book review or article critique meaning

Organizing Your Social Sciences Research Assignments

• Annotated Bibliography
• Analyzing a Scholarly Journal Article
• Group Presentations
• Dealing with Nervousness
• Using Visual Aids
• Grading Someone Else's Paper
• Types of Structured Group Activities
• Group Project Survival Skills
• Leading a Class Discussion
• Multiple Book Review Essay
• Reviewing Collected Works
• Writing a Case Analysis Paper
• Writing a Case Study
• About Informed Consent
• Writing Field Notes
• Writing a Policy Memo
• Writing a Reflective Paper
• Writing a Research Proposal
• Generative AI and Writing
• Acknowledgments

A book review is a thorough description, critical analysis, and/or evaluation of the quality, meaning, and significance of a book, often written in relation to prior research on the topic. Reviews generally range from 500-2000 words, but may be longer or shorter depends on several factors: the length and complexity of the book being reviewed, the overall purpose of the review, and whether the review examines two or more books that focus on the same topic. Professors assign book reviews as practice in carefully analyzing complex scholarly texts and to assess your ability to effectively synthesize research so that you reach an informed perspective about the topic being covered.

There are two general approaches to reviewing a book:

• Descriptive review: Presents the content and structure of a book as objectively as possible, describing essential information about a book's purpose and authority. This is done by stating the perceived aims and purposes of the study, often incorporating passages quoted from the text that highlight key elements of the work. Additionally, there may be some indication of the reading level and anticipated audience.
• Critical review: Describes and evaluates the book in relation to accepted literary and historical standards and supports this evaluation with evidence from the text and, in most cases, in contrast to and in comparison with the research of others. It should include a statement about what the author has tried to do, evaluates how well you believe the author has succeeded in meeting the objectives of the study, and presents evidence to support this assessment. For most course assignments, your professor will want you to write this type of review.

Book Reviews. Writing Center. University of New Hampshire; Book Reviews: How to Write a Book Review. Writing and Style Guides. Libraries. Dalhousie University; Kindle, Peter A. "Teaching Students to Write Book Reviews." Contemporary Rural Social Work 7 (2015): 135-141; Erwin, R. W. “Reviewing Books for Scholarly Journals.” In Writing and Publishing for Academic Authors . Joseph M. Moxley and Todd Taylor. 2 nd edition. (Lanham, MD: Rowan and Littlefield, 1997), pp. 83-90.

How to Approach Writing Your Review

NOTE:   Since most course assignments require that you write a critical rather than descriptive book review, the following information about preparing to write and developing the structure and style of reviews focuses on this approach.

I.  Common Features

While book reviews vary in tone, subject, and style, they share some common features. These include:

• A review gives the reader a concise summary of the content . This includes a description of the research topic and scope of analysis as well as an overview of the book's overall perspective, argument, and purpose.
• A review offers a critical assessment of the content in relation to other studies on the same topic . This involves documenting your reactions to the work under review--what strikes you as noteworthy or important, whether or not the arguments made by the author(s) were effective or persuasive, and how the work enhanced your understanding of the research problem under investigation.
• In addition to analyzing a book's strengths and weaknesses, a scholarly review often recommends whether or not readers would value the work for its authenticity and overall quality . This measure of quality includes both the author's ideas and arguments and covers practical issues, such as, readability and language, organization and layout, indexing, and, if needed, the use of non-textual elements .

To maintain your focus, always keep in mind that most assignments ask you to discuss a book's treatment of its topic, not the topic itself . Your key sentences should say, "This book shows...,” "The study demonstrates...," or “The author argues...," rather than "This happened...” or “This is the case....”

II.  Developing a Critical Assessment Strategy

There is no definitive methodological approach to writing a book review in the social sciences, although it is necessary that you think critically about the research problem under investigation before you begin to write. Therefore, writing a book review is a three-step process: 1) carefully taking notes as you read the text; 2) developing an argument about the value of the work under consideration; and, 3) clearly articulating that argument as you write an organized and well-supported assessment of the work.

A useful strategy in preparing to write a review is to list a set of questions that should be answered as you read the book [remember to note the page numbers so you can refer back to the text!]. The specific questions to ask yourself will depend upon the type of book you are reviewing. For example, a book that is presenting original research about a topic may require a different set of questions to ask yourself than a work where the author is offering a personal critique of an existing policy or issue.

Here are some sample questions that can help you think critically about the book:

• Thesis or Argument . What is the central thesis—or main argument—of the book? If the author wanted you to get one main idea from the book, what would it be? How does it compare or contrast to the world that you know or have experienced? What has the book accomplished? Is the argument clearly stated and does the research support this?
• Topic . What exactly is the subject or topic of the book? Is it clearly articulated? Does the author cover the subject adequately? Does the author cover all aspects of the subject in a balanced fashion? Can you detect any biases? What type of approach has the author adopted to explore the research problem [e.g., topical, analytical, chronological, descriptive]?
• Evidence . How does the author support their argument? What evidence does the author use to prove their point? Is the evidence based on an appropriate application of the method chosen to gather information? 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 about the research problem?
• Structure . How does the author structure their argument? Does it follow a logical order of analysis? What are the parts that make up the whole? Does the argument make sense to you? Does it persuade you? Why or why not?
• Take-aways . How has this book helped you understand the research problem? Would you recommend the book to others? Why or why not?

Beyond the content of the book, you may also consider some information about the author and the general presentation of information. Question to ask may include:

• The Author: Who is the author? The nationality, political persuasion, education, intellectual interests, personal history, and historical context may provide crucial details about how a work takes shape. Does it matter, for example, that the author is affiliated with a particular organization? What difference would it make if the author participated in the events they wrote about? What other topics has the author written about? Does this work build on prior research or does it represent a new or unique area of research?
• The Presentation: What is the book's genre? Out of what discipline does it emerge? Does it conform to or depart from the conventions of its genre? These questions can provide a historical or other contextual standard upon 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 this. Keep in mind, though, that declarative statements about being the “first,” the "best," or the "only" book of its kind can be a risky unless you're absolutely certain because your professor [presumably] has a much better understanding of the overall research literature.

NOTE: Most critical book reviews examine a topic in relation to prior research. A good strategy for identifying this prior research is to examine sources the author(s) cited in the chapters introducing the research problem and, of course, any review of the literature. However, you should not assume that the author's references to prior research is authoritative or complete. If any works related to the topic have been excluded, your assessment of the book should note this . Be sure to consult with a librarian to ensure that any additional studies are located beyond what has been cited by the author(s).

