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Teaching, Learning, & Professional Development Center

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How Do I Create Meaningful and Effective Assignments?

Prepared by allison boye, ph.d. teaching, learning, and professional development center.

Assessment is a necessary part of the teaching and learning process, helping us measure whether our students have really learned what we want them to learn. While exams and quizzes are certainly favorite and useful methods of assessment, out of class assignments (written or otherwise) can offer similar insights into our students' learning.  And just as creating a reliable test takes thoughtfulness and skill, so does creating meaningful and effective assignments. Undoubtedly, many instructors have been on the receiving end of disappointing student work, left wondering what went wrong… and often, those problems can be remedied in the future by some simple fine-tuning of the original assignment.  This paper will take a look at some important elements to consider when developing assignments, and offer some easy approaches to creating a valuable assessment experience for all involved.

First Things First…

Before assigning any major tasks to students, it is imperative that you first define a few things for yourself as the instructor:

• Your goals for the assignment . Why are you assigning this project, and what do you hope your students will gain from completing it? What knowledge, skills, and abilities do you aim to measure with this assignment?  Creating assignments is a major part of overall course design, and every project you assign should clearly align with your goals for the course in general.  For instance, if you want your students to demonstrate critical thinking, perhaps asking them to simply summarize an article is not the best match for that goal; a more appropriate option might be to ask for an analysis of a controversial issue in the discipline. Ultimately, the connection between the assignment and its purpose should be clear to both you and your students to ensure that it is fulfilling the desired goals and doesn't seem like “busy work.” For some ideas about what kinds of assignments match certain learning goals, take a look at this page from DePaul University's Teaching Commons.
• Have they experienced “socialization” in the culture of your discipline (Flaxman, 2005)? Are they familiar with any conventions you might want them to know? In other words, do they know the “language” of your discipline, generally accepted style guidelines, or research protocols?
• Do they know how to conduct research?  Do they know the proper style format, documentation style, acceptable resources, etc.? Do they know how to use the library (Fitzpatrick, 1989) or evaluate resources?
• What kinds of writing or work have they previously engaged in?  For instance, have they completed long, formal writing assignments or research projects before? Have they ever engaged in analysis, reflection, or argumentation? Have they completed group assignments before?  Do they know how to write a literature review or scientific report?

In his book Engaging Ideas (1996), John Bean provides a great list of questions to help instructors focus on their main teaching goals when creating an assignment (p.78):

1. What are the main units/modules in my course?

2. What are my main learning objectives for each module and for the course?

3. What thinking skills am I trying to develop within each unit and throughout the course?

4. What are the most difficult aspects of my course for students?

5. If I could change my students' study habits, what would I most like to change?

6. What difference do I want my course to make in my students' lives?

What your students need to know

Once you have determined your own goals for the assignment and the levels of your students, you can begin creating your assignment.  However, when introducing your assignment to your students, there are several things you will need to clearly outline for them in order to ensure the most successful assignments possible.

• First, you will need to articulate the purpose of the assignment . Even though you know why the assignment is important and what it is meant to accomplish, you cannot assume that your students will intuit that purpose. Your students will appreciate an understanding of how the assignment fits into the larger goals of the course and what they will learn from the process (Hass & Osborn, 2007). Being transparent with your students and explaining why you are asking them to complete a given assignment can ultimately help motivate them to complete the assignment more thoughtfully.
• If you are asking your students to complete a writing assignment, you should define for them the “rhetorical or cognitive mode/s” you want them to employ in their writing (Flaxman, 2005). In other words, use precise verbs that communicate whether you are asking them to analyze, argue, describe, inform, etc.  (Verbs like “explore” or “comment on” can be too vague and cause confusion.) Provide them with a specific task to complete, such as a problem to solve, a question to answer, or an argument to support.  For those who want assignments to lead to top-down, thesis-driven writing, John Bean (1996) suggests presenting a proposition that students must defend or refute, or a problem that demands a thesis answer.
• It is also a good idea to define the audience you want your students to address with their assignment, if possible – especially with writing assignments.  Otherwise, students will address only the instructor, often assuming little requires explanation or development (Hedengren, 2004; MIT, 1999). Further, asking students to address the instructor, who typically knows more about the topic than the student, places the student in an unnatural rhetorical position.  Instead, you might consider asking your students to prepare their assignments for alternative audiences such as other students who missed last week's classes, a group that opposes their position, or people reading a popular magazine or newspaper.  In fact, a study by Bean (1996) indicated the students often appreciate and enjoy assignments that vary elements such as audience or rhetorical context, so don't be afraid to get creative!
• Obviously, you will also need to articulate clearly the logistics or “business aspects” of the assignment . In other words, be explicit with your students about required elements such as the format, length, documentation style, writing style (formal or informal?), and deadlines.  One caveat, however: do not allow the logistics of the paper take precedence over the content in your assignment description; if you spend all of your time describing these things, students might suspect that is all you care about in their execution of the assignment.
• Finally, you should clarify your evaluation criteria for the assignment. What elements of content are most important? Will you grade holistically or weight features separately? How much weight will be given to individual elements, etc?  Another precaution to take when defining requirements for your students is to take care that your instructions and rubric also do not overshadow the content; prescribing too rigidly each element of an assignment can limit students' freedom to explore and discover. According to Beth Finch Hedengren, “A good assignment provides the purpose and guidelines… without dictating exactly what to say” (2004, p. 27).  If you decide to utilize a grading rubric, be sure to provide that to the students along with the assignment description, prior to their completion of the assignment.

A great way to get students engaged with an assignment and build buy-in is to encourage their collaboration on its design and/or on the grading criteria (Hudd, 2003). In his article “Conducting Writing Assignments,” Richard Leahy (2002) offers a few ideas for building in said collaboration:

• Ask the students to develop the grading scale themselves from scratch, starting with choosing the categories.

• Set the grading categories yourself, but ask the students to help write the descriptions.

• Draft the complete grading scale yourself, then give it to your students for review and suggestions.

A Few Do's and Don'ts…

Determining your goals for the assignment and its essential logistics is a good start to creating an effective assignment. However, there are a few more simple factors to consider in your final design. First, here are a few things you should do :

• Do provide detail in your assignment description . Research has shown that students frequently prefer some guiding constraints when completing assignments (Bean, 1996), and that more detail (within reason) can lead to more successful student responses.  One idea is to provide students with physical assignment handouts , in addition to or instead of a simple description in a syllabus.  This can meet the needs of concrete learners and give them something tangible to refer to.  Likewise, it is often beneficial to make explicit for students the process or steps necessary to complete an assignment, given that students – especially younger ones – might need guidance in planning and time management (MIT, 1999).
• Do use open-ended questions.  The most effective and challenging assignments focus on questions that lead students to thinking and explaining, rather than simple yes or no answers, whether explicitly part of the assignment description or in the  brainstorming heuristics (Gardner, 2005).
• Do direct students to appropriate available resources . Giving students pointers about other venues for assistance can help them get started on the right track independently. These kinds of suggestions might include information about campus resources such as the University Writing Center or discipline-specific librarians, suggesting specific journals or books, or even sections of their textbook, or providing them with lists of research ideas or links to acceptable websites.
• Do consider providing models – both successful and unsuccessful models (Miller, 2007). These models could be provided by past students, or models you have created yourself.  You could even ask students to evaluate the models themselves using the determined evaluation criteria, helping them to visualize the final product, think critically about how to complete the assignment, and ideally, recognize success in their own work.
• Do consider including a way for students to make the assignment their own. In their study, Hass and Osborn (2007) confirmed the importance of personal engagement for students when completing an assignment.  Indeed, students will be more engaged in an assignment if it is personally meaningful, practical, or purposeful beyond the classroom.  You might think of ways to encourage students to tap into their own experiences or curiosities, to solve or explore a real problem, or connect to the larger community.  Offering variety in assignment selection can also help students feel more individualized, creative, and in control.
• If your assignment is substantial or long, do consider sequencing it. Far too often, assignments are given as one-shot final products that receive grades at the end of the semester, eternally abandoned by the student.  By sequencing a large assignment, or essentially breaking it down into a systematic approach consisting of interconnected smaller elements (such as a project proposal, an annotated bibliography, or a rough draft, or a series of mini-assignments related to the longer assignment), you can encourage thoughtfulness, complexity, and thoroughness in your students, as well as emphasize process over final product.

Next are a few elements to avoid in your assignments:

• Do not ask too many questions in your assignment.  In an effort to challenge students, instructors often err in the other direction, asking more questions than students can reasonably address in a single assignment without losing focus. Offering an overly specific “checklist” prompt often leads to externally organized papers, in which inexperienced students “slavishly follow the checklist instead of integrating their ideas into more organically-discovered structure” (Flaxman, 2005).
• Do not expect or suggest that there is an “ideal” response to the assignment. A common error for instructors is to dictate content of an assignment too rigidly, or to imply that there is a single correct response or a specific conclusion to reach, either explicitly or implicitly (Flaxman, 2005). Undoubtedly, students do not appreciate feeling as if they must read an instructor's mind to complete an assignment successfully, or that their own ideas have nowhere to go, and can lose motivation as a result. Similarly, avoid assignments that simply ask for regurgitation (Miller, 2007). Again, the best assignments invite students to engage in critical thinking, not just reproduce lectures or readings.
• Do not provide vague or confusing commands . Do students know what you mean when they are asked to “examine” or “discuss” a topic? Return to what you determined about your students' experiences and levels to help you decide what directions will make the most sense to them and what will require more explanation or guidance, and avoid verbiage that might confound them.
• Do not impose impossible time restraints or require the use of insufficient resources for completion of the assignment.  For instance, if you are asking all of your students to use the same resource, ensure that there are enough copies available for all students to access – or at least put one copy on reserve in the library. Likewise, make sure that you are providing your students with ample time to locate resources and effectively complete the assignment (Fitzpatrick, 1989).

The assignments we give to students don't simply have to be research papers or reports. There are many options for effective yet creative ways to assess your students' learning! Here are just a few:

Journals, Posters, Portfolios, Letters, Brochures, Management plans, Editorials, Instruction Manuals, Imitations of a text, Case studies, Debates, News release, Dialogues, Videos, Collages, Plays, Power Point presentations

Ultimately, the success of student responses to an assignment often rests on the instructor's deliberate design of the assignment. By being purposeful and thoughtful from the beginning, you can ensure that your assignments will not only serve as effective assessment methods, but also engage and delight your students. If you would like further help in constructing or revising an assignment, the Teaching, Learning, and Professional Development Center is glad to offer individual consultations. In addition, look into some of the resources provided below.

Online Resources

“Creating Effective Assignments” http://www.unh.edu/teaching-excellence/resources/Assignments.htm This site, from the University of New Hampshire's Center for Excellence in Teaching and Learning,  provides a brief overview of effective assignment design, with a focus on determining and communicating goals and expectations.

Gardner, T.  (2005, June 12). Ten Tips for Designing Writing Assignments. Traci's Lists of Ten. http://www.tengrrl.com/tens/034.shtml This is a brief yet useful list of tips for assignment design, prepared by a writing teacher and curriculum developer for the National Council of Teachers of English .  The website will also link you to several other lists of “ten tips” related to literacy pedagogy.

“How to Create Effective Assignments for College Students.”  http:// tilt.colostate.edu/retreat/2011/zimmerman.pdf     This PDF is a simplified bulleted list, prepared by Dr. Toni Zimmerman from Colorado State University, offering some helpful ideas for coming up with creative assignments.

“Learner-Centered Assessment” http://cte.uwaterloo.ca/teaching_resources/tips/learner_centered_assessment.html From the Centre for Teaching Excellence at the University of Waterloo, this is a short list of suggestions for the process of designing an assessment with your students' interests in mind. “Matching Learning Goals to Assignment Types.” http://teachingcommons.depaul.edu/How_to/design_assignments/assignments_learning_goals.html This is a great page from DePaul University's Teaching Commons, providing a chart that helps instructors match assignments with learning goals.

Additional References Bean, J.C. (1996). Engaging ideas: The professor's guide to integrating writing, critical thinking, and active learning in the classroom . San Francisco: Jossey-Bass.

Fitzpatrick, R. (1989). Research and writing assignments that reduce fear lead to better papers and more confident students. Writing Across the Curriculum , 3.2, pp. 15 – 24.

Flaxman, R. (2005). Creating meaningful writing assignments. The Teaching Exchange .  Retrieved Jan. 9, 2008 from http://www.brown.edu/Administration/Sheridan_Center/pubs/teachingExchange/jan2005/01_flaxman.pdf

Hass, M. & Osborn, J. (2007, August 13). An emic view of student writing and the writing process. Across the Disciplines, 4. 

Hedengren, B.F. (2004). A TA's guide to teaching writing in all disciplines . Boston: Bedford/St. Martin's.

Hudd, S. S. (2003, April). Syllabus under construction: Involving students in the creation of class assignments.  Teaching Sociology , 31, pp. 195 – 202.

Leahy, R. (2002). Conducting writing assignments. College Teaching , 50.2, pp. 50 – 54.

Miller, H. (2007). Designing effective writing assignments.  Teaching with writing .  University of Minnesota Center for Writing. Retrieved Jan. 9, 2008, from http://writing.umn.edu/tww/assignments/designing.html

MIT Online Writing and Communication Center (1999). Creating Writing Assignments. Retrieved January 9, 2008 from http://web.mit.edu/writing/Faculty/createeffective.html .

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42 Creative Book Report Ideas for Students

Inspire your students to share their love of books.

Responding to what you read is an important literacy skill. Reading about other people’s experiences and perspectives helps kids learn about the world. And although students don’t need to dive deeply into every single book they read, occasionally digging into characters, settings, and themes can help them learn to look beyond the prose. Here are 42 creative book report ideas designed to make reading more meaningful.

