The need to teach students strategies for handling the various nonfiction texts they encounter has never been more pressing than in this digital age. Growing up in this digital age, students have a tenuous grasp on the differences between fiction and nonfiction, which can result in a lack of critical thinking about important political and cultural issues. Teaching students to distinguish among fiction and nonfiction genres, then, and to understand the strategies used in nonfiction, would help them understand the "constructedness" of both fiction and nonfiction. These strategies are crucial for many reasons, not the least of which is that students are constantly faced with nonfiction genres, including their textbooks, editorials, blogs, informational websites, business writing, and instruction manuals. Another type of nonfiction needs students' attention precisely because it lies between fiction and fact. This type of nonfiction includes editorials, op-ed pieces, and creative nonfiction. This "opinionated" nonfiction requires complex reading skills, and in this article, the author concentrates on "how" students read rather than "what" they read by offering strategies for approaching this type of nonfiction. She also suggests some nonfiction essays she has found to be engaging and successful with young adults. (Contains 1 figure and 1 note.)