Book Reviews. Writing@CSU. Colorado State University; Book Reviews. The Writing Center. University of North Carolina; Hartley, James. "Reading and Writing Book Reviews Across the Disciplines." Journal of the American Society for Information Science and Technology 57 (July 2006): 1194–1207;   Motta-Roth, D. “Discourse Analysis and Academic Book Reviews: A Study of Text and Disciplinary Cultures.”  In Genre Studies in English for Academic Purposes . Fortanet Gómez, Inmaculada  et  al., editors. (Castellò de la Plana: Publicacions de la Universitat Jaume I, 1998), pp. 29-45. Writing a Book Review. The Writing Lab and The OWL. Purdue University; Writing Book Reviews. Writing Tutorial Services, Center for Innovative Teaching and Learning. Indiana University; Suárez, Lorena and Ana I. Moreno. “The Rhetorical Structure of Academic Journal Book Reviews: A Cross-linguistic and Cross-disciplinary Approach .” In Asociación Europea de Lenguas para Fines Específicos, María del Carmen Pérez Llantada Auría, Ramón Plo Alastrué, and Claus Peter Neumann. Actas del V Congreso Internacional AELFE/Proceedings of the 5th International AELFE Conference . Zaragoza: Universidad de Zaragoza, 2006.

Structure and Writing Style

I.  Bibliographic Information

Bibliographic information refers to the essential elements of a work if you were to cite it in a paper [i.e., author, title, date of publication, etc.]. Provide the essential information about the book using the writing style [e.g., APA, MLA, Chicago] preferred by your professor or used by the discipline of your major . Depending on how your professor wants you to organize your review, the bibliographic information represents the heading of your review. In general, it would look like this:

[Complete title of book. Author or authors. Place of publication. Publisher. Date of publication. Number of pages before first chapter, often in Roman numerals. Total number of pages]. The Whites of Their Eyes: The Tea Party's Revolution and the Battle over American History . By Jill Lepore. (Princeton, NJ: Princeton University Press, 2010. xii, 207 pp.)

Reviewed by [your full name].

II.  Scope/Purpose/Content

Begin your review by telling the reader not only the overarching concern of the book in its entirety [the subject area] but also what the author's particular point of view is on that subject [the thesis statement]. If you cannot find an adequate statement in the author's own words or if you find that the thesis statement is not well-developed, then you will have to compose your own introductory thesis statement that does cover all the material. This statement should be no more than one paragraph and must be succinctly stated, accurate, and unbiased.

If you find it difficult to discern the overall aims and objectives of the book [and, be sure to point this out in your review if you determine that this is a deficiency], you may arrive at an understanding of the book's overall purpose by assessing the following:

• Scan the table of contents because it can help you understand how the book was organized and will aid in determining the author's main ideas and how they were developed [e.g., chronologically, topically, historically, etc.].
• Why did the author write on this subject rather than on some other subject?
• From what point of view is the work written?
• Was the author trying to give information, to explain something technical, or to convince the reader of a belief’s validity by dramatizing it in action?
• What is the general field or genre, and how does the book fit into it? If necessary, review related literature from other books and journal articles to familiarize yourself with the field.
• Who is the intended audience?
• What is the author's style? Is it formal or informal? You can evaluate the quality of the writing style by noting some of the following standards: coherence, clarity, originality, forcefulness, accurate use of technical words, conciseness, fullness of development, and fluidity [i.e., quality of the narrative flow].
• How did the book affect you? Were there any prior assumptions you had about the subject that were changed, abandoned, or reinforced after reading the book? How is the book related to your own personal beliefs or assumptions? What personal experiences have you had related to the subject that affirm or challenge underlying assumptions?
• How well has the book achieved the goal(s) set forth in the preface, introduction, and/or foreword?
• Would you recommend this book to others? Why or why not?

III.  Note the Method

Support your remarks with specific references to text and quotations that help to illustrate the literary method used to state the research problem, describe the research design, and analyze the findings. In general, authors tend to use the following literary methods, exclusively or in combination.

• Description : The author depicts scenes and events by giving specific details that appeal to the five senses, or to the reader’s imagination. The description presents background and setting. Its primary purpose is to help the reader realize, through as many details as possible, the way persons, places, and things are situated within the phenomenon being described.
• Narration : The author tells the story of a series of events, usually thematically or in chronological order. In general, the emphasis in scholarly books is on narration of the events. Narration tells what has happened and, in some cases, using this method to forecast what could happen in the future. Its primary purpose is to draw the reader into a story and create a contextual framework for understanding the research problem.
• Exposition : The author uses explanation and analysis to present a subject or to clarify an idea. Exposition presents the facts about a subject or an issue clearly and as impartially as possible. Its primary purpose is to describe and explain, to document for the historical record an event or phenomenon.
• Argument : The author uses techniques of persuasion to establish understanding of a particular truth, often in the form of addressing a research question, or to convince the reader of its falsity. The overall aim is to persuade the reader to believe something and perhaps to act on that belief. Argument takes sides on an issue and aims to convince the reader that the author's position is valid, logical, and/or reasonable.

IV.  Critically Evaluate the Contents

Critical comments should form the bulk of your book review . State whether or not you feel the author's treatment of the subject matter is appropriate for the intended audience. Ask yourself:

• Has the purpose of the book been achieved?
• What contributions does the book make to the field?
• Is the treatment of the subject matter objective or at least balanced in describing all sides of a debate?
• Are there facts and evidence that have been omitted?
• What kinds of data, if any, are used to support the author's thesis statement?
• Can the same data be interpreted to explain alternate outcomes?
• Is the writing style clear and effective?
• Does the book raise important or provocative issues or topics for discussion?
• Does the book bring attention to the need for further research?
• What has been left out?

Support your evaluation with evidence from the text and, when possible, state the book's quality in relation to other scholarly sources. If relevant, note of the book's format, such as, layout, binding, typography, etc. Are there tables, charts, maps, illustrations, text boxes, photographs, or other non-textual elements? Do they aid in understanding the text? Describing this is particularly important in books that contain a lot of non-textual elements.

NOTE:   It is important to carefully distinguish your views from those of the author so as not to confuse your reader. Be clear when you are describing an author's point of view versus expressing your own.

V.  Examine the Front Matter and Back Matter

Front matter refers to any content before the first chapter of the book. Back matter refers to any information included after the final chapter of the book . Front matter is most often numbered separately from the rest of the text in lower case Roman numerals [i.e. i - xi ]. Critical commentary about front or back matter is generally only necessary if you believe there is something that diminishes the overall quality of the work [e.g., the indexing is poor] or there is something that is particularly helpful in understanding the book's contents [e.g., foreword places the book in an important context].