1. Concrete Found Poem

This clever activity is basically a shape poem made up of words, phrases, and whole sentences found in the books students read. The words come together to create an image that represents something from the story.

2. Graphic Novel

Have students rewrite the book they are reading, or a chapter of their book, as a graphic novel. Set parameters for the assignment such as including six scenes from the story, three characters, details about the setting, etc. And, of course, include detailed illustrations to accompany the story.

3. Book Snaps

Book Snaps are a way for students to visually show how they are reacting to, processing, and/or connecting with a text. First, students snap a picture of a page in the book they are reading. Then, they add comments, images, highlights, and more.

4. Diary Entry

Have your students place themselves in the shoes of one of the characters from their book and write a first-person diary entry of a critical moment from the story. Ask them to choose a moment in the story where the character has plenty of interaction and emotion to share in a diary entry.

5. Character To-Do List

This fun activity is an off-the-beaten-path way to dive deep into character analysis. Get inside the head of the main character in a book and write a to-do list that they might write. Use actual information from the text, but also make inferences into what that character may wish to accomplish.

6. Mint Tin Book Report

There are so many super-creative, open-ended projects you can use mint tins for. This teacher blogger describes the process of creating book reports using them. There’s even a free template for cards that fit inside.

7. Fictional Yearbook Entries

Ask your students to create a yearbook based on the characters and setting in the book. What do they look like? Cut out magazine pictures to give a good visual image for their school picture. What kind of superlative might they get? Best looking? Class clown? What clubs would they be in or lead? Did they win any awards? It should be obvious from their small yearbooks whether your students dug deep into the characters in their books. They may also learn that who we are as individuals is reflected in what we choose to do with our lives.

8. Book Report Cake

This project would be perfect for a book tasting in your classroom! Each student presents their book report in the shape of food. See the sandwich and pizza options above and check out this blog for more delicious ideas.

9. Current Events Comparison

Have students locate three to five current events articles a character in their book might be interested in. After they’ve found the articles, have them explain why the character would find them interesting and how they relate to the book. Learning about how current events affect time, place, and people is critical to helping develop opinions about what we read and experience in life.

10. Sandwich Book Report

Yum! You’ll notice a lot of our creative book report ideas revolve around food. In this oldie but goodie, each layer of this book report sandwich covers a different element of the book—characters, setting, conflict, etc. A fun adaptation of this project is the book report cheeseburger.

11. Book Alphabet

Choose 15 to 20 alphabet books to help give your students examples of how they work around themes. Then ask your students to create their own Book Alphabet based on the book they read. What artifacts, vocabulary words, and names reflect the important parts of the book? After they find a word to represent each letter, have them write one sentence that explains where the word fits in.

12. Peekaboo Book Report

Using cardboard lap books (or small science report boards), students include details about their book’s main characters, plot, setting, conflict, resolution, etc. Then they draw a head and arms on card stock and attach them to the board from behind to make it look like the main character is peeking over the report.

13. T-Shirt Book Report

Another fun and creative idea: Create a wearable book report with a plain white tee. Come up with your own using Sharpie pens and acrylic paint. Get step-by-step directions .

14. Book Jacket

Have students create a new book jacket for their story. Include an attractive illustrated cover, a summary, a short biography of the author, and a few reviews from readers.

15. Watercolor Rainbow Book Report

This is great for biography research projects. Students cut out a photocopied image of their subject and glue it in the middle. Then, they draw lines from the image to the edges of the paper, like rays of sunshine, and fill in each section with information about the person. As a book report template, the center image could be a copy of the book cover, and each section expands on key information such as character names, theme(s), conflict, resolution, etc.

16. Act the Part

Have students dress up as their favorite character from the book and present an oral book report. If their favorite character is not the main character, retell the story from their point of view.

17. Pizza Box Book Report

If you’re looking for creative book report ideas that use upcycled materials, try this one using a pizza box. It works well for both nonfiction and fiction book reports. The top lid provides a picture of the book cover. Each wedge of the pizza pie tells part of the story.

18. Bookmark

Have students create a custom illustrated bookmark that includes drawings and words from either their favorite chapter or the entire book.

19. Book Reports in a Bag

Looking for book report ideas that really encourage creative thinking? With book reports in a bag, students read a book and write a summary. Then, they decorate a paper grocery bag with a scene from the book, place five items that represent something from the book inside the bag, and present the bag to the class.

20. Reading Lists for Characters

Ask your students to think about a character in their book. What kinds of books might that character like to read? Take them to the library to choose five books the character might have on their to-be-read list. Have them list the books and explain what each book might mean to the character. Post the to-be-read lists for others to see and choose from—there’s nothing like trying out a book character’s style when developing your own identity.

21. File Folder Book Report

Also called a lap book, this easy-to-make book report hits on all the major elements of a book study and gives students a chance to show what they know in a colorful way.

22. Collage

Create a collage using pictures and words that represent different parts of the book. Use old magazines or print pictures from the Internet.

23. Book Report Triorama

Who doesn’t love a multidimensional book report? This image shows a 3D model, but Elisha Ann provides a lesson to show students how to glue four triangles together to make a 4D model.

24. Timeline

Have students create a timeline of the main events from their book. Be sure to include character names and details for each event. Use 8 x 11 sheets of paper taped together or a long portion of bulletin board paper.

25. Clothes Hanger Book Report Mobile

This creative project doesn’t require a fancy or expensive supply list. Students just need an ordinary clothes hanger, strings, and paper. The body of the hanger is used to identify the book, and the cards on the strings dangling below are filled with key elements of the book, like characters, setting, and a summary.

26. Public Service Announcement

If a student has read a book about a cause that affects people, animals, or the environment, teach them about public service announcements . Once they understand what a PSA is, have them research the issue or cause that stood out in the book. Then give them a template for a storyboard so they can create their own PSA. Some students might want to take it a step further and create a video based on their storyboard. Consider sharing their storyboard or video with an organization that supports the cause or issue.

27. Dodecahedron Book Report

Creative book report ideas think outside the box. In this case, it’s a ball! SO much information can be covered on the 12 panels , and it allows students to take a deep dive in a creative way.

28. Character Cards

Make trading cards (like baseball cards) for a few characters from the book. On the front side, draw the character. On the back side, make a list of their character traits and include a quote or two.

29. Book Report Booklets

This clever book report is made from ordinary paper bags. Stack the paper bags on top of each other, fold them in half, and staple the closed-off ends of the bags together. Students can write, draw, and decorate on the paper bag pages. They can also record information on writing or drawing paper and glue the paper onto the pages. The open ends of the bags can be used as pockets to insert photos, cut-outs, postcards, or other flat items that help them tell their story.

30. Letter to the Author

Write a letter to the author of the book. Tell them three things you really liked about the story. Ask three questions about the plot, characters, or anything else you’re curious about.

31. Book Report Charm Bracelet

What a “charming” way to write a book report! Each illustrated bracelet charm captures a character, an event in the plot, setting, or other detail.

32. Fact Sheet

Have students create a list of 10 facts that they learned from reading the book. Have them write the facts in complete sentences, and be sure that each fact is something that they didn’t know before they read the book.

33. Cereal Box TV Book Report

This book report project is a low-tech version of a television made from a cereal box and two paper towel rolls. Students create the viewing screen cut-out at the top, then insert a scroll of paper with writing and illustrations inside the box. When the cardboard roll is rotated, the story unfolds.

34. Be a Character Therapist

Therapists work to uncover their clients’ fears based on their words and actions. When we read books, we must learn to use a character’s actions and dialogue to infer their fears. Many plots revolve around a character’s fear and the work it takes to overcome that fear. Ask students to identify a character’s fear and find 8 to 10 scenes that prove this fear exists. Then have them write about ways the character overcame the fear (or didn’t) in the story. What might the character have done differently?

35. Mind Maps

Mind maps can be a great way to synthesize what students have learned from reading a book. Plus, there are so many ways to approach them. Begin by writing a central idea in the middle of the page. For example, general information, characters, plot, etc. Then branch out from the center with ideas, thoughts, and connections to material from the book.

36. Foldables

From Rainbows Within Reach , this clever idea would be a great introduction to writing book reports. Adapt the flap categories for students at different levels. Adjust the number of categories (or flaps) per the needs of your students.

37. Board games

This is a great project if you want your students to develop a little more insight into what they’re reading. Have them think about the elements of their favorite board games and how they can be adapted to fit this assignment. For more, here are step-by-step directions .

38. Comic strips

If you’re looking for creative book report ideas for students who like graphic novels, try comic strips. Include an illustrated cover with the title and author. The pages of the book should retell the story using dialogue and descriptions of the setting and characters. Of course, no comic book would be complete without copious illustrations and thought bubbles.

39. Timeline

Create a timeline using a long roll of butcher paper, a poster board, or index cards taped together. For each event on the timeline, write a brief description of what happens. Add pictures, clip art, word art, and symbols to make the timeline more lively and colorful.

40. Cereal Box

Recycle a cereal box and create a book report Wheaties-style. Decorate all sides of the box with information about the book’s characters, setting, plot, summary, etc.

41. Wanted Poster

Make a “wanted” poster for one of the book’s main characters. Indicate whether they are wanted dead or alive. Include a picture of the character and a description of what the character is “wanted” for, three examples of the character showing this trait, and a detailed account of where the character was last seen.

42. Movie Version

If the book your students have read has been made into a movie, have them write a report about how the versions are alike and different. If the book has not been made into a movie, have them write a report telling how they would make it into a movie, using specific details from the book.

What creative book report ideas did we miss? Come share in our We Are Teachers HELPLINE group on Facebook.

Plus, check out the most popular kids’ books in every grade..

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15 Student Planners That Will Make This Year Their Most Productive One Yet

Screen-free planning ahead.

If you buy something from the links on this page, we may earn a commission. Why Trust Us?

Getting on board with using a planner might be quite the task, as most of us are used to clicking and tapping our notes into digital devices, like iPads and smartphones . Luckily for you, we've rounded up the best academic planners to transform even the most tech-obsessed person into a planner pro. From agendas designed to optimize your academic life to options that keep track of busy school and extracurricular schedules, these planners will help start the school year off right.

Planner 2023-2024

This student planner combines old-school sophistication with modern convenience. The cover design is classically minimal, with an elastic-band closure and pen holder at the spine to keep everything neatly together.

The interior page layout is similarly straightforward, offering weekly and monthly page views with plenty of lined and blank space to write, cross out, and rewrite. The design is unobtrusive, allowing for students to mold it to fit their needs. It's easy to follow with enough direction to keep students on-task, and it's durable enough that if it gets thrown around — which it definitely will — it won't fall apart partway through the year. Overall, the combination of style, durability, and price makes this student planner our number-one pick.

More: 20 High-Quality Backpacks That'll Actually Last All Year

2023-2024 Academic Planner + Study App

A brilliantly laid out study app comes with the Five Star planner. It's one more way for kids to integrate their digital and analog planning and studying. It's a simple plan with an easy layout to follow, and teens love it. It has daily, weekly, and monthly sections with more than enough room for everything.

Dated Bilingual Middle High School Student Planner

Bilingual English and Spanish planners are wonderful for really any child in the U.S. but especially good for Spanish speakers and Spanish learners. The planner has plenty of guidance as to what to put where and plenty of space in which to do it. It's also a great option for middle school students!

2023-2024 Academic Planner

At-a-Glance planners are favorites of teachers I spoke with because they aren't distracting, but they're also very guided and have plenty of room. Even if your child decides to use markers in it, the pages don't bleed like some thinner-papered planners. These lay flat, allowing the student to look at everything at a glance.

Student Planner 2023-2024

A big part of why this one will be so popular is because of the design on the outside — celestial images are hot right now. But what's inside is even more important, and you'll find a well-laid out planer with 380 stickers, goal areas, weekly, daily, and monthly spaces ready to be filled out.

2023-2024 Monthly Planner

If you need to motivate your student, gifting them a package like this is a wonderful way to do it. It has everything a kid could want for planning, pens, stickers, tabs, and a design that's alluring even for the planner-shy.

Again, it has weekly, daily, and monthly spaces with great paper and lines that aren't too close together.

2023-24 Monthly & Weekly Academic Planner Kit

There's so much to love about this extremely durable zippered planner starting with the fact that it's not just an undated planner — it's an entire planner system.

Useful school supplies like fine-liner pens, sticky notes, tabs, note stickers, and highlighters are all included. That means that you can color-code by program or activity, highlight deadlines, coordinate your needs, and get everything put down exactly when you need to begin because you are the one filling in the date.

2023-2024 Academic Year Weekly and Monthly Planner

This notebook-sized student planner from Blue Sky helps plan out projects by week while also including a bird's-eye view of the entire month when opened to each tab.

It also provides more than enough space for writing down due dates and monthly appointments, and it lays everything out neatly on a clean-lined spread.

What we love about this one is that it's a smaller size, perfect for the front pocket of a backpack. There's even a section for jotting down yearly goals for the academic year to stay on track through the semesters.

The Jag Academic Planner

Whether you're a consistent planner user or go weeks without writing down anything, this gorgeous, blank weekly planner is perfect. It feels grown up and ready for adulthood. Each page allows you to fill in the year and the date so that you can plan your way.

With generous space to write down daily tasks, assignments, and social engagements, you'll never miss a beat. Thanks to the sections for goals, important dates, and to-do lists, you'll be the image of productivity and organization.

Panda Reusable Academic Daily Planner

Undated planners are gaining popularity, and this one keeps track of way more than just your day-to-day schedule.

The top-rated Panda Planner includes daily, weekly, and monthly pages, all designed with the goal-oriented user in mind. It helps break big goals into smaller tasks and lets users get as granular as they'd like with long-term planning. This means that you can plan their semester by the week, month, or the whole chunk.

