":15,"@type":76,"position":81},"https://docshare.wps.com/document/literature/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/narrative-non-ction-awriter-reflects-on-writing-real-stories-editors/591546/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/narrative-non-ction-awriter-reflects-on-writing-real-stories-editors/591546.png","ImageObject",300,407,{"name":92,"@type":93},"supergirl","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-21","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":8},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Who is Joy Hakim and what does the text say about her work?","Question",{"text":112,"@type":113},"Joy Hakim is presented as a writer of nonfiction books for children, focused on rich storytelling about history and science figures. The text highlights how her accounts fascinate students and teachers and support learning under the Common Core emphasis on nonfiction.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why does the text emphasize narrative nonfiction in student learning?",{"text":117,"@type":113},"It argues that narrative nonfiction expands students’ background knowledge and sparks imagination. The text also notes that children need the story behind an experiment to understand and remember it.",{"name":119,"@type":110,"acceptedAnswer":120},"How did Hakim develop her books and test her ideas?",{"text":121,"@type":113},"The text describes writing nonfiction stories from American history and testing them in classrooms across multiple cities. 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With the advent of the Common Core State Standards, and their strong emphasis on non􀀞ction, Hakim’s accounts may prove useful to educators seeking worthwhile content that both expands students’background knowledge and sparks their imagination.  \ne following pages introduce Hakim to those unfamiliar with her work (and also reacquaint those who are fans). She recountsher journey from newspaper reporter to children’s book author, while sharing her thoughts on the importance of narrative non􀀞ction in student learning. roughout her career, Hakim has written stories rich in detail about 􀀞gures such as Aristotle, Alexander the Great, Nicolaus Copernicus, Sir Isaac Newton, and many others. On page 36, we give a glimpse of how she takes readers on a journey back in time by excerpting a chapter from her latest publication, Reading Science Stories, [an e-book available on Amazon.com. is](an e-book available on Amazon.com. is)[ ](an e-book available on Amazon.com. is)particular chapter tells the story of Michael Faraday and James Clerk Maxwell, whose e􀀛orts laid the foundation for “an electromagnetic revolution,” as Hakim eloquently writes.  \n–EDITORS  \nBy Joy Hakim  \nI  \nt was the 1980s, and someone on the Virginia state school board, looking closely at a widely used high school textbook, washorri􀀝ed by liberties the publisher had taken with Shakespeare. When the bard used a di􀀜cult word, the publisher  \nsubstituted another, without any notation. So teachers were teaching Shakespeare, and students were reading Shakespeare, without knowing that they actually weren’t.  \nBoard members checked other school texts. The stateapproved American history text was, as students kept telling them, boring, really boring. No one read it gladly. e more the board looked, the duller the textbooks got. Some had errors. Energized,  \nJoy Hakim writes nonfiction books for children. A former teacher and journalist, she is the author of A History of US, a 10-volume series that was made into a PBS special called Freedom. This article is adapted from Hakim’s Reading Science Stories. Reading Science Stories is excerpted and adapted from e Story of Science by Joy Hakim, published by Smithsonian Books, andfrom other work she is writing about evolutionary biology, all rights to such other work being reserved by Ms. Hakim.  \nILLUSTRATIONS BY GIANNI DE CONNO  \nAMERICAN EDUCATOR | SPRING 2016 33  \nthe Virginians invited leading textbook publishers to a meeting in Richmond to discuss what they now saw as a major education problem: commercial schoolbooks. Two national publications ( Time and Newsweek) noted the upcoming session.  \nIwas a newspaper reporter who had become an editorial writer at the Virginian-Pilot in Norfolk, and I volunteered to go to Richmond to cover the event because I thought it had the potential to impact American education. e publishers sent their sales representatives, not editorial sta􀀞. One perky rep, leather briefcase in hand, explained that Virginia had a textbook problem because its schools taught American history in seventh grade and the rest of the country chose eighth (or maybe it was vice versa) . I shook my head in disbelief. Aboard member rolled her eyes.  \nDriving home, I did some thinking. Before I became a reporter, I’dbeen a classroom teacher. I taught elementary, middle, and highschool classes, including special education. I also taught writing to high school English teachers for University of Virginia credit, and American literature at Tidewater Community College. As forAmerican history, an op-ed piece I’d written on omas Je􀀞erson for the Wall Street Journal had been well received.1 I thought if Itookayear o􀀞 from paying work, I could write a readable U.S. history book.  \nAh, ho","cbCaiuuWelAIxRi0","https://ap.wps.com/l/cbCaiuuWelAIxRi0","pdf",178954,"English","# Introduction\n## Joy Hakim’s journey and writing philosophy\n# Excerpt and classroom impact\n## Science history narratives for student learning","[{\"question\":\"Who is Joy Hakim and what does the text say about her work?\",\"answer\":\"Joy Hakim is presented as a writer of nonfiction books for children, focused on rich storytelling about history and science figures. The text highlights how her accounts fascinate students and teachers and support learning under the Common Core emphasis on nonfiction.\"},{\"question\":\"Why does the text emphasize narrative nonfiction in student learning?\",\"answer\":\"It argues that narrative nonfiction expands students’ background knowledge and sparks imagination. The text also notes that children need the story behind an experiment to understand and remember it.\"},{\"question\":\"How did Hakim develop her books and test her ideas?\",\"answer\":\"The text describes writing nonfiction stories from American history and testing them in classrooms across multiple cities. Teachers and students provided comments, and neighborhood children were paid as editors to support revision.\"}]","Narrative Non ction - AWriter Re􀀅ects on Writing Real Stories - Editors | PDF",1792072699]