Front matter that may be considered for evaluation when reviewing its overall quality:

• Table of contents -- is it clear? Is it detailed or general? Does it reflect the true contents of the book? Does it help in understanding a logical sequence of content?
• Author biography -- also found as back matter, the biography of author(s) can be useful in determining the authority of the writer and whether the book builds on prior research or represents new research. In scholarly reviews, noting the author's affiliation and prior publications can be a factor in helping the reader determine the overall validity of the work [i.e., are they associated with a research center devoted to studying the problem under investigation].
• Foreword -- the purpose of a foreword is to introduce the reader to the author and the content of the book, and to help establish credibility for both. A foreword may not contribute any additional information about the book's subject matter, but rather, serves as a means of validating the book's existence. In these cases, the foreword is often written by a leading scholar or expert who endorses the book's contributions to advancing research about the topic. Later editions of a book sometimes have a new foreword prepended [appearing before an older foreword, if there was one], which may be included to explain how the latest edition differs from previous editions. These are most often written by the author.
• Acknowledgements -- scholarly studies in the social sciences often take many years to write, so authors frequently acknowledge the help and support of others in getting their research published. This can be as innocuous as acknowledging the author's family or the publisher. However, an author may acknowledge prominent scholars or subject experts, staff at key research centers, people who curate important archival collections, or organizations that funded the research. In these particular cases, it may be worth noting these sources of support in your review, particularly if the funding organization is biased or its mission is to promote a particular agenda.
• Preface -- generally describes the genesis, purpose, limitations, and scope of the book and may include acknowledgments of indebtedness to people who have helped the author complete the study. Is the preface helpful in understanding the study? Does it provide an effective framework for understanding what's to follow?
• Chronology -- also may be found as back matter, a chronology is generally included to highlight key events related to the subject of the book. Do the entries contribute to the overall work? Is it detailed or very general?
• List of non-textual elements -- a book that contains numerous charts, photographs, maps, tables, etc. will often list these items after the table of contents in the order that they appear in the text. Is this useful?

Back matter that may be considered for evaluation when reviewing its overall quality:

• Afterword -- this is a short, reflective piece written by the author that takes the form of a concluding section, final commentary, or closing statement. It is worth mentioning in a review if it contributes information about the purpose of the book, gives a call to action, summarizes key recommendations or next steps, or asks the reader to consider key points made in the book.
• Appendix -- is the supplementary material in the appendix or appendices well organized? Do they relate to the contents or appear superfluous? Does it contain any essential information that would have been more appropriately integrated into the text?
• Index -- are there separate indexes for names and subjects or one integrated index. Is the indexing thorough and accurate? Are elements used, such as, bold or italic fonts to help identify specific places in the book? Does the index include "see also" references to direct you to related topics?
• Glossary of Terms -- are the definitions clearly written? Is the glossary comprehensive or are there key terms missing? Are any terms or concepts mentioned in the text not included that should have been?
• Endnotes -- examine any endnotes as you read from chapter to chapter. Do they provide important additional information? Do they clarify or extend points made in the body of the text? Should any notes have been better integrated into the text rather than separated? Do the same if the author uses footnotes.
• Bibliography/References/Further Readings -- review any bibliography, list of references to sources, and/or further readings the author may have included. What kinds of sources appear [e.g., primary or secondary, recent or old, scholarly or popular, etc.]? How does the author make use of them? Be sure to note important omissions of sources that you believe should have been utilized, including important digital resources or archival collections.

VI.  Summarize and Comment

State your general conclusions briefly and succinctly. Pay particular attention to the author's concluding chapter and/or afterword. Is the summary convincing? List the principal topics, and briefly summarize the author’s ideas about these topics, main points, and conclusions. If appropriate and to help clarify your overall evaluation, use specific references to text and quotations to support your statements. If your thesis has been well argued, the conclusion should follow naturally. It can include a final assessment or simply restate your thesis. Do not introduce new information in the conclusion. If you've compared the book to any other works or used other sources in writing the review, be sure to cite them at the end of your book review in the same writing style as your bibliographic heading of the book.

Book Reviews. Writing@CSU. Colorado State University; Book Reviews. The Writing Center. University of North Carolina; Gastel, Barbara. "Special Books Section: A Strategy for Reviewing Books for Journals." BioScience 41 (October 1991): 635-637; Hartley, James. "Reading and Writing Book Reviews Across the Disciplines." Journal of the American Society for Information Science and Technology 57 (July 2006): 1194–1207; Lee, Alexander D., Bart N. Green, Claire D. Johnson, and Julie Nyquist. "How to Write a Scholarly Book Review for Publication in a Peer-reviewed Journal: A Review of the Literature." Journal of Chiropractic Education 24 (2010): 57-69; Nicolaisen, Jeppe. "The Scholarliness of Published Peer Reviews: A Bibliometric Study of Book Reviews in Selected Social Science Fields." Research Evaluation 11 (2002): 129-140;.Procter, Margaret. The Book Review or Article Critique. The Lab Report. University College Writing Centre. University of Toronto; Reading a Book to Review It. The Writer’s Handbook. Writing Center. University of Wisconsin, Madison; Scarnecchia, David L. "Writing Book Reviews for the Journal Of Range Management and Rangelands." Rangeland Ecology and Management 57 (2004): 418-421; Simon, Linda. "The Pleasures of Book Reviewing." Journal of Scholarly Publishing 27 (1996): 240-241; Writing a Book Review. The Writing Lab and The OWL. Purdue University; Writing Book Reviews. Writing Tutorial Services, Center for Innovative Teaching and Learning. Indiana University.

Writing Tip

Always Read the Foreword and/or the Preface

If they are included in the front matter, a good place for understanding a book's overall purpose, organization, contributions to further understanding of the research problem, and relationship to other studies is to read the preface and the foreword. The foreword may be written by someone other than the author or editor and can be a person who is famous or who has name recognition within the discipline. A foreword is often included to add credibility to the work.

The preface is usually an introductory essay written by the author or editor. It is intended to describe the book's overall purpose, arrangement, scope, and overall contributions to the literature. When reviewing the book, it can be useful to critically evaluate whether the goals set forth in the foreword and/or preface were actually achieved. At the very least, they can establish a foundation for understanding a study's scope and purpose as well as its significance in contributing new knowledge.

Distinguishing between a Foreword, a Preface, and an Introduction . Book Creation Learning Center. Greenleaf Book Group, 2019.

Locating Book Reviews

There are several databases the USC Libraries subscribes to that include the full-text or citations to book reviews. Short, descriptive reviews can also be found at book-related online sites such as Amazon , although it's not always obvious who has written them and may actually be created by the publisher. The following databases provide comprehensive access to scholarly, full-text book reviews:

• ProQuest [1983-present]
• Book Review Digest Retrospective [1905-1982]

Some Language for Evaluating Texts

It can be challenging to find the proper vocabulary from which to discuss and evaluate a book. Here is a list of some active verbs for referring to texts and ideas that you might find useful:

• account for
• demonstrate
• distinguish
• investigate

Examples of usage

• "The evidence indicates that..."
• "This work assesses the effect of..."
• "The author identifies three key reasons for..."
• "This book questions the view that..."
• "This work challenges assumptions about...."