The best part is that the cloud-integrated planner is totally reusable, as users can jot down tasks and notes with the smudge-proof pen, scan them with the compatible app, and erase the notes with the included cloth. It'll likely be the only planner-and-notebook combo that you'll ever need.

Daily Planner 2023-2024

With weekly practices designed to inspire and encourage self-care, you will find this planner to be incredibly useful. Its lined pages are the perfect place to jot down notes, how you're feeling, or your progress and goals for that month. The weekly and monthly view allows you to write down detailed daily plans and broader monthly events.

The color-coded sections make finding a specific month quick and easy. You can design their planner to look as trendy as you want with the chic included sticker pack.

Simple Elephant Planner 2023-2024

Straight to the point and focused on productivity, the Simple Elephant Planner is designed to keep you motivated and ready to achieve your goals.

School is far more than just going to class and going home. The Elephant Planner is designed for everything in between. With weekly and monthly pages, you can keep track of your bigger and smaller assignments.

Your will be setting and completing goals like a pro with the yearly goal tracker. The gratitude and affirmation pages help you shape a mindfulness practice while keeping you focused on what you want to achieve during the academic year. Plus, the mindmap pages allow you to create a mini vision board to engage with your more creative side, which is great for art majors or students involved in theatre.

Watercolor Checkered Academic Planner

In the planner community, many would hail Erin Condren as the brand that ushered them into an organization obsession .

Designed with students in mind, this academic planner has a section to manage projects and exams, pages for notes, and the standard weekly/monthly calendar grid. Customize this planner with your name in eye-catching metallic gold for an added pop.

Erin Condren's planner keeps everything from sorority parties to work study and dissertation dates in their place. It's also easy to find what you need when you need it, thanks to the specific tabbing on the sides.

Hardcover Daily Planner 2023-2024

Some of us are all about the low-key aesthetic, and this planner fits the bill. Simple and small enough to toss in your backpack, this planner will get plenty of use.

The weekly planning pages feature boxes to an open plan for dates, allowing maximum customization. Structured to last, the simple planner has a sleek look that is truly unisex and mature.

Planner Set

Who says that using a planner has to be boring? This colorful set comes with everything you need to become a planning pro.

Complete with stickers, pens, and markers, you'll be able to customize their agenda to your exact taste. Each month starts with a page for you to jot down reminders, like phone calls to make and texts to return.

The weekly and monthly view will keep you on top of your assignments, while the included accessories will make writing down homework due dates a bit more fun.

What to Consider

Choosing the right planner for the right person is no small task, especially for college students dealing with the beginning of their life as an adult. There's a lot to jot down when you consider work and school schedules that include not only term-long projects but also goals for the future, grade calculations, and important notes about prerequisites and scheduling. Planners are pretty individual things, so check in with your kid about their preferred style. My own 15-year-old son prefers to have a larger planner with more room because he's visually inclined in that way, but my 12-year-old daughter is just the opposite. Her planner is precise, but notebooks are for figuring things out.

A good student planner should have space not only for assignments but also for schedules, notes, and important email addresses and numbers, such as the At a Glance planner . It's also a good idea to give yourself the option of having multiple views of the dates — a month at a glance, a week, and a daily breakdown. It's not 100% necessary, but it is extremely useful. You also want your student planner to be durable, just like the Feela planner system , because planners get pretty beaten up over time. Think about it — they're thrown in backpacks , tossed into desk drawers, and even jammed into lockers, so they need to stand up to some knocking around. Flimsy is fine for something that stays at home but not for an academic planner that needs to travel.

Cat Bowen has been covering parenting and home for over a decade. At Best Products, she has tested hundreds of products for parents and for the home, often spending dozens of hours per product to ensure her reviews are accurate and informative. Prior to joining the team, she was at Romper where she covered everything from breastfeeding to child sleep habits to abortion rights access. You can find her work on Bustle , Romper , and more. Cat is a bit of an intellectual magpie and perpetual student, most recently receiving a graduate degree in gender studies where she examined a topic that vexes so many — pockets in women’s clothing.

Melanie Yates is the senior service editor of Best Products, where she writes and reports pieces pertaining to the etiquette, dilemmas, and how-tos of gift-giving for different occasions. Previously, she was the site's senior home editor, covering all things decor- and bedding-related since 2015. Her digital byline can also be found on Bustle, House Beautiful , and Elle Decor . A longtime classical-music enthusiast, Melanie spends her off-hours enjoying performances big and small across New York City.

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Book Reviews

What this handout is about.

This handout will help you write a book review, a report or essay that offers a critical perspective on a text. It offers a process and suggests some strategies for writing book reviews.

What is a review?

A review is a critical evaluation of a text, event, object, or phenomenon. Reviews can consider books, articles, entire genres or fields of literature, architecture, art, fashion, restaurants, policies, exhibitions, performances, and many other forms. This handout will focus on book reviews. For a similar assignment, see our handout on literature reviews .

Above all, a review makes an argument. The most important element of a review is that it is a commentary, not merely a summary. It allows you to enter into dialogue and discussion with the work’s creator and with other audiences. You can offer agreement or disagreement and identify where you find the work exemplary or deficient in its knowledge, judgments, or organization. You should clearly state your opinion of the work in question, and that statement will probably resemble other types of academic writing, with a thesis statement, supporting body paragraphs, and a conclusion.

Typically, reviews are brief. In newspapers and academic journals, they rarely exceed 1000 words, although you may encounter lengthier assignments and extended commentaries. In either case, reviews need to be succinct. While they vary in tone, subject, and style, they share some common features:

• First, a review gives the reader a concise summary of the content. This includes a relevant description of the topic as well as its overall perspective, argument, or purpose.
• Second, and more importantly, a review offers a critical assessment of the content. This involves your reactions to the work under review: what strikes you as noteworthy, whether or not it was effective or persuasive, and how it enhanced your understanding of the issues at hand.
• Finally, in addition to analyzing the work, a review often suggests whether or not the audience would appreciate it.

Becoming an expert reviewer: three short examples

Reviewing can be a daunting task. Someone has asked for your opinion about something that you may feel unqualified to evaluate. Who are you to criticize Toni Morrison’s new book if you’ve never written a novel yourself, much less won a Nobel Prize? The point is that someone—a professor, a journal editor, peers in a study group—wants to know what you think about a particular work. You may not be (or feel like) an expert, but you need to pretend to be one for your particular audience. Nobody expects you to be the intellectual equal of the work’s creator, but your careful observations can provide you with the raw material to make reasoned judgments. Tactfully voicing agreement and disagreement, praise and criticism, is a valuable, challenging skill, and like many forms of writing, reviews require you to provide concrete evidence for your assertions.

Consider the following brief book review written for a history course on medieval Europe by a student who is fascinated with beer:

Judith Bennett’s Ale, Beer, and Brewsters in England: Women’s Work in a Changing World, 1300-1600, investigates how women used to brew and sell the majority of ale drunk in England. Historically, ale and beer (not milk, wine, or water) were important elements of the English diet. Ale brewing was low-skill and low status labor that was complimentary to women’s domestic responsibilities. In the early fifteenth century, brewers began to make ale with hops, and they called this new drink “beer.” This technique allowed brewers to produce their beverages at a lower cost and to sell it more easily, although women generally stopped brewing once the business became more profitable.

The student describes the subject of the book and provides an accurate summary of its contents. But the reader does not learn some key information expected from a review: the author’s argument, the student’s appraisal of the book and its argument, and whether or not the student would recommend the book. As a critical assessment, a book review should focus on opinions, not facts and details. Summary should be kept to a minimum, and specific details should serve to illustrate arguments.

Now consider a review of the same book written by a slightly more opinionated student:

Judith Bennett’s Ale, Beer, and Brewsters in England: Women’s Work in a Changing World, 1300-1600 was a colossal disappointment. I wanted to know about the rituals surrounding drinking in medieval England: the songs, the games, the parties. Bennett provided none of that information. I liked how the book showed ale and beer brewing as an economic activity, but the reader gets lost in the details of prices and wages. I was more interested in the private lives of the women brewsters. The book was divided into eight long chapters, and I can’t imagine why anyone would ever want to read it.

There’s no shortage of judgments in this review! But the student does not display a working knowledge of the book’s argument. The reader has a sense of what the student expected of the book, but no sense of what the author herself set out to prove. Although the student gives several reasons for the negative review, those examples do not clearly relate to each other as part of an overall evaluation—in other words, in support of a specific thesis. This review is indeed an assessment, but not a critical one.

Here is one final review of the same book:

One of feminism’s paradoxes—one that challenges many of its optimistic histories—is how patriarchy remains persistent over time. While Judith Bennett’s Ale, Beer, and Brewsters in England: Women’s Work in a Changing World, 1300-1600 recognizes medieval women as historical actors through their ale brewing, it also shows that female agency had its limits with the advent of beer. I had assumed that those limits were religious and political, but Bennett shows how a “patriarchal equilibrium” shut women out of economic life as well. Her analysis of women’s wages in ale and beer production proves that a change in women’s work does not equate to a change in working women’s status. Contemporary feminists and historians alike should read Bennett’s book and think twice when they crack open their next brewsky.

This student’s review avoids the problems of the previous two examples. It combines balanced opinion and concrete example, a critical assessment based on an explicitly stated rationale, and a recommendation to a potential audience. The reader gets a sense of what the book’s author intended to demonstrate. Moreover, the student refers to an argument about feminist history in general that places the book in a specific genre and that reaches out to a general audience. The example of analyzing wages illustrates an argument, the analysis engages significant intellectual debates, and the reasons for the overall positive review are plainly visible. The review offers criteria, opinions, and support with which the reader can agree or disagree.

Developing an assessment: before you write

There is no definitive method to writing a review, although some critical thinking about the work at hand is necessary before you actually begin writing. Thus, writing a review is a two-step process: developing an argument about the work under consideration, and making that argument as you write an organized and well-supported draft. See our handout on argument .

What follows is a series of questions to focus your thinking as you dig into the work at hand. While the questions specifically consider book reviews, you can easily transpose them to an analysis of performances, exhibitions, and other review subjects. Don’t feel obligated to address each of the questions; some will be more relevant than others to the book in question.

• What is the thesis—or main argument—of the book? If the author wanted you to get one idea from the book, what would it be? How does it compare or contrast to the world you know? What has the book accomplished?
• What exactly is the subject or topic of the book? Does the author cover the subject adequately? Does the author cover all aspects of the subject in a balanced fashion? What is the approach to the subject (topical, analytical, chronological, descriptive)?
• How does the author support their argument? What evidence do they use to prove their point? Do you find that evidence convincing? Why or why not? Does any of the author’s information (or conclusions) conflict with other books you’ve read, courses you’ve taken or just previous assumptions you had of the subject?
• How does the author structure their argument? What are the parts that make up the whole? Does the argument make sense? Does it persuade you? Why or why not?
• How has this book helped you understand the subject? Would you recommend the book to your reader?

Beyond the internal workings of the book, you may also consider some information about the author and the circumstances of the text’s production:

• Who is the author? Nationality, political persuasion, training, intellectual interests, personal history, and historical context may provide crucial details about how a work takes shape. Does it matter, for example, that the biographer was the subject’s best friend? What difference would it make if the author participated in the events they write about?
• What is the book’s genre? Out of what field does it emerge? Does it conform to or depart from the conventions of its genre? These questions can provide a historical or literary standard on which to base your evaluations. If you are reviewing the first book ever written on the subject, it will be important for your readers to know. Keep in mind, though, that naming “firsts”—alongside naming “bests” and “onlys”—can be a risky business unless you’re absolutely certain.

Writing the review

Once you have made your observations and assessments of the work under review, carefully survey your notes and attempt to unify your impressions into a statement that will describe the purpose or thesis of your review. Check out our handout on thesis statements . Then, outline the arguments that support your thesis.

Your arguments should develop the thesis in a logical manner. That logic, unlike more standard academic writing, may initially emphasize the author’s argument while you develop your own in the course of the review. The relative emphasis depends on the nature of the review: if readers may be more interested in the work itself, you may want to make the work and the author more prominent; if you want the review to be about your perspective and opinions, then you may structure the review to privilege your observations over (but never separate from) those of the work under review. What follows is just one of many ways to organize a review.

Introduction

Since most reviews are brief, many writers begin with a catchy quip or anecdote that succinctly delivers their argument. But you can introduce your review differently depending on the argument and audience. The Writing Center’s handout on introductions can help you find an approach that works. In general, you should include:

• The name of the author and the book title and the main theme.
• Relevant details about who the author is and where they stand in the genre or field of inquiry. You could also link the title to the subject to show how the title explains the subject matter.
• The context of the book and/or your review. Placing your review in a framework that makes sense to your audience alerts readers to your “take” on the book. Perhaps you want to situate a book about the Cuban revolution in the context of Cold War rivalries between the United States and the Soviet Union. Another reviewer might want to consider the book in the framework of Latin American social movements. Your choice of context informs your argument.
• The thesis of the book. If you are reviewing fiction, this may be difficult since novels, plays, and short stories rarely have explicit arguments. But identifying the book’s particular novelty, angle, or originality allows you to show what specific contribution the piece is trying to make.
• Your thesis about the book.

Summary of content

This should be brief, as analysis takes priority. In the course of making your assessment, you’ll hopefully be backing up your assertions with concrete evidence from the book, so some summary will be dispersed throughout other parts of the review.

The necessary amount of summary also depends on your audience. Graduate students, beware! If you are writing book reviews for colleagues—to prepare for comprehensive exams, for example—you may want to devote more attention to summarizing the book’s contents. If, on the other hand, your audience has already read the book—such as a class assignment on the same work—you may have more liberty to explore more subtle points and to emphasize your own argument. See our handout on summary for more tips.

