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The recently released Common Core State Standards increase classroom emphasis on informational texts in high school and recommend a three‐part measurement for text complexity when selecting texts for classroom use. In this commentary I argue that fictional narratives can not only meet these stated criteria for complex texts and result in critical thinking, reading, and writing, but stories can also lead to increased reader engagement and feelings of empathy for others.
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Janet Alsup (2013) studied this question.
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