Paquot, Magali. Academic Keyword List. Centre for English Corpus Linguistics. Université Catholique de Louvain.

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How to Write a Book Review: The Complete Guide

by Sue Weems | 23 comments

Free Book Planning Course!  Sign up for our 3-part book planning course and make your book writing easy . It expires soon, though, so don’t wait.  Sign up here before the deadline!

If you've ever loved (or hated) a book, you may have been tempted to review it. Here's a complete guide to how to write a book review, so you can share your literary adventures with other readers more often! 

You finally reach the last page of a book that kept you up all night and close it with the afterglow of satisfaction and a tinge of regret that it’s over. If you enjoyed the book enough to stay up reading it way past your bedtime, consider writing a review. It is one of the best gifts you can give an author.

Regardless of how much you know about how to write a book review, the author will appreciate hearing how their words touched you.

But as you face the five shaded stars and empty box, a blank mind strikes. What do I say? I mean, is this a book really deserving of five stars? How did it compare to Dostoevsky or Angelou or Dickens?

Maybe there’s an easier way to write a book review.

Want to learn how to write a book from start to finish? Check out How to Write a Book: The Complete Guide .

The Fallacy of Book Reviews

Once you’ve decided to give a review, you are faced with the task of deciding how many stars to give a book.

When I first started writing book reviews, I made the mistake of trying to compare a book to ALL BOOKS OF ALL TIME. (Sorry for the all caps, but that’s how it felt, like a James Earl Jones voice was asking me where to put this book in the queue of all books.)

Other readers find themselves comparing new titles to their favorite books. It's a natural comparison. But is it fair?

This is honestly why I didn’t give reviews of books for a long time. How can I compare a modern romance or historical fiction war novel with Dostoevsky? I can’t, and I shouldn’t.

I realized my mistake one day as I was watching (of all things) a dog show. In the final round, they trotted out dogs of all shapes, colors, and sizes. I thought, “How can a Yorkshire Terrier compete with a Basset Hound?” As if he'd read my mind, the announcer explained that each is judged by the standards for its breed.

This was my “Aha!” moment. I have to take a book on its own terms. The question is not, “How does this book compare to all books I’ve read?” but “How well did this book deliver what it promised for the intended audience?”

A review is going to reflect my personal experience with the book, but I can help potential readers by taking a minute to consider what the author intended. Let me explain what I mean. 

How to Write a Book Review: Consider a Book’s Promise

A book makes a promise with its cover, blurb, and first pages. It begins to set expectations the minute a reader views the thumbnail or cover. Those things indicate the genre, tone, and likely the major themes.

If a book cover includes a lip-locked couple in flowing linen on a beach, and I open to the first page to read about a pimpled vampire in a trench coat speaking like Mr. Knightly about his plan for revenge on the entire human race, there’s been a breach of contract before I even get to page two. These are the books we put down immediately (unless a mixed-message beachy cover combined with an Austen vampire story is your thing).

But what if the cover, blurb, and first pages are cohesive and perk our interest enough to keep reading? Then we have to think about what the book has promised us, which revolves around one key idea: What is the core story question and how well is it resolved?

Sometimes genre expectations help us answer this question: a romance will end with a couple who finds their way, a murder mystery ends with a solved case, a thriller’s protagonist beats the clock and saves the country or planet.

The stories we love most do those expected things in a fresh or surprising way with characters we root for from the first page. Even (and especially!) when a book doesn’t fit neatly in a genre category, we need to consider what the book promises on those first pages and decide how well it succeeds on the terms it sets for itself.

When I Don’t Know What to Write

About a month ago, I realized I was overthinking how to write a book review. Here at the Write Practice we have a longstanding tradition of giving critiques using the Oreo method : point out something that was a strength, then something we wondered about or that confused us, followed by another positive.

We can use this same structure to write a simple review when we finish books. Consider this book review format: 

[Book Title] by [book author] is about ___[plot summary in a sentence—no spoilers!]___. I chose this book based on ________. I really enjoyed ________. I wondered how ___________. Anyone who likes ____ will love this book.

Following this basic template can help you write an honest review about most any book, and it will give the author or publisher good information about what worked (and possibly what didn’t). You might write about the characters, the conflict, the setting, or anything else that captured you and kept you reading.

As an added bonus, you will be a stronger reader when you are able to express why you enjoyed parts of a book (just like when you critique!). After you complete a few, you’ll find it gets easier, and you won’t need the template anymore.

What if I Didn’t Like It?

Like professional book reviewers, you will have to make the call about when to leave a negative review. If I can’t give a book at least three stars, I usually don’t review it. Why? If I don’t like a book after a couple chapters, I put it down. I don’t review anything that I haven’t read the entire book.

Also, it may be that I’m not the target audience. The book might be well-written and well-reviewed with a great cover, and it just doesn’t capture me. Or maybe it's a book that just isn't hitting me right now for reasons that have nothing to do with the book and everything to do with my own reading life and needs. Every book is not meant for every reader.

If a book kept me reading all the way to the end and I didn’t like the ending? I would probably still review it, since there had to be enough good things going on to keep me reading to the end. I might mention in my review that the ending was less satisfying than I hoped, but I would still end with a positive.

How to Write a Book Review: Your Turn

As writers, we know how difficult it is to put down the words day after day. We are typically voracious readers. Let’s send some love back out to our fellow writers this week and review the most recent title we enjoyed.

What was the last book you read or reviewed? Do you ever find it hard to review a book? Share in the comments .

Now it's your turn. Think of the last book you read. Then, take fifteen minutes to write a review of it based on the template above. When you're done, share your review in the Pro Practice Workshop . For bonus points, post it on the book's page on Amazon and Goodreads, too!

Don't forget to leave feedback for your fellow writers! What new reads will you discover in the comments?

Sue Weems is a writer, teacher, and traveler with an advanced degree in (mostly fictional) revenge. When she’s not rationalizing her love for parentheses (and dramatic asides), she follows a sailor around the globe with their four children, two dogs, and an impossibly tall stack of books to read. You can read more of her writing tips on her website .

23 Comments

The Ice Dragon by George R.R. Martin is about a girl that shows no emotion befriending a ice dragon.

I chose this book based on the cover that had a little girl riding a ice dragon, and wondered what is about.

I really enjoyed the interaction the little girl had with the dragon.