Analysis and evaluation of the book

Your analysis and evaluation should be organized into paragraphs that deal with single aspects of your argument. This arrangement can be challenging when your purpose is to consider the book as a whole, but it can help you differentiate elements of your criticism and pair assertions with evidence more clearly. You do not necessarily need to work chronologically through the book as you discuss it. Given the argument you want to make, you can organize your paragraphs more usefully by themes, methods, or other elements of the book. If you find it useful to include comparisons to other books, keep them brief so that the book under review remains in the spotlight. Avoid excessive quotation and give a specific page reference in parentheses when you do quote. Remember that you can state many of the author’s points in your own words.

Sum up or restate your thesis or make the final judgment regarding the book. You should not introduce new evidence for your argument in the conclusion. You can, however, introduce new ideas that go beyond the book if they extend the logic of your own thesis. This paragraph needs to balance the book’s strengths and weaknesses in order to unify your evaluation. Did the body of your review have three negative paragraphs and one favorable one? What do they all add up to? The Writing Center’s handout on conclusions can help you make a final assessment.

Finally, a few general considerations:

• Review the book in front of you, not the book you wish the author had written. You can and should point out shortcomings or failures, but don’t criticize the book for not being something it was never intended to be.
• With any luck, the author of the book worked hard to find the right words to express her ideas. You should attempt to do the same. Precise language allows you to control the tone of your review.
• Never hesitate to challenge an assumption, approach, or argument. Be sure, however, to cite specific examples to back up your assertions carefully.
• Try to present a balanced argument about the value of the book for its audience. You’re entitled—and sometimes obligated—to voice strong agreement or disagreement. But keep in mind that a bad book takes as long to write as a good one, and every author deserves fair treatment. Harsh judgments are difficult to prove and can give readers the sense that you were unfair in your assessment.
• A great place to learn about book reviews is to look at examples. The New York Times Sunday Book Review and The New York Review of Books can show you how professional writers review books.

Works consulted

We consulted these works while writing this handout. This is not a comprehensive list of resources on the handout’s topic, and we encourage you to do your own research to find additional publications. Please do not use this list as a model for the format of your own reference list, as it may not match the citation style you are using. For guidance on formatting citations, please see the UNC Libraries citation tutorial . We revise these tips periodically and welcome feedback.

Drewry, John. 1974. Writing Book Reviews. Boston: Greenwood Press.

Hoge, James. 1987. Literary Reviewing. Charlottesville: University Virginia of Press.

Sova, Dawn, and Harry Teitelbaum. 2002. How to Write Book Reports , 4th ed. Lawrenceville, NY: Thomson/Arco.

Walford, A.J. 1986. Reviews and Reviewing: A Guide. Phoenix: Oryx Press.

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

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How to Write a Great Book Report

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• M.Ed., Education Administration, University of Georgia
• B.A., History, Armstrong State University

One assignment has lasted the test of time, uniting generations of students in a common learning exercise: book reports. While many students dread these assignments, book reports can help students learn how to interpret texts and gain a broader understanding of the world around them.  Well-written books can open your eyes to new experiences, people, places, and life situations that you may have never thought about before. In turn, a book report is a tool that allows you, the reader, to demonstrate that you have understood all the nuances of the text you just read.

What's a Book Report?

In the broadest terms, a book report describes and summarizes a work of fiction or nonfiction . It sometimes — but not always — includes a personal evaluation of the text. In general, regardless of grade level, a book report will include an introductory paragraph that shares the title of the book and its author. Students will often develop their own opinions about the underlying meaning of the texts through developing thesis statements , typically presented in the opening of a book report, and then using examples from the text and interpretations to support those statements.  

Before You Start Writing

A good book report will address a specific question or point of view and back up this topic with specific examples, in the form of symbols and themes. These steps will help you identify and incorporate those important elements. It shouldn't be too hard to do, provided you're prepared, and you can expect to spend, on average, 3-4 days working on the assignment. Check out these tips to ensure you're successful:

• Have an objective in mind.  This is the main point you want to present or the question you plan to answer in your report.  
• Keep supplies on hand when you read.  This is  very  important. Keep sticky-note flags, pen, and paper nearby as you read. If you're reading an eBook , make sure you know how to use the annotation function of your app/program.  
• Read the book.  It seems obvious, but too many students try to take a shortcut and simply read summaries or watch movies, but you often miss important details that can make or break your book report.
• Pay attention to detail.  Keep an eye out for clues that the author has provided in the form of symbolism . These will indicate some important point that supports the overall theme. For instance, a spot of blood on the floor, a quick glance, a nervous habit, an impulsive action, a repetitive action... These are worth noting.
• Use your sticky flags to mark pages.  When you run into clues or interesting passages, mark the page by placing the sticky note at the beginning of the relevant line.  
• Look for themes.  As you read, you should begin to see an emerging theme. On a notepad, write down some notes on how you came to determine the theme.
• Develop a rough outline.  By the time you finish  reading the book , you will have recorded several possible themes or approaches to your objective. Review your notes and find points that you can back up with good examples (symbols). 

Your Book Report Introduction

The start of your book report provides an opportunity to make a solid introduction to the material and your own personal assessment of the work. You should try to write a strong introductory paragraph that grabs your reader's attention. Somewhere in your first paragraph , you should also state the book's title and the author's name.

High school-level papers should include publication information as well as brief statements about the book's angle, the genre, the theme , and a hint about the writer's feelings in the introduction.

First Paragraph Example: Middle School Level

" The Red Badge of Courage ", by Stephen Crane, is a book about a young man growing up during the Civil War. Henry Fleming is the main character of the book. As Henry watches and experiences the tragic events of the war, he grows up and changes his attitudes about life.

First Paragraph Example: High School Level

Can you identify one experience that changed your entire view of the world around you? Henry Fleming, the main character in "The Red Badge of Courage", begins his life-changing adventure as a naive young man, eager to experience the glory of war. He soon faces the truth about life, war, and his own self-identity on the battlefield, however. "The Red Badge of Courage", by Stephen Crane, is a coming of age novel published by D. Appleton and Company in 1895, about thirty years after the Civil War ended. In this book, the author reveals the ugliness of war and examines its relationship to the pain of growing up.

The Body of the Book Report

Before you get started on the body of the report, take a few minutes to jot down some helpful information by considering the following points.

• Did you enjoy the book?
• Was it well written?
• What was the genre?
• (fiction) Which characters play important roles that relate to the overall theme?
• Did you notice reoccurring symbols?
• Is this book a part of a series?
• (nonfiction) Can you identify the writer's thesis?
• What is the writing style?
• Did you notice a tone?
• Was there an obvious slant or bias?

In the body of your book report, you will use your notes to guide you through an extended summary of the book. You will weave your own thoughts and impressions into the plot summary . As you review the text, you'll want to focus on key moments in the storyline and relate them to the perceived theme of the book, and how the characters and setting all bring the details together. You'll want to be sure that you discuss the plot, any examples of conflict that you encounter, and how the story resolves itself. It can be helpful to use strong quotes from the book to enhance your writing. 

The Conclusion

As you lead to your final paragraph, consider some additional impressions and opinions:

• Was the ending satisfactory (for fiction)?
• Was the thesis supported by strong evidence (for nonfiction)?
• What interesting or notable facts do you know about the author?
• Would you recommend this book?

Conclude your report with a paragraph or two that covers these additional points. Some teachers prefer that you re-state the name and author of the book in the concluding paragraph. As always, consult your specific assignment guide or ask your teacher if you have questions about what is expected of you. 

• 10 Steps to Writing a Successful Book Report
• The Red Badge of Courage Book Summary
• How to Start a Book Report
• What Does Critical Reading Really Mean?
• Book Report: Definition, Guidelines, and Advice
• How to Design a Book Cover
• How to Find the Theme of a Book or Short Story
• How to Compare Two Novels in Comparative Essay
• How to Write a Response Paper
• Symbols and Motifs in Literature
• 50 General Book Club Questions for Study and Discussion
• How to Study for an Open Book Test
• How to Write and Format an MBA Essay
• How to Outline a Textbook Chapter
• 5 Tips to Improve Reading Comprehension
• How to Write a Critical Essay

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How to Write a Book Review: A Comprehensive Tutorial With Examples

You don’t need to be a literary expert to craft captivating book reviews. With one in every three readers selecting books based on insightful reviews, your opinions can guide fellow bibliophiles toward their next literary adventure.

Learning how to write a book review will not only help you excel at your assigned tasks, but you’ll also contribute valuable insights to the book-loving community and turn your passion into a professional pursuit.

In this comprehensive guide,  PaperPerk  will walk you through a few simple steps to master the art of writing book reviews so you can confidently embark on this rewarding journey.

What is a Book Review?

A book review is a critical evaluation of a book, offering insights into its content, quality, and impact. It helps readers make informed decisions about whether to read the book.

Writing a book review as an assignment benefits students in multiple ways. Firstly, it teaches them how to write a book review by developing their analytical skills as they evaluate the content, themes, and writing style .

Secondly, it enhances their ability to express opinions and provide constructive criticism. Additionally, book review assignments expose students to various publications and genres, broadening their knowledge.

Furthermore, these tasks foster essential skills for academic success, like critical thinking and the ability to synthesize information. By now, we’re sure you want to learn how to write a book review, so let’s look at the book review template first.

Table of Contents

Book Review Template

How to write a book review- a step by step guide.

Check out these 5 straightforward steps for composing the best book review.

Step 1: Planning Your Book Review – The Art of Getting Started

You’ve decided to take the plunge and share your thoughts on a book that has captivated (or perhaps disappointed) you. Before you start book reviewing, let’s take a step back and plan your approach. Since knowing how to write a book review that’s both informative and engaging is an art in itself.

Choosing Your Literature

First things first, pick the book you want to review. This might seem like a no-brainer, but selecting a book that genuinely interests you will make the review process more enjoyable and your insights more authentic.

Crafting the Master Plan

Next, create an  outline  that covers all the essential points you want to discuss in your review. This will serve as the roadmap for your writing journey.

The Devil is in the Details

As you read, note any information that stands out, whether it overwhelms, underwhelms, or simply intrigues you. Pay attention to:

• The characters and their development
• The plot and its intricacies
• Any themes, symbols, or motifs you find noteworthy

Remember to reserve a body paragraph for each point you want to discuss.

The Key Questions to Ponder

When planning your book review, consider the following questions:

• What’s the plot (if any)? Understanding the driving force behind the book will help you craft a more effective review.
• Is the plot interesting? Did the book hold your attention and keep you turning the pages?
• Are the writing techniques effective? Does the author’s style captivate you, making you want to read (or reread) the text?
• Are the characters or the information believable? Do the characters/plot/information feel real, and can you relate to them?
• Would you recommend the book to anyone? Consider if the book is worthy of being recommended, whether to impress someone or to support a point in a literature class.
• What could improve? Always keep an eye out for areas that could be improved. Providing constructive criticism can enhance the quality of literature.

Step 2 – Crafting the Perfect Introduction to Write a Book Review

In this second step of “how to write a book review,” we’re focusing on the art of creating a powerful opening that will hook your audience and set the stage for your analysis.

Identify Your Book and Author

Begin by mentioning the book you’ve chosen, including its  title  and the author’s name. This informs your readers and establishes the subject of your review.

Ponder the Title

Next, discuss the mental images or emotions the book’s title evokes in your mind . This helps your readers understand your initial feelings and expectations before diving into the book.

Judge the Book by Its Cover (Just a Little)

Take a moment to talk about the book’s cover. Did it intrigue you? Did it hint at what to expect from the story or the author’s writing style? Sharing your thoughts on the cover can offer a unique perspective on how the book presents itself to potential readers.

Present Your Thesis

Now it’s time to introduce your thesis. This statement should be a concise and insightful summary of your opinion of the book. For example:

“Normal People” by Sally Rooney is a captivating portrayal of the complexities of human relationships, exploring themes of love, class, and self-discovery with exceptional depth and authenticity.

Ensure that your thesis is relevant to the points or quotes you plan to discuss throughout your review.

Incorporating these elements into your introduction will create a strong foundation for your book review. Your readers will be eager to learn more about your thoughts and insights on the book, setting the stage for a compelling and thought-provoking analysis.

How to Write a Book Review: Step 3 – Building Brilliant Body Paragraphs

You’ve planned your review and written an attention-grabbing introduction. Now it’s time for the main event: crafting the body paragraphs of your book review. In this step of “how to write a book review,” we’ll explore the art of constructing engaging and insightful body paragraphs that will keep your readers hooked.

Summarize Without Spoilers

Begin by summarizing a specific section of the book, not revealing any major plot twists or spoilers. Your goal is to give your readers a taste of the story without ruining surprises.

Support Your Viewpoint with Quotes

Next, choose three quotes from the book that support your viewpoint or opinion. These quotes should be relevant to the section you’re summarizing and help illustrate your thoughts on the book.

Analyze the Quotes

Write a summary of each quote in your own words, explaining how it made you feel or what it led you to think about the book or the author’s writing. This analysis should provide insight into your perspective and demonstrate your understanding of the text.

Structure Your Body Paragraphs

Dedicate one body paragraph to each quote, ensuring your writing is well-connected, coherent, and easy to understand.

For example:

• In  Jane Eyre , Charlotte Brontë writes, “I am no bird; and no net ensnares me.” This powerful statement highlights Jane’s fierce independence and refusal to be trapped by societal expectations.
• In  Normal People , Sally Rooney explores the complexities of love and friendship when she writes, “It was culture as class performance, literature fetishized for its ability to take educated people on false emotional journeys.” This quote reveals the author’s astute observations on the role of culture and class in shaping personal relationships.
• In  Wuthering Heights , Emily Brontë captures the tumultuous nature of love with the quote, “He’s more myself than I am. Whatever our souls are made of, his and mine are the same.” This poignant line emphasizes the deep, unbreakable bond between the story’s central characters.