I wondered how how the girl’s bond with the dragon.

Anyone who likes a coming of age story set in a fantasy will love this book.

Thanks for sharing your practice, Azure!

You’re welcome.

A interesting, at times perplexing, subject! And one on my mind lately,as I’ve agreed to do a few. I do enjoy giving reviews and am delighted when I can say, “This was a great book!” Or even, “I enjoyed this book.” It gets perplexing when I agree to review a book — and simply don’t like it. Then what to say? I hate to disappoint the writer but I’ve promised to give my honest opinion.

I’ve found some books mediocre and yet I see a dozen other reviewers saying “A great story!” Tastes do vary. But when there are obvious flaws I tend to skip all the best-friend-and-cousin reviewers and find the first person who says, “This writer has a problem with…” Usually there’ll be a number of reviewers who spot the same problems I do.

I like upbeat main characters, but not aggressive, belligerent, and/or self-centered ones. I like to meet in a story the kind of people I’d like to meet in real life— not people I’d avoid if possible. I recently read a book where the main character came across as insipid and the story only mildly interesting. Other reviewers said it was great and I know for this specific audience — readers who want a certain slant to a story — it was quite suitable. So I tried to cut the book some slack. Everyone has their limit as to how much blood and gore, smooching and snuggling, they are willing to read about.

Once I agreed to review a book and would have tossed it after the first chapter — for several reasons. A lot of “writer inserting facts for reader’s benefit”; teach/preach paragraphs; excess of description; attitudes of MCs. Once it’s live on seller’s sites like Amazon, what can you say? The one thing good it had going for it was the story line or theme. With a pro editor’s help it could have been a great story.

As for a review, one book I read lately was “A Clue for the Puzzle Lady” by Parnell Hall. It’s one of those “Stayed up half the night to finish it” books; I think anyone who likes a compelling cozy mystery would probably like it. Downside: I didn’t care for the “Puzzle Lady.” She’s a lush, hangs out at the bar getting sloshed. The upside: her sensible niece has a starring role —trying to keep her aunt on the straight-and-narrow and the mystery keeps you guessing until the end.

Christine, Thanks for sharing your insight! It sounds like you are approached often to review new books. It does make it tricky if it’s a request, especially outside your own preferences. Thanks for chiming in about your process, as I’m sure others will appreciate the perspective too. I’ll have to take a look at the Puzzle Lady– I do enjoy cozy mysteries. Sue

Here’s another cozy mystery book review in case you’re interested. I’m not approached by writers that often, but there are the Story Cartel, Book Bub and Goodreads, all sites where authors ask for review volunteers.

Reel Estate Ripoff by Renee Pawlish

The detective Reed Ferguson is a fan of Humphry Bogart, movie memorabilia of that era, and fancies himself a bit of a Sam Slade. Though not your super-sleuth, rather inept at times, he’s a likeable character. Told in first person, the story has a Philip Marlowe tone to it, but much tamer. Dialogue and story line are well done, the story well plotted and believable. I’d gladly read more stories about this particular gumshoe.

If you like cozy mystery books, I’ll send you a list later, Sue. Love them too and I’ve met many authors who write in this genre. Back on topic– you inspire me again to add some reviews to my Blog. I have been reading and writing many middle grade mysteries for a project! My latest favorite: “The World’s Greatest Detective” by Caroline Carson (who I hope to meet tomorrow in Arlington, VA!) My 12 year old grandson borrowed it and finished it before I could. “It’s the best mystery I ever read, Grandma! You’ ll never guess the ending with unpredictable twists!” What better review could we read. The target audience and I both highly recommend this 2017 mystery.

Adding it to my stack, Beth. Thanks!

Not wanting to sound life an idiot, but willing to risk it here among friends: What exactly is a cozy mystery?

Glad you asked! It’s a subgenre of mystery. The best examples of cozy mysteries are those by Agatha Christie. They usually avoid profanity, excessive gore/ violence, and sex. They focus more on the puzzle, sleuth, and their smaller world. Hope that helps!

Thanks, Sue.

Wonderful article. The first I have read by you. It especially gets those of us who don’t feel we have the formula down for review writing to be introduced to a form we can build upon with experience. You’ve kept it simple but you have given us the main ingredients needed for a good review. I printed this one off to look at the next few times I write reviews. Thank you.

Glad you found it helpful. Thanks for reading and commenting!

I haven’t gone into all this. It’s a matter of time, Joe. I gad about all over the place, not knowing where I am or where I’m going. Within weeks, I’ll be 87. I’ve books of my own that I’d like to see reviewed. Even sorting them out, however, even finding where any of them are, would be a time burden. You see the fix?

Hi Dave, You aren’t alone in feeling the press of time for getting your stories out into the world. May I gently offer this: start with finding and sorting one. If you can’t find it, write it anew. You’ve probably grown in time and perspective since you wrote the first draft, which will make for a stronger story. Good luck. I’m cheering you on!

This is an article for me, because I am happy to receive a rating. I haven’t sold many books. But, at least some thinks that it was worth the time to read. That was refreshing. And, I think I wrote two reviews, so far. It was on Amazon.com. Thank you.

You’re welcome!

Hi, Sue. Thanks for the helpful advice. I did a review on Amazon for the first of a 7-part thriller titled ‘Mosh Pit (The Rose Garden Incident)’ by Michael Hiebert. [Here it is.]

“5.0 out of 5 stars Advance copy review. By A fellow author on September 18, 2016 Format: Kindle Edition I Recommend This Book Strongly

I enjoyed reading this first part of the thriller. The author’s opening chapter/prologue was fast paced, and set me in the middle of the inciting incident along with two of the main characters. After that thrilling opening, I felt the ensuing chapters moved at a more leisurely pace, and was about to grade them as less praiseworthy when I watched a lecture by Brandon Sanderson on YouTube about building three dimensional characters and realised Michael Hiebert had done exactly that by introducing the reader to the minutiae of other characters who had parts to play in the development of the story. So, instead of cardboard cutouts of bland stock characters, the author shows us real people with real concerns that the reader can relate to.and actually care about. I look forward to reading the rest of this intriguing thriller, and highly recommend it to all lovers of well-written, and well-crafted thrillers.”

I also reviewed Part 2 of the series, but that review is too long to post here.

Footnote: The author, Michael Hiebert, was so pleased with my reviews, he recently asked me to beta-read a short story collection he plans to publish in November.

Great review, John! I like how you shared a bit of your process as a reader too, in recognizing what the writer was doing with their characterization. Thanks!

Thank you, Sue.

Five out of five stars When I picked up a copy of “The Girl with All the Gifts,” by M R Carey, at the used book store, I somehow had it in my head that it was a YA dystopian novel along the lines of “Divergent” or “The Hunger Games.” While I would definitely say that I was not right about that, I wouldn’t say that I was completely wrong. I was, however, completely unprepared for a zombie novel–which is a good thing, cause I wouldn’t have read it, and I’m glad I did. Think “The Walking Dead” meets (why do I want to say ‘The Curious Incident of the Dog in the Night”?) “Peter Pan.” I really enjoyed seeing things from, the main character, Melanie’s point of view. Her limited knowledge of her own situation was intriguing, to say the least (and probably why I thought of “The Curious Incident”). I was a bit disappointed when the POV changed to another character’s, but, as the novel progressed, I found myself sympathizing with nearly all the characters–with one exception, and I’ll leave that for you to ponder when you read it. I wondered how much of the science was real, but not enough for me to research it myself. Although, based on other reviews, I guess most of the science about the fungus is real. I also wondered about the fate of the remaining ‘lost boys’ of the cities. If you liked…. well, I don’t know. I’m not typically a fan of things zombie, so I don’t have a comparison, but the book was somewhat similar to “Divergent” and “The Hunger Games” in that the main character goes through a hellluva time and comes out the other side with a plan for her future.

“Tuesdays with Morrie” by Mitch Albom is a true story about how one man found meaning in life when his doctors gave him a death sentence. Morrie was a college professor who passed on his new found wisdom in the last year of his life to a favorite student, the author, who chronicled his professor’s perspectives on death and dying.

I chose this book because of its philosophical topic, and because it is so well written that the words just jump off the page.

Knowing we are all mortal beings, I especially liked the insights, the tidbits of wisdom imparted by the dying man. Death is a subject that few, if any of us, ever talk about seriously with friends and family. The subject of death is verboten. We deny its existence. And, if we are religious, we pretend we will not really die, but we deceive ourselves and think we will live on in some afterlife existence for all eternity. But the professor, Morrie, learns some valuable life lessons from his impending death, and Mitch Albom was gracious enough to capture them in this short but eminently readable book.

I really liked the book because it is timeless. This true story will impart serious life lessons for all future generations, and will help us gain perspectives on our lives and the relationships with those we love the most.

R. Allan Worrell

Sue, I’ve been meaning to come back since this was first posted to tell you thanks for a great article. I seldom review books for alllllll the reasons you listed. This is a perfect tool and I’ll surely use it. Cathy

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Reviews and Reaction Papers

Article and book reviews.

Some assignments may ask you to write a review of a book or journal article. Sometimes, students think a book report and a book review are the same. However, there are significant differences.

A  book report  summarizes the contents of the book, but a  book review  is a critical analysis of the book that describes, summarizes, and critiques the ideas in the book. A review is a means of going beyond the literal content of a source and is a tool for connecting ideas from a variety of academic sources. A review provides an objective analysis of ideas, support for opinions, and a way to evaluate your own opinions.

Why are book reviews beneficial to write?

Some instructors like to assign book reviews to help students broaden their view of the subject matter and to give students practice in critically evaluating ideas in the subject area. Instructors often require that students follow existing review formats modeled in the journals in their disciplines. 

If you are asked to use such formats, remember that citations for books and journal articles differ from discipline to discipline. Find out which style guide is appropriate for the discipline in which you are writing. (Refer to the discussion of style manuals in chapter 5 of this guide for more information.)

Reviews let you relate to authors and agree or disagree with their ideas. A review allows you to examine your understanding of a subject area in light of the ideas presented in the reviewed book and interact with the author and his or her ideas. Also, a book review helps your instructor evaluate your understanding of the subject matter and your ability to think competently in your discipline.

Here are some questions to keep in mind when you are writing a book review:

What exactly is the subject of the book? What are the author’s credentials to write about this subject? Is the title suggestive? Does the preface contain information about the author’s purpose?

What is the author’s thesis? Is it clearly stated, or do you have to dig it out of the facts and opinions? Does the author present the ideas in a balanced way? What are the author’s biases?

What organizational approach does the author use? Does the chosen organization support the author’s thesis effectively?

What conclusion or conclusions does the author draw? Does the conclusion agree with the thesis or stated purposes? How does the conclusion differ from or agree with your course textbook or other books you have read?

How has this book helped you understand the subject you are studying in the course? Would you recommend the book to your reader?

As you write your review, ask yourself these questions:

Have I represented the author and the ideas presented in the book in a fair and balanced way?

Does the ethical tone of my review prompt the reader to trust my judgment? (You may want to review the discussion on writing arguments in this chapter.)

Does my review reflect the interests of my readers and fulfill my reasons for writing the review?

Have I demonstrated my understanding of the content of the article or book I’m reviewing? Have I clearly addressed the major issues in the subject area?

Have I clearly stated my own biases as a reviewer?

Have I clearly expressed my position about how much or how little the author has contributed to my understanding of the subject in question? Have I recommended or not recommended the book to other prospective readers?

Have I checked my review for organizational, grammatical, and mechanical errors?

Key Takeaway

A book review or article review is a critical analysis of the material that describes, summarizes, and critiques the ideas presented. The purpose of a book or article review assignment is to broaden your knowledge base and understanding of a topic.

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Table of Contents: Online Guide to Writing

Chapter 1: College Writing

How Does College Writing Differ from Workplace Writing?

What Is College Writing?

Why So Much Emphasis on Writing?

Chapter 2: The Writing Process

Doing Exploratory Research

Getting from Notes to Your Draft

Introduction

Prewriting - Techniques to Get Started - Mining Your Intuition

Prewriting: Targeting Your Audience

Prewriting: Techniques to Get Started

Prewriting: Understanding Your Assignment

Rewriting: Being Your Own Critic

Rewriting: Creating a Revision Strategy

Rewriting: Getting Feedback

Rewriting: The Final Draft

Techniques to Get Started - Outlining

Techniques to Get Started - Using Systematic Techniques

Thesis Statement and Controlling Idea

Writing: Getting from Notes to Your Draft - Freewriting

Writing: Getting from Notes to Your Draft - Summarizing Your Ideas

Writing: Outlining What You Will Write

Chapter 3: Thinking Strategies

A Word About Style, Voice, and Tone

A Word About Style, Voice, and Tone: Style Through Vocabulary and Diction

Critical Strategies and Writing

Critical Strategies and Writing: Analysis

Critical Strategies and Writing: Evaluation

Critical Strategies and Writing: Persuasion

Critical Strategies and Writing: Synthesis

Developing a Paper Using Strategies

Kinds of Assignments You Will Write

Patterns for Presenting Information

Patterns for Presenting Information: Critiques

Patterns for Presenting Information: Discussing Raw Data

Patterns for Presenting Information: General-to-Specific Pattern

Patterns for Presenting Information: Problem-Cause-Solution Pattern

Patterns for Presenting Information: Specific-to-General Pattern

Patterns for Presenting Information: Summaries and Abstracts

Supporting with Research and Examples

Writing Essay Examinations

Writing Essay Examinations: Make Your Answer Relevant and Complete

Writing Essay Examinations: Organize Thinking Before Writing

Writing Essay Examinations: Read and Understand the Question

Chapter 4: The Research Process

Planning and Writing a Research Paper

Planning and Writing a Research Paper: Ask a Research Question

Planning and Writing a Research Paper: Cite Sources

Planning and Writing a Research Paper: Collect Evidence

Planning and Writing a Research Paper: Decide Your Point of View, or Role, for Your Research