By following these guidelines, you’ll create body paragraphs that are both captivating and insightful, enhancing your book review and providing your readers with a deeper understanding of the literary work. 

How to Write a Book Review: Step 4 – Crafting a Captivating Conclusion

You’ve navigated through planning, introductions, and body paragraphs with finesse. Now it’s time to wrap up your book review with a  conclusion that leaves a lasting impression . In this final step of “how to write a book review,” we’ll explore the art of writing a memorable and persuasive conclusion.

Summarize Your Analysis

Begin by summarizing the key points you’ve presented in the body paragraphs. This helps to remind your readers of the insights and arguments you’ve shared throughout your review.

Offer Your Final Conclusion

Next, provide a conclusion that reflects your overall feelings about the book. This is your chance to leave a lasting impression and persuade your readers to consider your perspective.

Address the Book’s Appeal

Now, answer the question: Is this book worth reading? Be clear about who would enjoy the book and who might not. Discuss the taste preferences and circumstances that make the book more appealing to some readers than others.

For example:  The Alchemist is a book that can enchant a young teen, but those who are already well-versed in classic literature might find it less engaging.

Be Subtle and Balanced

Avoid simply stating whether you “liked” or “disliked” the book. Instead, use nuanced language to convey your message. Highlight the pros and cons of reading the type of literature you’ve reviewed, offering a balanced perspective.

Bringing It All Together

By following these guidelines, you’ll craft a conclusion that leaves your readers with a clear understanding of your thoughts and opinions on the book. Your review will be a valuable resource for those considering whether to pick up the book, and your witty and insightful analysis will make your review a pleasure to read. So conquer the world of book reviews, one captivating conclusion at a time!

How to Write a Book Review: Step 5 – Rating the Book (Optional)

You’ve masterfully crafted your book review, from the introduction to the conclusion. But wait, there’s one more step you might consider before calling it a day: rating the book. In this optional step of “how to write a book review,” we’ll explore the benefits and methods of assigning a rating to the book you’ve reviewed.

Why Rate the Book?

Sometimes, when writing a professional book review, it may not be appropriate to state whether you liked or disliked the book. In such cases, assigning a rating can be an effective way to get your message across without explicitly sharing your personal opinion.

How to Rate the Book

There are various rating systems you can use to evaluate the book, such as:

• A star rating (e.g., 1 to 5 stars)
• A numerical score (e.g., 1 to 10)
• A letter grade (e.g., A+ to F)

Choose a rating system that best suits your style and the format of your review. Be consistent in your rating criteria, considering writing quality, character development, plot, and overall enjoyment.

Tips for Rating the Book

Here are some tips for rating the book effectively:

• Be honest: Your rating should reflect your true feelings about the book. Don’t inflate or deflate your rating based on external factors, such as the book’s popularity or the author’s reputation.
• Be fair:Consider the book’s merits and shortcomings when rating. Even if you didn’t enjoy the book, recognize its strengths and acknowledge them in your rating.
• Be clear: Explain the rationale behind your rating so your readers understand the factors that influenced your evaluation.

Wrapping Up

By including a rating in your book review, you provide your readers with an additional insight into your thoughts on the book. While this step is optional, it can be a valuable tool for conveying your message subtly yet effectively. So, rate those books confidently, adding a touch of wit and wisdom to your book reviews.

Additional Tips on How to Write a Book Review: A Guide

In this segment, we’ll explore additional tips on how to write a book review. Get ready to captivate your readers and make your review a memorable one!

Hook ’em with an Intriguing Introduction

Keep your introduction precise and to the point. Readers have the attention span of a goldfish these days, so don’t let them swim away in boredom. Start with a bang and keep them hooked!

Embrace the World of Fiction

When learning how to write a book review, remember that reviewing fiction is often more engaging and effective. If your professor hasn’t assigned you a specific book, dive into the realm of fiction and select a novel that piques your interest.

Opinionated with Gusto

Don’t shy away from adding your own opinion to your review. A good book review always features the writer’s viewpoint and constructive criticism. After all, your readers want to know what  you  think!

Express Your Love (or Lack Thereof)

If you adored the book, let your readers know! Use phrases like “I’ll definitely return to this book again” to convey your enthusiasm. Conversely, be honest but respectful even if the book wasn’t your cup of tea.

Templates and Examples and Expert Help: Your Trusty Sidekicks

Feeling lost? You can always get help from formats, book review examples or online  college paper writing service  platforms. These trusty sidekicks will help you navigate the world of book reviews with ease. 

Be a Champion for New Writers and Literature

Remember to uplift new writers and pieces of literature. If you want to suggest improvements, do so kindly and constructively. There’s no need to be mean about anyone’s books – we’re all in this literary adventure together!

Criticize with Clarity, Not Cruelty

When adding criticism to your review, be clear but not mean. Remember, there’s a fine line between constructive criticism and cruelty. Tread lightly and keep your reader’s feelings in mind.

Avoid the Comparison Trap

Resist the urge to compare one writer’s book with another. Every book holds its worth, and comparing them will only confuse your reader. Stick to discussing the book at hand, and let it shine in its own light.

Top 7 Mistakes and How to Avoid Them

Writing a book review can be a delightful and rewarding experience, especially when you balance analysis, wit, and personal insights. However, some common mistakes can kill the brilliance of your review. 

In this section of “how to write a book review,” we’ll explore the top 7 blunders writers commit and how to steer clear of them, with a dash of  modernist literature  examples and tips for students writing book reviews as assignments.

Succumbing to the Lure of Plot Summaries

Mistake: Diving headfirst into a plot summary instead of dissecting the book’s themes, characters, and writing style.

Example: “The Bell Jar chronicles the life of a young woman who experiences a mental breakdown.”

How to Avoid: Delve into the book’s deeper aspects, such as its portrayal of mental health, societal expectations, and the author’s distinctive narrative voice. Offer thoughtful insights and reflections, making your review a treasure trove of analysis.

Unleashing the Spoiler Kraken

Mistake: Spilling major plot twists or the ending without providing a spoiler warning, effectively ruining the reading experience for potential readers.

Example: “In Metamorphosis, the protagonist’s transformation into a monstrous insect leads to…”

How to Avoid: Tread carefully when discussing significant plot developments, and consider using spoiler warnings. Focus on the impact of these plot points on the overall narrative, character growth, or thematic resonance.

Riding the Personal Bias Express

Mistake: Allowing personal bias to hijack the review without providing sufficient evidence or reasoning to support opinions.

Example: “I detest books about existential crises, so The Sun Also Rises was a snoozefest.”

How to Avoid: While personal opinions are valid, it’s crucial to back them up with specific examples from the book. Discuss aspects like writing style, character development, or pacing to support your evaluation and provide a more balanced perspective.

Wielding the Vague Language Saber

Mistake: Resorting to generic, vague language that fails to capture the nuances of the book and can come across as clichéd.

Example: “This book was mind-blowing. It’s a must-read for everyone.”

How to Avoid: Use precise and descriptive language to express your thoughts. Employ specific examples and quotations to highlight memorable scenes, the author’s unique writing style, or the impact of the book’s themes on readers.

Ignoring the Contextualization Compass

Mistake: Neglecting to provide context about the author, genre, or cultural relevance of the book, leaving readers without a proper frame of reference.

Example: “This book is dull and unoriginal.”

How to Avoid: Offer readers a broader understanding by discussing the author’s background, the genre conventions the book adheres to or subverts, and any societal or historical contexts that inform the narrative. This helps readers appreciate the book’s uniqueness and relevance.

Overindulging in Personal Preferences

Mistake: Letting personal preferences overshadow an objective assessment of the book’s merits.

Example: “I don’t like stream-of-consciousness writing, so this book is automatically bad.”

How to Avoid: Acknowledge personal preferences but strive to evaluate the book objectively. Focus on the book’s strengths and weaknesses, considering how well it achieves its goals within its genre or intended audience.

Forgetting the Target Audience Telescope

Mistake: Failing to mention the book’s target audience or who might enjoy it, leading to confusion for potential readers.

Example: “This book is great for everyone.”

How to Avoid: Contemplate the book’s intended audience, genre, and themes. Mention who might particularly enjoy the book based on these factors, whether it’s fans of a specific genre, readers interested in character-driven stories, or those seeking thought-provoking narratives.

By dodging these common pitfalls, writers can craft insightful, balanced, and engaging book reviews that help readers make informed decisions about their reading choices.

These tips are particularly beneficial for students writing book reviews as assignments, as they ensure a well-rounded and thoughtful analysis.!

Many students requested us to cover how to write a book review. This thorough guide is sure to help you. At Paperperk, professionals are dedicated to helping students find their balance. We understand the importance of good grades, so we offer the finest writing service , ensuring students stay ahead of the curve. So seek expert help because only Paperperk is your perfect solution!

What is the difference between a book review and a report?

Who is the target audience for book reviews and book reports, how do book reviews and reports differ in length and content, can i write professional book reviews, what are the key aspects of writing professional book reviews, how can i enhance my book-reviewing skills to write professional reviews, what should be included in a good book review.

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The Assignment Hardcover – August 25, 2020

Purchase options and add-ons.

• Reading age 12 years and up
• Print length 336 pages
• Language English
• Grade level 7 - 9
• Lexile measure HL720L
• Dimensions 5.88 x 1.1 x 8.56 inches
• Publisher Delacorte Press
• Publication date August 25, 2020
• ISBN-10 0593123166
• ISBN-13 978-0593123164
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Editorial Reviews

About the author, excerpt. © reprinted by permission. all rights reserved..

Are we supposed to pretend we’re Nazis? The second Mr. Bartley turns his back to our class, I lean over to my best friend, Cade, and whisper, “What do you think?” I tap the assignment on my desk. 

He lifts his hands, palms up, mirroring my confusion. “Weird, right?” He says it a little too loudly, drawing Mr. Bartley’s attention. 

I nod, face forward, and refocus on the assignment. I read it one more time, hoping that somehow I’ve misunderstood the instructions. 

TOP-SECRET 

MEMO TO: Senior Members of the Nazi Party 

FROM: SS General Reinhard Heydrich, Chief of the Reich Main Security Office 

SUBJECT: A FINAL SOLUTION OF THE JEWISH QUESTION: Your attendance is required for this critical meeting scheduled for 20 January 1942 at the Wannsee Villa in Berlin, Germany. 

PURPOSE: As members of Hitler’s elite Nazi leadership, our purpose is to debate a Final Solution of the Jewish Question and to share perspectives on how to resolve the storage problem of Europe’s eleven million Jews. 

POSITIONS: 

Pro: Extermination 

Con: Sterilization, ghettos, work camps 

WHAT TO PREPARE FOR THE MEETING: As a Nazi, you must thoroughly research and analyze five reasons supporting your position of a Final Solution of the Jewish Question. 

a. The Nuremberg Laws 

b. Attitudes on religion and race 

c. Our policies on education, including who may attend or teach at primary and secondary schools and universities 

d. Economics, including our perspective on who has the right to own businesses and property 

e. Our leader’s stance on Darwin and survival of the fittest 

f. How to increase our superior Aryan race by exploring key ideas such as emigration expulsion, evacuation, and eradication to be judenrein (Jew-free) 

Note from Mr. Bartley: 

The Wannsee Conference was one of the most pivotal historical moments that had a destructive force on humanity in the twentieth century, one that continues to leave a profound mark on society today. As you complete the research for this assignment, it is important for you to know that the goal is not to garner support or elicit sympathy for the Nazi perspective. It is, however, imperative for you to understand the Nazi mentality, even if it makes you uncomfortable and is diametrically against your moral, ethical, and philosophical beliefs. Researching this historical meeting and your side of the debate allows you to broaden your points of view and develop critical thinking skills.

I flip the page, read through the requirements for our papers and how we’re going to be graded on the debate. My stomach somersaults. Get an A by successfully debating reasons to put Jews in gas chambers versus torture them, starve them, force them to be slave laborers for profit until they’re dead. Either way, Mr. Bartley is asking us to advocate for murder. 

Everything in my body screams, This is so wrong! But do I say it to Mr. Bartley? Looking at the other sixteen seniors in our class, I don’t see anyone other than Cade who seems uncomfortable with this assignment. 

“One more minute,” Mr. Bartley calls out. “Then I’ll answer questions.” 

I have a question. Is this a sick joke? I can’t bring myself to ask it out loud. Mr. Bartley isn’t any teacher. He’s a great teacher, my favorite teacher. 

He must have a reason why he wants us to be pretend we’re Nazis. I reread his note. It makes me more than uncomfortable. For the first time ever, I’m tempted to get out of class by asking to go to the girls’ bathroom or the nurse’s office. I could say I have a pounding headache. Thanks to this assignment, I do. 

Mr. Bartley leans against his desk, and when he notices me staring at him, his warm smile fades. I pick up my pen and trace the blood-red “TOP-SECRET” that’s stamped on top of the memo. I don’t get it. Why would Mr. Bartley want us to keep this a secret? History of World Governments is the fourth class I’ve taken with him, and we’ve never had any assignment like this. 

Soon after Mr. Bartley started teaching at Riviere High School my sophomore year, he became our most popular teacher. He has the kind of smile that makes you know you’ve been seen, that you matter. During lunch and his free periods, his room is always filled with students. I’ve liked him for bringing in guest speakers, for taking us on field trips, showing movies, and letting us decorate his papered walls with quotes, facts, and pictures for every new unit. I love to contribute quotes. He makes history exciting, interesting, and challenging. 

I run my thumbpad over the silver bracelet my cousin Blair gave me for my seventeenth birthday and wonder what she would think of this assignment. I’m tempted to take a photo and text it to her, but I don’t want to get caught with my phone and have it taken away. 

Cade’s bouncing knee catches my attention. He writes in his notebook, then flashes it at me. He’s drawn an X over “Nazi” and written, “No. Freaking. Way!”

The Allies defeated Nazi Germany during World War II. Why would I want to pretend I’m a Nazi? Mr. Bartley wants us to broaden our points of view. Really? How is it possible anyone would think murdering millions of people was okay? It’s simple. Killing is wrong. Debate over. This is ridiculous. 

Despise barely describes how I feel about this class and I have no one to blame but myself. I let Logan rope me into taking it instead of Advanced Web Design so we could spend more time together before we graduate. I look at my best friend and know it’s worth it. She’s worth it.

But this assignment? 

It fills me with dread. My grandparents grew up in Poland and lived through World War II. Grandpa was fifteen at the end of the war. Nana was fourteen. They immigrated to the United States in the late 1960s. The one time I asked Nana about her family, she smiled and said, “I have you right here.” Then she pulled me into her arms and squeezed me tight. 

A memory returns to me. I was twelve. Nana and my parents were at church, and Grandpa and I were in his workshop. The smells of linseed oil and sawdust filled the air. We were elves, making puzzles for Santa to give to children on Christmas. As we sanded the pieces we’d cut from old drawers, I asked Grandpa what his life was like when he was my age. I remember Grandpa said he didn’t like to talk about it, that lots of bad things happened in Poland during the war. His expression grew solemn. His tone was firm. “Promise me you won’t ask Nana about her childhood, either. It will only upset her,” he said. 

We kept working, but then a little while later he said, “Other than your grandma, I haven’t told another soul about my life in Poland. Not even your mom. But you’re old enough to understand, and I’m growing old.” He paused. “The story might frighten you.” 

I said I didn’t care.  

I can’t quite remember. Something about watching his Jewish neighbors being rounded up by Nazis? I buried those stories when we buried Grandpa two months later. 

Mr. Bartley plants himself in front of Logan’s center row. A murmur goes through the room as if Mr. Bartley broke a silencing spell. He holds up a palm like he’s a crossing guard halting traffic, and it’s quiet again. “Questions?” he asks. 

Logan’s hand shoots up, but then she lowers it when Mr. Bartley aims his clicker at the Smart Board and brings up the assignment. 

Kerrianne Nelson gets called on. “I’m confused. The Final Solution of the Jewish Question. Do you mean the Holocaust?” 

Mr. Bartley says, “Exactly. The Final Solution was the plan and implementation of the Holocaust.” 

“Ah, okay. I thought so.” She smiles at her boyfriend, Mason Hayes, but he’s too busy picking at a thread on his hockey jersey to notice. When she sees me looking at her, she frowns. Like most of the people at our school, I’ve known Kerrianne since kindergarten. We always got along, but for some reason when Logan moved to Riviere and joined us in eighth grade, Kerrianne stopped sitting with us at lunch and started hanging out with the hockey players. 

“Question, Spencer?” This is a surprise. Like me, Spencer Davis never raises his hand in class. If Spencer talks, it’s to his hockey teammates or to the girls he deems worthy of his time and attention. He claims to have hooked up with at least a dozen. As if. Thank everything holy Logan isn’t one of them. 

“Can we get extra credit for dressing up for the debate?” 

I turn around to see if he’s serious. Oh yeah. Dead serious. 

Mr. Bartley says, “Although I appreciate your desire for authenticity, Spencer, that does not extend to dress. No uniforms for this debate.” 

Someone whispers, “Damn.” I glance around, but I can’t figure out who it was. 

“Excuse me, Mr. Bartley--” Logan breaks off when Mr. Bartley calls on someone else. 

He answers a question about citing sources, then another on the structure of our papers that are due the same day as the debate. Moving over to his desk, Mr. Bartley grabs a paper bag and shakes it. He says, “Each of you will draw a number--either a one or two. Call it out after you pick. Mason, you start.” 

When it’s my turn, I mumble, “One.” Logan says, “Two.” 

“All the ones will take the pro side. Twos will take con,” Mr. Bartley says. “You may work together to create your platform, but your paper must be your own. Your arguments should be based on the Wannsee Conference held on January 20, 1942. A week from this coming Monday we’ll transform our room into the Wannsee Villa and hold our own top-secret Nazi conference to debate how to handle the biggest threat to the Aryan race--the Jew.” 

The Jew. The way he said it makes my skin crawl. 

Mr. Bartley advances to the next PowerPoint slide. “These were the fifteen Nazi men who came together to address how to handle the storage problem of Europe’s eleven million Jews. Adolf Eichmann is in the center because he was instrumental in implementing the Final Solution. He oversaw the deportation of Jews from their homes to ghettos to death camps. Tomorrow, we’ll watch the movie Conspiracy, which reenacts the meeting with these men.” 

Men? More like monsters, I think. 

“The movie will be a good resource, but I highly recommend you get a jump start tonight on your research to support your arguments.” 

“But they--they’re . . . Nazis,” Logan stammers without raising her hand. 

Mr. Bartley’s stern expression cautions her not to speak out of turn again. “Yes, and your job is to understand their mentality. I know re-creating this debate is a challenge, but history is filled with many horrors and this is an impactful way to learn. Experience is always a great teacher.” Mr. Bartley smiles. “Unless you’d rather memorize dates and facts and take multiple-choice tests like I had to in my boring high school history classes.” 

The room erupts with groans and “No thank yous.” 

Once again, Mr. Bartley raises a hand to quiet us down. “All right then. Back to the Wannsee Conference.” He goes through several more slides. My eyes meet Logan’s, and then hers dart over my shoulder. 

She gasps. I twist in my seat to see why Logan’s freaked out and my mouth drops open.

Jesse Elton stands and snaps his feet together. He lifts his right arm and salutes like a Nazi. “Heil Hitler,” he calls out. 

Several people laugh, and Jesse gives them an appreciative grin. Cade’s stunned expression matches mine. Does everyone else find that funny? I look around. Revulsion flashes across Daniel Riggs’s face, but it disappears so quickly that I question whether it was there to begin with. 

Spencer holds out his fist to Jesse, then mimics the salute and says, “Seig Heil. Hail victory.” 

This can’t be happening here, in my favorite class with my favorite teacher. 

And just as I wonder if Mr. Bartley is going to do something, he walks over to Spencer and Jesse. His tone is sharp as a blade cutting through metal. “Those actions are inappropriate. This isn’t a joke and you are never to make light of the Nazi salute and the hate it represents. I expect you to take this assignment seriously.” 

Jesse drops his gaze, but not his smirk. Spencer shrugs his shoulders and looks at Mason, the RHS varsity hockey team captain and my biggest rival for valedictorian. Jesse and Spencer are his guys, his teammates, and for one second I hold out hope that maybe Mason will be the leader he’s supposed to be, to say something, do something--even a look of disapproval. But he’s not looking at them. He’s not looking at anyone. He’s picking at a stupid thread on his jersey. 

Another teammate, Reginald Ashford, however, shoots daggers from across the room at Spencer and Jesse. The muscle in his jaw tics. He’s pissed. Good. There’s always been a bit of a rivalry between Mason and Reg, and now I can’t help but think Reg should have been team captain instead of the coach’s son. 

And then there’s Spencer. He shrugs his shoulders when he sees me glaring at him. Disgusted, I turn back in my seat. It hardly matters that Mr. Bartley reprimanded them. This assignment is a green light for these guys to act like Nazis. I don’t know if I’m more disappointed with Mr. Bartley or with Spencer and Jesse. Definitely Mr. Bartley. I don’t get why he thinks it’s a good idea to promote fascism by having us do an immoral debate. 

Mr. Bartley says, “Let me be clear. I am not asking you to be sympathetic to the Nazis. Quite the opposite. This is a serious examination of a historical event. Let’s learn from this moment and remember to be respectful.” He looks pointedly at Jesse and Spencer. 

“By examining these perspectives, this assignment gives you the opportunity to discuss and present a topic that will force you out of your comfort zone. Why is this important? It’s important because there will be plenty of times in your life when you’ll be in a situation where people will express ideas existentially and philosophically opposed to your own. It happens every day on the internet. You’ll face it on your college campuses.” Mr. Bartley looks at me. “The point is to understand all sides and be prepared to debate. I promise, after you complete this work, you’ll have a better grasp on how to create and present compelling arguments.” 

“But, Mr. Bartley--” 

He goes all traffic cop on me and I close my mouth. “Let me finish, Logan.”

Product details

• Publisher ‏ : ‎ Delacorte Press (August 25, 2020)
• Language ‏ : ‎ English
• Hardcover ‏ : ‎ 336 pages
• ISBN-10 ‏ : ‎ 0593123166
• ISBN-13 ‏ : ‎ 978-0593123164
• Reading age ‏ : ‎ 12 years and up
• Lexile measure ‏ : ‎ HL720L
• Grade level ‏ : ‎ 7 - 9
• Item Weight ‏ : ‎ 1.65 pounds
• Dimensions ‏ : ‎ 5.88 x 1.1 x 8.56 inches
• #319 in Teen & Young Adult Fiction about Values & Virtues (Books)
• #718 in Teen & Young Adult Fiction on Prejudice & Racism
• #3,882 in Teen & Young Adult Social Issues

About the author

Liza m. wiemer.

Liza Wiemer is an award-winning educator. She is the author of two adult non-fiction books and has contributed four short stories to the NYTBS Small Miracles Series. Her debut YA novel, HELLO?, was named a Goodreads Best YA Book of the Month. THE ASSIGNMENT has received 11 honors, including being named a Sydney Taylor Notable Book.

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California Missions Project Book (Plus Free Printables!)

by gatheringgraces on January 28th, 2014 at 8:51 am || Posted in: Blogs

My 4th grader is enrolled in Seton Home Study.  However, since they are an institution based in the East Coast AND they cater to all of the U.S., they don’t make state-specific textbooks.  I’m not too concerned since my goal is to raise knowledgeable and God-loving Catholic kids.  Seton’s books are definitely tailored towards Catholicity.

Still…I know that a sad fact in this new world is that you must know what the majority knows in order to compete, too.  I don’t ever want my daughter to get shorthanded because she doesn’t know what “regular” California students are expected to know.

That’s why I’m thankful that I had the chance to be a schoolteacher for 5 years (before homeschool).  I know what California students are supposed to know (before Common Core too!)  So, even though the California Missions isn’t covered in detail by Seton, I’ve decided to create a whole project for it!

Most 4th graders are only required to research ONE California Mission  and then do a report on it, possibly a model for extra credit.  But we have the luxury of (almost) unlimited resources and I know what my child can handle.  Therefore, we’ll be doing ALL 21 Missions, one mission per week!

I’ve put together a binder for my daughter to use.  For each mission, there is a  Research Note/Report Outline page  (with Illustration and Grading Scale pages).  It helps that I bought a  24 Tabs Divider , so she can easily arrange each mission in order.  At the end of the binder, I placed the  Extra Info page  so she knows which website to go to for information on each mission, and even  look up the address on Google Maps for a street view !  On the front, I made a nice little  CA Cover  showing all the mission locations in California for quick reference.

The good news for you is that you can get these pages as FREE PRINTABLES!

You can print out one copy each if you just need to do one mission report for school.  Or you could go homeschool crazy and print the outline, illustration, and grading scale pages for each mission…that’s 21 times!  Then 3 hole punch, put in binder with tabs, place cover in front, and extra info in back….and voila!   California Missions Project Book for 4th Grade!

She’s truly enjoying this project and can’t wait to visit some of the missions this year.  I’m excited she gets to practice doing research and typing up 5 paragraph reports – every week!  She’s learning so much, not just about the missions and their impact on California, but also about the  Writing Process , how to use different resources, and how to type.  Also, my husband is quite excited to help and discuss with her all the things she’s learning about!

Grab all the pages for the Free California Missions Report Printables right now!   Please do let me know when you use it and how it goes.  Thanks!

• Research Note/Report Outline page  (with Illustration and Grading Scale pages).
• Extra Info page  (website address for each mission, and physical street address to use  on Google Maps for a street view !)
• CA Cover  (shows all the Missions on California Map)

Math 109: Writing-In-Major assignment information

• Point groups and symmetry of molecules
• Elliptic curves and their use in cryptography: A good core topic here is to explain elliptic curves over the real numbers : what the group law is, with examples, and a proof of associativity. You might add a brief explanation of why they are called "elliptic," or why elliptic curves over the integers modulo a prime are of use in cryptography. A good reference is the book of Silverman and Tate, "Rational points on elliptic curves," which is on reserve at the math library. You can find many other references by Googling, some elementary and some less so.
• The group theory of the Rubik's cube.

How to write it

What is the 'best' children's book? Kids, parents and authors on why some rise to the top

What was your favorite book as a kid?

That question makes for a surprisingly effective icebreaker. You can tell a lot about someone from the books they read as a child. Case in point: I’m a journalist, a talker, a storyteller. Many of my childhood favorites had equally yappy and imaginative characters – “Junie B. Jones” by Barbara Park, “Olivia” by Ian Falconer, “Lilly’s Purple Plastic Purse” by Kevin Henkes.

The stories we read at bedtime seldom stay there . Here’s what parents, booksellers, authors and – most importantly – kids told me about what makes the best children’s book.

What makes the best children’s book?

Reading is subjective, of course. But in the quest for the “best” children’s books, parents should look out for a story that’s as entertaining to them as it is to their kids. 

Check out: USA TODAY's weekly Best-selling Booklist

“The secret to a really successful picture book is a picture book that both the parent and child can each enjoy on their own level,” says Peter Glassman, the owner of children’s bookstore “Books of Wonder” in New York City.

At a minimum, you have to make sure it’s a book you’re willing to read over and over.

“Sometimes I view children’s book authors as parenting partners where they’re like ‘This book is for the kid, but I’m going to make sure there’s a joke in here for you,'" said Tocarra Mallard , a TV writer from New York and a mother of two who makes TikToks about children’s books.