Planning and Writing a Research Paper: Draw Conclusions

Planning and Writing a Research Paper: Find a Topic and Get an Overview

Planning and Writing a Research Paper: Manage Your Resources

Planning and Writing a Research Paper: Outline

Planning and Writing a Research Paper: Survey the Literature

Planning and Writing a Research Paper: Work Your Sources into Your Research Writing

Research Resources: Where Are Research Resources Found? - Human Resources

Research Resources: What Are Research Resources?

Research Resources: Where Are Research Resources Found?

Research Resources: Where Are Research Resources Found? - Electronic Resources

Research Resources: Where Are Research Resources Found? - Print Resources

Structuring the Research Paper: Formal Research Structure

Structuring the Research Paper: Informal Research Structure

The Nature of Research

The Research Assignment: How Should Research Sources Be Evaluated?

The Research Assignment: When Is Research Needed?

The Research Assignment: Why Perform Research?

Chapter 5: Academic Integrity

Academic Integrity

Giving Credit to Sources

Giving Credit to Sources: Copyright Laws

Giving Credit to Sources: Documentation

Giving Credit to Sources: Style Guides

Integrating Sources

Practicing Academic Integrity

Practicing Academic Integrity: Keeping Accurate Records

Practicing Academic Integrity: Managing Source Material

Practicing Academic Integrity: Managing Source Material - Paraphrasing Your Source

Practicing Academic Integrity: Managing Source Material - Quoting Your Source

Practicing Academic Integrity: Managing Source Material - Summarizing Your Sources

Types of Documentation

Types of Documentation: Bibliographies and Source Lists

Types of Documentation: Citing World Wide Web Sources

Types of Documentation: In-Text or Parenthetical Citations

Types of Documentation: In-Text or Parenthetical Citations - APA Style

Types of Documentation: In-Text or Parenthetical Citations - CSE/CBE Style

Types of Documentation: In-Text or Parenthetical Citations - Chicago Style

Types of Documentation: In-Text or Parenthetical Citations - MLA Style

Types of Documentation: Note Citations

Chapter 6: Using Library Resources

Finding Library Resources

Chapter 7: Assessing Your Writing

How Is Writing Graded?

How Is Writing Graded?: A General Assessment Tool

The Draft Stage

The Draft Stage: The First Draft

The Draft Stage: The Revision Process and the Final Draft

The Draft Stage: Using Feedback

The Research Stage

Using Assessment to Improve Your Writing

Chapter 8: Other Frequently Assigned Papers

Reviews and Reaction Papers: Article and Book Reviews

Reviews and Reaction Papers: Reaction Papers

Writing Arguments

Writing Arguments: Adapting the Argument Structure

Writing Arguments: Purposes of Argument

Writing Arguments: References to Consult for Writing Arguments

Writing Arguments: Steps to Writing an Argument - Anticipate Active Opposition

Writing Arguments: Steps to Writing an Argument - Determine Your Organization

Writing Arguments: Steps to Writing an Argument - Develop Your Argument

Writing Arguments: Steps to Writing an Argument - Introduce Your Argument

Writing Arguments: Steps to Writing an Argument - State Your Thesis or Proposition

Writing Arguments: Steps to Writing an Argument - Write Your Conclusion

Writing Arguments: Types of Argument

Appendix A: Books to Help Improve Your Writing

Dictionaries

General Style Manuals

Researching on the Internet

Special Style Manuals

Writing Handbooks

Appendix B: Collaborative Writing and Peer Reviewing

Collaborative Writing: Assignments to Accompany the Group Project

Collaborative Writing: Informal Progress Report

Collaborative Writing: Issues to Resolve

Collaborative Writing: Methodology

Collaborative Writing: Peer Evaluation

Collaborative Writing: Tasks of Collaborative Writing Group Members

Collaborative Writing: Writing Plan

General Introduction

Peer Reviewing

Appendix C: Developing an Improvement Plan

Working with Your Instructor’s Comments and Grades

Appendix D: Writing Plan and Project Schedule

Devising a Writing Project Plan and Schedule

Reviewing Your Plan with Others

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Writing Critiques

Writing a critique involves more than pointing out mistakes. It involves conducting a systematic analysis of a scholarly article or book and then writing a fair and reasonable description of its strengths and weaknesses. Several scholarly journals have published guides for critiquing other people’s work in their academic area. Search for a  “manuscript reviewer guide” in your own discipline to guide your analysis of the content. Use this handout as an orientation to the audience and purpose of different types of critiques and to the linguistic strategies appropriate to all of them.

Types of critique

Article or book review assignment in an academic class.

Text: Article or book that has already been published Audience: Professors Purpose:

• to demonstrate your skills for close reading and analysis
• to show that you understand key concepts in your field
• to learn how to review a manuscript for your future professional work

Published book review

Text: Book that has already been published Audience: Disciplinary colleagues Purpose:

• to describe the book’s contents
• to summarize the book’s strengths and weaknesses
• to provide a reliable recommendation to read (or not read) the book

Manuscript review

Text: Manuscript that has been submitted but has not been published yet Audience: Journal editor and manuscript authors Purpose:

• to provide the editor with an evaluation of the manuscript
• to recommend to the editor that the article be published, revised, or rejected
• to provide the authors with constructive feedback and reasonable suggestions for revision

Language strategies for critiquing

For each type of critique, it’s important to state your praise, criticism, and suggestions politely, but with the appropriate level of strength. The following language structures should help you achieve this challenging task.

Offering Praise and Criticism

A strategy called “hedging” will help you express praise or criticism with varying levels of strength. It will also help you express varying levels of certainty in your own assertions. Grammatical structures used for hedging include:

Modal verbs Using modal verbs (could, can, may, might, etc.) allows you to soften an absolute statement. Compare:

This text is inappropriate for graduate students who are new to the field. This text may be inappropriate for graduate students who are new to the field.