A good children’s book may teach kids about colors or numbers, but the best children's books can give them a voice to process and experience emotions.

In “The Pout-Pout Fish” by Deborah Diesen, a favorite in Mallard’s house, an act of acceptance helps turn a frown upside down. It has a silly, catchy rhyme that makes her 2-year-old laugh , but also a lesson for her 5-year-old that it's OK to feel blue sometimes. Kids aren't just kids – they're small people who live in a world that can foster anxiety, depression and other complicated feelings," Mallard says.

“For us to pretend that children (exist in) light and love and goodness at all times is denying them their humanity,” she says.

In their words: Kids tell us what makes a good book

Sometimes, finding the “best” book for your kid is just about knowing your kid. Some children want a picture-heavy book while others, like Mallard's son, who is autistic and hyperlexic, need a strong story with lots of words.

I spent the day at “Books of Wonder” earlier this spring to ask kids what makes the best children’s book.

Iago and Nico Akerman, both 11, told me the books they liked reading in school were about human history, how money works and agriculture in Latin America. Reading is a tool for the brothers to help decode the world around them.

Eight-year-old Valerie Song also loves to learn through reading. It “helps your brain grow,” she told me. 

She’s drawn to series because she’s a speed reader – and they help her feel connected to characters. Valerie was reading the last "Harry Potter" book when we spoke. Fantasy books can help you “go anywhere you want,” she said. As for everyday adventures, “I get enough of that in real life,” she reported. 

Frog and Toad are everywhere: How 50-year-old children's characters became Gen Z icons

What makes an award-winning children’s book?

A captivating story is the foundation for an award-winning book, says Shannon DeVito, the senior director of books at Barnes & Noble, which hosts an annual “Children’s and YA Book Awards.” Witty characters and dynamic illustrations aren’t powerful if there isn’t a story that inspires young readers to keep reading, she says.

But beyond that, a book should have characters or lessons that young readers can identify with. Last year’s overall winner was “ The Swifts: A Dictionary of Scoundrels ” by Beth Lincoln, a chapter book with a vibrant cast of characters. This year’s winner, “ A Royal Conundrum (The Misfits ) ” by Lisa Yee, is described by Barnes & Noble as a book for anyone who has ever felt like an outsider.

One pair of young sisters I spoke to at Books of Wonder, 3-year-old Azadeh and 5-year-old Arya Hashemi-Sohi, love “Saffron Ice Cream” by Rashin Kheiriyeh because one of the characters is named Azadeh. The sisters are half Persian, so their mom, Jeunelle Cunningham, told me they keep an eye out for books with Persian characters.

Glassman has been a bookseller for decades and says it excites him to see different childhood experiences represented in books.

“ Max and The House of Spies” by Adam Gidwitz , for example, is a story he wished he had growing up. It follows a Jewish boy living in London after leaving Germany during World War II. Max has red hair and freckles, just as Glassman did when he was growing up. 

Children’s books have gotten more diverse, both in the authors and the characters they write. A 2022 breakdown from the Cooperative Children’s Book Center noted 40% of books published in 2022 and received by the CCBC were by authors of color. On the other hand, an analysis of award-winning children’s books showed white characters are overrepresented .

“A good book that talks about modern culture, (and has a) diverse cast of characters is better than something that doesn’t,” DeVito says.

How to write a children’s book

Author Dan Gutman knows a thing or two about writing successful children’s books. His “My Weird School” books have sold over 35 million copies and he published the series’ 100th book earlier this year.

His secret sauce? Target the kids who don’t like to read. He focuses on short chapters and paragraphs, a linear, easy-to-follow storyline and, his personal favorite, “grown-ups doing dumb things.”

“I wasn’t a big reader myself, I relate really well to kids, especially boys, who don’t like to read,” Gutman says. “My goal is that that kid will open up one of my books and an hour later look up and think ‘Wow, that didn’t even feel like I was reading. I felt like I was watching a movie in my head.’”

That feeling is what Glassman looks for in a book as well. “I go to a book not to be impressed with someone’s writing – which sometimes I am – but I go to a book for the story. I love story, that is my great love,” he says.

Dr. Ronald R Uyeyama

• MEDICARE CERTIFIED
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Dr. Ronald R Uyeyama, MD, is an Internal Medicine specialist in San Jose, California. He attended and graduated from University Of California, San Francisco School Of Medicine in 1963, having over 61 years of diverse experience, especially in Internal Medicine. He is affiliated with many hospitals including Good Samaritan Hospital, O'connor Hospital. Dr. Ronald R Uyeyama also cooperates with other doctors and physicians in medical groups including Ronald R Uyeyama M D Inc. Dr. Ronald R Uyeyama may accept Medicare Assignment. Call (408) 642-5442 to request Dr. Ronald R Uyeyama the information (Medicare information, advice, payment, ...) or simply to book an appointment.

Doctor Profile

Medical specialties.

• Internal Medicine (primary specialty)
• Over 61 years of diverse experience

Credentials

• Medical Doctor (MD) help Medical Doctor Doctor of Medicine (MD or DM), or in Latin: Medicinae Doctor, meaning "Teacher of Medicine", is a terminal degree for physicians and surgeons. In countries that follow the tradition of the United States, it is a first professional graduate degree awarded upon graduation from medical school.

Education and Training

• Dr. Ronald R Uyeyama attended and graduated from University Of California, San Francisco School Of Medicine in 1963.
• NPI #: 1952559239
• NPI Enumeration Date: Friday, August 29, 2008
• NPPES Last Update: Monday, April 14, 2014

Quality Reporting

• eRx - He does not participate in the Medicare Electronic Prescribing (eRx) Incentive Program.
• PQRS - He does not report Quality Measures (PQRS). The Physician Quality Reporting System (PQRS) is a Medicare program encouraging health care professionals and group practices to report information on their quality of care. Quality measures can show how well a health care professional provides care to people with Medicare.
• EHR - He does not use electronic health records (EHR). The Electronic Health Records (EHR) Incentive Program encourages health care professionals to use certified EHR technology in ways that may improve health care. Electronic health records are important because they may improve a health care professional's ability to make well-informed treatment decisions.
• MHI - He does not commit to heart health through the Million Hearts initiative. Million Hearts is a national initiative that encourages health care professionals to report and perform well on activities related to heart health in an effort to prevent heart attacks and strokes.
• MOC - He does not participate in the Medicare Maintenance of Certification Program. A "Maintenance of Certification Program" encourages board certified physicians to continue learning and self-evaluating throughout their medical career.

Language Spoken by Dr. Ronald R Uyeyama

Medical licenses, affiliated hospitals, medical group practice, practice locations.

• Monday: 8:00 AM - 5:00 PM
• Tuesday: 8:00 AM - 5:00 PM
• Wednesday: 8:00 AM - 5:00 PM
• Thursday: 8:00 AM - 5:00 PM
• Friday: 8:00 AM - 5:00 PM
• Saturday: Closed
• Sunday: Closed

Contact Dr. Ronald R Uyeyama by phone: (408) 642-5442 for verification, detailed information, or booking an appointment before going to.

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California Today

More of the Best Books About California

We’re adding love letters and cautionary tales to our Golden State reading list.

By Soumya Karlamangla

One of my favorite books about Los Angeles is Eve Babitz’s witty collection of essays “Slow Days, Fast Company.” The first time I read it, a few years ago, while living in L.A., I was struck by how a book published in 1977 — telling bold and sharply observed stories of L.A.’s bohemian artist class — could still ring true so many years later.

Christen Rensing, a reader who lives in Malibu, says the book was an impetus for him to move to California, despite the “pyrite promise” of Hollywood. “‘Slow Days, Fast Company’ is, as nearly all of Babitz’s works are, a love letter to California, but more specifically Los Angeles, which has shaped my view of the Golden State entirely,” he writes.

Babitz’s book is one of several we’ve added to our California reading list, a project of this newsletter to recommend the best books about the state. You can find the full list of novels and nonfiction here . The latest additions are shown in boldface.

If you’d like to suggest a book for the list, send an email to [email protected] . Please include your full name, the city where you live and a few sentences about why your choice should be included.

Here are some other titles we’re adding, along with what readers shared about them:

“The Human Comedy” by William Saroyan (1943)

“William Saroyan is our California son from another mother. Because many of his stories are through his Armenian family’s lens, they all paint the picture of the creation of our state. This list is not complete without Mr. Saroyan’s perspective.” — Stephanie Wilson, Simi Valley

“The Library Book” by Susan Orlean (2018)

“While the book is based around the Central Library fire in 1986, it is also a deep dive into Los Angeles culture and politics of the time. It is a must read for any lover of books and libraries.” — Blair Lord, Monrovia

“Storm” by George R. Stewart (1941)

“This is an eco-novel about a massive winter storm that hits California after a summer/fall drought. It begins in San Francisco when a junior meteorologist in the Weather Bureau takes note of an anomaly and plots ‘an incipient little whorl’ on the weather map — a developing storm he privately dubs Maria. The locales throughout California will be familiar. Although I first read this book 40 years ago, it’s still pertinent.” — Angela Heiss, Midpines

“A Place at the Nayarit” by Natalia Molina (2022)

“Molina has taken the story of her grandmother’s restaurant, the Nayarit in Echo Park, and woven it into a compelling historical account of the neighborhood and the people who lived there. Maybe it is because it is centered in a real-life place (although long gone), or maybe because the stories feel real and authentic, the history presented feels extraordinarily relevant and meaningful in ways that other histories do not.” — Elee Wood, San Marino

“The King and Queen of Malibu: The True Story of the Battle for Paradise” by David K. Randall (2016)

“This is the true story of Frederick and May Rindge, he a Harvard graduate and she a Midwestern farm girl, who came to Los Angeles in 1887 when it was still a frontier town. They were hugely wealthy, and they bought all of the land that is now Malibu. After Frederick’s death in 1905, May spent the next 30 years fighting everyone to maintain Malibu as it was. I grew up in Southern California, and I learned things in this book that were totally new to me. It is a fascinating story of the area and the people.” — Juliane McAdam, Los Osos

The rest of the news

Covid is on the rise in California, as the latest subvariant. known as FLiRT, overtakes what had been the dominant winter strain of the virus, The Los Angeles Times reports.

Southern California

A high school senior is the first person to be arrested by the U.C.L.A. police in connection with the April 30 attack on a pro-Palestinian encampment at the university. He has been charged with felony assault with a deadly weapon.

Johnny Wactor, an actor known for his work on “General Hospital,” was killed while trying to stop the theft of his car’s catalytic converter in downtown L.A. early Saturday, according to his family.

The Chuck E. Cheese pizzeria-arcade chain said it would retain a few more of the animatronic bands featured in its stores that were scheduled to be retired, including in Los Angeles.

“Aggressive shark behavior” prompted the city of San Clemente to close the ocean at all of its beaches on Monday, though the beaches remained open, KTLA reported.

Central California

A Fresno police officer and his family were the subject of harassment for nearly a month by a man whom the officer had cited for jaywalking, The Fresno Bee reports.

Northern California

San Jose State University has suspended a justice studies professor who served as a liaison between school administrators and pro-Palestinian protesters, The San Francisco Chronicle reports.

And before you go, some good news

Helms Ategeka, an Oakland teenager, was accepted at 122 of the more than 150 colleges where he applied and was offered more than $5 million in grants and scholarships, CNN reports.

Ategeka, who is interested in pursuing a music degree, faced initial resistance to his choice of major from his father, who was hoping that his son would work toward a career with more financial stability. But then came the slew of acceptance letters. “He’s so confident that music is what he wants to do, it would be a disservice for me to try to guide him otherwise,” said his father, Chris Ategeka.

A few of the colleges that accepted Ategeka are Bard College, Drexel and the University of California, Berkeley. After spending time researching each school, Ategeka has decided to attend Berkeley, his father’s alma mater.

Thanks for reading. I’ll be back tomorrow. — Soumya

P.S. Here’s today’s Mini Crossword .

Halina Bennet and Briana Scalia contributed to California Today. You can reach the team at [email protected].

Sign up here to get this newsletter in your inbox .

Soumya Karlamangla reports on California news and culture and is based in San Francisco. She writes the California Today newsletter. More about Soumya Karlamangla

28 books to read this summer

From absorbing histories to funny fiction and everything in between

According to experts, this is going to be the busiest summer for travel in almost 20 years. You’ll need books for all those trains, planes and automobiles (only in the passenger seats, please). Here are 28 books we’ve enjoyed this year that would make good company, from absorbing histories to funny fiction and everything in between.

‘The Achilles Trap: Saddam Hussein, the C.I.A., and the Origins of America’s Invasion of Iraq’

By Steve Coll

Nonfiction | The latest from Pulitzer Prize winner and former Washington Post writer and editor Coll is a bracing moment of clarity for anyone in the U.S. foreign policy establishment willing to listen. It revisits Saddam Hussein as a nuanced figure, not a caricature, reexamining the mutually reinforcing delusions of the Iraqi dictator and four U.S. administrations. (Penguin Press)

‘The Cemetery of Untold Stories’

By Julia Alvarez

Fiction | Alvarez’s new novel — like her pathbreaking “How the García Girls Lost Their Accents,” from 1991 — explores sisterhood, family secrets, and immigration and return. But it also charts new, at times surreal, territory for her, with its story of a celebrated Dominican American author who resolves to build a little house on some inherited land, where she literally buries her unfinished work. (Algonquin)

‘Challenger: A True Story of Heroism and Disaster on the Edge of Space’

By Adam Higginbotham

Nonfiction | Calamities and near misses have molded NASA as much as the giant leaps the agency has taken, and no tragedy is more indelible than the space shuttle Challenger disaster in 1986. Higginbotham’s book is a compelling, exhaustively researched and freshly told chronicle of the tragedy that traces its full arc. (Avid Reader)

‘City in Ruins’

By Don Winslow

Fiction | The final volume of Winslow’s City trilogy — and, apparently, his fiction-writing career — is a spectacular farewell. Over the course of the series (inspired by Virgil’s “Aeneid”), its hero, Danny Ryan, has gotten mixed up with the mob in his home state of Rhode Island and resurrected himself in Hollywood. In “City in Ruins,” Ryan has landed in Las Vegas, where past vendettas resurface in delightfully terrible ways. (William Morrow)

‘Come and Get It’

By Kiley Reid

Fiction | Reid’s novel examines the lives of young women at the University of Arkansas. There’s sex in it, but the real complications and most intimate details involve financial figures and the ways that unequal economic positions create clashing sets of values. Reid’s exquisitely calibrated tone slips tantalizingly between sympathy and satire. (Putnam)

‘Glad to the Brink of Fear: A Portrait of Ralph Waldo Emerson’

By James Marcus

Nonfiction | Much has been written about the brilliant essayist and transcendentalist pioneer, but Marcus’s work stands out for his passion for his subject and his understanding of what makes a successful biography. This book is delightful for any reader, however much (or little) they already know about Emerson. (Princeton)

‘Great Expectations’

By Vinson Cunningham

Fiction | A roman à clef about the first Obama presidential campaign, based on Cunningham’s own experiences, “Great Expectations” elegantly explores the mind of its young Black narrator as he struggles to divine his place in the nation. With an eye to questions of faith, Cunningham crafts a coming-of-age story that captures not only the soul of America but also the unquenchable thirst for meaning. (Hogarth)

‘Grief Is for People’

By Sloane Crosley

Nonfiction | Crosley, an essayist and novelist known for her humor, holds on to it here while telling the story of her best friend and his suicide in 2019. Her book is not a philosophical meditation on grief but an honest account of its cruelties and contradictions. It contains no lessons, no morals and no solutions. It is as messy, rollicking and chaotic as life is. (MCD)

‘The Hunter’

By Tana French

Fiction | French’s sequel to “The Searcher” brings readers back to rural Ireland, where retired Chicago police detective Cal Hooper is drawn into a long con involving the father of a young teen he has taken under his wing. This tense and moody novel burns slowly and beautifully, its plot unfolding mostly through conversations that hint at lurking trouble. (Viking)

‘The Husbands’

By Holly Gramazio

Fiction | In a world of endless choices — dating apps, shopping, games — why not romantic partners? Gramazio’s 31-year-old protagonist is thrown into a revolving door of possible husbands and possible lives, a fantastical way for her — and readers — to ponder the age-old question: “What if?” (Doubleday)

‘I Heard Her Call My Name’

By Lucy Sante

Nonfiction | In this memoir , Sante, an essayist on art and culture and the author of “Low Life: Lures and Snares of Old New York,” bounces between her experience of gender transition in 2021 and the eventful and well-told details of her entire life. It’s about the cost of trying to live two different lives: as a man or a woman, but also as a human being and a writer. (Penguin Press)

By Percival Everett

Fiction | Everett is a preeminent American author, and “James” is his sly response to “The Adventures of Huckleberry Finn.” The title immediately suggests what he is up to with this subversive revision. In these pages, the enslaved man known as Jim can finally declare: “I will not let this condition define me. … My name became my own.” While Everett flashes his own brand of humor, the novel gathers speed and terror like a swelling storm. Its conclusion is equally shocking and exhilarating. (Doubleday)

‘Listen for the Lie’

By Amy Tintera

Fiction | Did Lucy kill her best friend years ago? She doesn’t remember, or so she says, and her attempt to put this all behind her is upended when a podcaster unearths the cold case. Tintera draws on our love of true crime, and podcasts about true crime, to create an entertaining and thoroughly modern mystery novel . (Celadon)

‘Long Island’

By Colm Tóibín

Fiction | In Colm Tóibín’s “Brooklyn” (2009), a young woman named Eilis Lacey left her home in Ireland for New York. This sequel revisits the themes of home and loss from a completely new perspective. Eilis is now in her 40s, the mother of two teenagers, and she learns of a dramatic secret her husband has been keeping. (Scribner)

‘The Mango Tree: A Memoir of Fruit, Florida, and Felony’

By Annabelle Tometich

Nonfiction | Tometich knew there would be headlines when her mother, Josefina, was arrested for using a pellet gun to shoot out the car window of a mango thief. But she was still surprised by how harshly people judged her Filipina immigrant mother. In seeking to understand the complexity of Josefina’s life, Tometich reveals the difficulties that many immigrants and multiracial families face. (Little, Brown)

‘The Ministry of Time’

By Kaliane Bradley

Fiction | Can a 21st-century British-Cambodian woman find love with a 19th-century officer of the British navy? That’s the question at the heart of Bradley’s debut , a delicious blend of historical fact, archaeological speculation and wacky fantasy. What feels initially like a time-traveling romance soon turns on curious questions about the possibility of moral progress. (Avid Reader)

By Phillip B. Williams

Fiction | In the 1830s, a mysterious woman named Saint uses magic to free enslaved people and help them build a magically hidden town near St. Louis named Ours. Williams finds new ways to ask age-old questions : How do we have both safety and freedom? What makes a ragtag group into a community? And most important, how do we find the missing parts of ourselves in other people? (Viking)

‘Radiant: The Life and Line of Keith Haring’

By Brad Gooch

Nonfiction | Haring, a joyful artist best known for his “Radiant Baby” drawings — cartoon infants surrounded by rays of energy — influentially blurred the lines between art and commerce before dying from AIDS, at 31, in 1990. Gooch’s biography does exactly what biographies of the exceptionally famous should do: Gently, graciously, it reels in the myth, restoring the flesh-and-bone reality of its subject. (Harper)

By Justin Taylor

Fiction | Taylor’s second novel is a very serious story about the perniciousness of conspiracy thinking, wrapped in a very funny yarn about the possible reboot of “Rev Beach,” a short-lived but beloved teen drama in the vein of “The O.C.” Taylor captures some Don DeLillo-like paranoia (and humor), worried that living in a heavily mediated reality is messing with our heads. (Pantheon)

‘The Spoiled Heart’

By Sunjeev Sahota

Fiction | In “The Spoiled Heart,” Sahota, who has twice been nominated for the Booker Prize, makes a provocative, humane drama out of a labor union election and its two leading candidates: Nayan Olak, an affable, well-respected Anglo-Indian manager, and Megha Sharma, a smart young woman, also of Indian descent, fluent in the combative dialects of critical theory and identity politics. (Viking)

‘There’s Always This Year: On Basketball and Ascension’

By Hanif Abdurraqib

Nonfiction | The latest from award-winning poet and essayist Abdurraqib is part sports memoir, part love letter to Columbus, Ohio. The narrative is structured like a basketball game: divided into quarters, with “timeouts” where the flow of prose is punctuated by verse. Focused in part on LeBron James and his 2010 split from the Cleveland Cavaliers, it’s a book about who makes it and why, and what “making it” even means. (Random House)

‘This Strange Eventful History’

By Claire Messud

Fiction | Messud’s new novel was partly inspired by a 1,500-page memoir written by her paternal grandfather. The novel imagines how three generations of a family (the Cassars) rode the geopolitical waves from World War II into the 21st century. It’s a work of cavernous depth and relentless exploration, and makes us realize how much we know and how little we confess about our own families. (W.W. Norton)

‘An Unfinished Love Story: A Personal History of the 1960s’

By Doris Kearns Goodwin

Nonfiction | There are hundreds of books about the politics of the 1960s, but the latest from the acclaimed historian Goodwin manages to be different. She and her husband, Richard, were extremely close to the Kennedys and Lyndon Johnson. Goodwin gives us hundreds of interesting vignettes about these historic characters, and she apportions credit for the landmark legislative accomplishments of the decade. (Simon & Schuster)

‘Wandering Stars’

By Tommy Orange

Fiction | Six years after his explosive debut, “There There,” Orange’s second novel expands that story’s universe of Native American characters struggling to define their identities. “Wandering Stars” stretches from 1864 to the present day to consider how a program of cultural annihilation designed by White society affects the descendants of a Cheyenne boy who barely survived a massacre against his people. (Knopf)

‘We Loved It All: A Memory of Life’

By Lydia Millet

Nonfiction | Acclaimed novelist Millet’s first foray into nonfiction is a profoundly evocative ode to life itself , in all its strange, wondrous and imperiled forms. She weaves disparate threads together expertly, reinforcing how our individual memories, our ancestral identities, and the future of human and nonhuman life are fundamentally inextricable. (W.W. Norton)

‘Whiskey Tender’

By Deborah Jackson Taffa

Nonfiction | Taffa, part of a mixed-tribe, mixed-race family, spent her early years on the Quechan (Yuma) reservation in southeastern California. By her late teens, living in New Mexico, she was disillusioned with the middle-class life her parents had “jerry-rigged” for her and longed for a deeper connection to her Native identity. Some reviewers have called this a “Native memoir,” but Taffa’s story is in fact distinctly American , full stop, and one that a country afraid of its own history needs to hear. (Harper)

‘The Women’

By Kristin Hannah

Fiction | Hannah’s latest historical novel is another best-selling, tear-jerking tragedy. The fate that befalls Frankie McGrath is multilayered, but all of it can be traced back to the moment she impulsively volunteers to be an Army nurse in Vietnam. Hannah does her characteristic best to have readers hanging on Frankie’s fate and that of a robust supporting cast. (St. Martin’s)

By Alexandra Tanner

Fiction | Tanner’s bitingly funny debut novel , set in the pre-pandemic months of 2019, follows two sisters as they slide into mutual isolation in their Brooklyn apartment. It is paced like the internet, full of petty micro-dramas, and it suggests that we were doomed to social isolation long before covid began to spread. (Scribner)

Here's How to Get Free Kids' Books from Barnes & Noble's Summer Reading Program

Can get a free book for reading and reacting to others — I see no downsides here.

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• Book retailer Barnes & Noble has announced the details of its 2024 Summer Reading Program.
• Kids can receive a free book, from a list of selected titles, if they participate.
• The program runs from July 1, 2024 to August 31, 2024.

That's why I'm grateful to events like Barnes & Noble's Summer Reading Program , which will at least give our family a little reward for all that work. In this case, a free book.

The details of the program are simple. The program is open to kids who are in grades 1 through 6. Kids who fall into that age range just have to follow three easy steps to reap their reward. The first is that kids have to read a total of eight books. There's no specific list, it can be any gripping yarns of their choosing. If you have a reader like mine at home, that should be the easy part.

In addition to finishing the books, kids also have to fill out a reading log with the titles of their books, and what their favorite parts were. You can find the reading logs on the Barnes & Noble corporate website , both in English and in Spanish . Adults can download them and print as many as they need, and hand them over to kids to fill in. In the journal, the blank space where kids have to describe their favorite part looks like it can accommodate one sentence, so they're not writing huge book reports or anything.

Then, the fun part: Between July 1, 2024 and August 31, they can turn in their reading logs at any Barnes & Noble store to receive their free book. Sadly, they don't get their pick of anything in the store. There's a pre-selected list, with a little more than 10 titles for grades 1 and 2, grades 3 and 4 and grades 5 and 6. There are more options for the older kids, but the lists are diverse enough that there should be something to appeal to every reader.

The best part: The eight books that the kids read don't have to be from Barnes & Noble. They can be books that have been lying around in your home, books from the library, even books from other bookstores. Everything counts!

The free books include classics that parents might remember like The Boxcar Children or A Wrinkle in Time , new hits like The Princess in Black and Dog Man , books for Minecraft fans and beloved authors like Rick Riordan and Kate DiCamillo. Who knows — maybe they'll walk away with a new (non- Wings of Fire ) obsession. (Please? The next one doesn't come out until December!) And if they're looking for inspiration for what to read to count toward their eight-book requirement? They can always check out the Good Housekeeping Kids' Book Award winners.

Books on Barnes & Noble's Free Book List

The Good Egg and the Talent Show

The First Cat in Space Ate Pizza

Daughter of the Deep by Rick Riordan

@media(max-width: 64rem){.css-o9j0dn:before{margin-bottom:0.5rem;margin-right:0.625rem;color:#ffffff;width:1.25rem;bottom:-0.2rem;height:1.25rem;content:'_';display:inline-block;position:relative;line-height:1;background-repeat:no-repeat;}.loaded .css-o9j0dn:before{background-image:url(/_assets/design-tokens/goodhousekeeping/static/images/Clover.5c7a1a0.svg);}}@media(min-width: 48rem){.loaded .css-o9j0dn:before{background-image:url(/_assets/design-tokens/goodhousekeeping/static/images/Clover.5c7a1a0.svg);}} All the Best Books to Read Next

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Guilty: Trump becomes first former US president convicted of felony crimes

2 river flood warnings in effect for brantley and columbia counties, sjc school board considers banning 4 new books. what do you think.

Ariel Schiller , Reporter , Jacksonville

ST. AUGUSTINE, Fla. – Book bans have been a controversial topic affecting school boards across Northeast Florida and other regions.

The St. Johns County School District is considering banning four books from its school library materials.

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Do you think these books should be removed from the classroom? Why or why not? Share below.

The district will have a public hearing on the proposed book ban at Tuesday’s, May 28, meeting.

The St. Johns County School Board will have a public hearing to reconsider whether their books should be banned.

Copyright 2024 by WJXT News4JAX - All rights reserved.

About the Author

Ariel schiller.

Ariel Schiller joined the News4Jax team as an evening reporter in September of 2023. She comes to Jacksonville from Tallahassee where she worked at ABC27 as a Weekend Anchor/Reporter for 10 months.

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