Qualifying adjectives and adverbs Using qualifying adjectives and adverbs (possible, likely, possibly, somewhat, etc.) allows you to introduce a level of probability into your comments. Compare:

Readers will find the theoretical model difficult to understand. Some readers will find the theoretical model difficult to understand. Some readers will probably find the theoretical model somewhat difficult to understand completely.

Note: You can see from the last example that too many qualifiers makes the idea sound undesirably weak.

Tentative verbs Using tentative verbs (seems, indicates, suggests, etc.) also allows you to soften an absolute statement. Compare:

This omission shows that the authors are not aware of the current literature. This omission indicates that the authors are not aware of the current literature. This omission seems to suggest that the authors are not aware of the current literature.

Offering suggestions

Whether you are critiquing a published or unpublished text, you are expected to point out problems and suggest solutions. If you are critiquing an unpublished manuscript, the author can use your suggestions to revise. Your suggestions have the potential to become real actions. If you are critiquing a published text, the author cannot revise, so your suggestions are purely hypothetical. These two situations require slightly different grammar.

Unpublished manuscripts: “would be X if they did Y” Reviewers commonly point out weakness by pointing toward improvement. For instance, if the problem is “unclear methodology,” reviewers may write that “the methodology would be more clear if …” plus a suggestion. If the author can use the suggestions to revise, the grammar is “X would be better if the authors did Y” (would be + simple past suggestion).

The tables would be clearer if the authors highlighted the key results. The discussion would be more persuasive if the authors accounted for the discrepancies in the data.

Published manuscripts: “would have been X if they had done Y” If the authors cannot revise based on your suggestions, use the past unreal conditional form “X would have been better if the authors had done Y” (would have been + past perfect suggestion).

The tables would have been clearer if the authors had highlighted key results. The discussion would have been more persuasive if the authors had accounted for discrepancies in the data.

Note: For more information on conditional structures, see our Conditionals handout .

Make a Gift

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!

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How to Write a Critical Book Review

Your review should have two goals: first, to inform the reader about the content of the book, and second, to provide an evaluation that gives your judgment of the book’s quality.

Your introduction should include an overview of the book that both incorporates an encapsulated summary and a sense of your general judgment. This is the equivalent to a thesis statement.

Do NOT spend more than one-third or so of the paper summarizing the book. The summary should consist of a discussion and highlights of the major arguments, features, trends, concepts, themes, ideas, and characteristics of the book. While you may use direct quotes from the book (make sure you always give the page number), such quotes should never be the bulk of the summary. Much of your grade will depend on how well you describe and explain the material IN YOUR OWN WORDS. You might want to take the major organizing themes of the book and use them to organize your own discussion. This does NOT mean, however, that I want a chapter-by-chapter summary. Your goal is a unified essay.

So what do I want, if not just a summary? Throughout your summary, I want you to provide a critique of the book. (Hence the title: “A Critical Book Review.”) A critique consists of thoughts, responses, and reactions. It is not necessarily negative. Nor do you need to know as much about the subject as the author (because you hardly ever will). The skills you need are an ability to follow an argument and test a hypothesis. Regardless of how negative or positive your critique is, you need to be able to justify and support your position.

Here are a number of questions that you can address as part of your critique. You need not answer them all, but questions one and two are essential to any book review, so those must be included. And these are ABSOLUTELY NOT to be answered one after another ( seriatim ). Don’t have one paragraph that answers one, and then the next paragraph that answers the next, etc. The answers should be part of a carefully constructed essay, complete with topic sentences and transitions.

• What is your overall opinion of the book? On what basis has this opinion been formulated? That is, tell the reader what you think and how you arrived at this judgment. What did you expect to learn when you picked up the book? To what extent – and how effectively – were your expectations met? Did you nod in agreement (or off to sleep)? Did you wish you could talk back to the author? Amplify upon and explain your reactions.
• Identify the author’s thesis and explain it in your own words. How clearly and in what context is it stated and, subsequently, developed? To what extent and how effectively (i.e., with what kind of evidence) is this thesis proven? Use examples to amplify your responses. If arguments or perspectives were missing, why do you think this might be?
• What are the author’s aims? How well have they been achieved, especially with regard to the way the book is organized? Are these aims supported or justified? (You might look back at the introduction to the book for help). How closely does the organization follow the author’s aims?
• How are the author’s main points presented, explained, and supported? What assumptions lie behind these points? What would be the most effective way for you to compress and/or reorder the author’s scheme of presentation and argument?
• How effectively does the author draw claims from the material being presented? Are connections between the claims and evidence made clearly and logically? Here you should definitely use examples to support your evaluation.
• What conclusions does the author reach and how clearly are they stated? Do these conclusions follow from the thesis and aims and from the ways in which they were developed? In other words, how effectively does the book come together?
• Identify the assumptions made by the author in both the approach to and the writing of the book. For example, what prior knowledge does the author expect readers to possess? How effectively are those assumptions worked into the overall presentation? What assumptions do you think should not have been made? Why?
• Are you able to detect any underlying philosophy of history held by the author (e.g., progress, decline, cyclical, linear, and random)? If so, how does this philosophy affect the presentation of the argument?
• How does the author see history as being motivated: primarily by the forces of individuals, economics, politics, social factors, nationalism, class, race, gender, something else? What kind of impact does this view of historical motivation have upon the way in which the author develops the book?
• Does the author’s presentation seem fair and accurate? Is the interpretation biased? Can you detect any distortion, exaggeration, or diminishing of material? If so, for what purpose might this have been done, and what effect does hit have on the overall presentation?

These questions are derived from Robert Blackey, “Words to the Whys: Crafting Critical Book Reviews,” The History Teacher, 27.2 (Feb. 1994): 159-66.

– Serena Zabin, Feb. 2003

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Literature reviews

Critically reviewing books and articles.

The following guide has been created for you by the  Student Learning Advisory Service . For more detailed guidance and to speak to one of our advisers, please book an  appointment  or join one of our  workshops . Alternatively, have a look at our  SkillBuilder  skills videos.   

The purpose of a review

Descriptive : to inform the reader about the contents of the text, including the scope and nature of the topics covered, its main conclusions, and the evidence, examples, theories and methodologies it used to support of them.

Critical : to pass judgement on the quality, meaning and significance of the book or article, including how well it has achieved its aims, and what it adds to our understanding of the topic.

A quality review will recognise both the strengths and weaknesses of a piece of writing, presenting your objective opinion of it in a confident, informative and balanced way. Finally, it will be written using phraseology and style appropriate to this particular form of writing (examples from published academic book reviews are presented throughout this guide for reference).    

Choosing material to review

Normally, it is easier to write a critical review of a book or article that puts forward an argument, thereby offering a good opportunity to critically evaluate the reasoning and evidence used to support it. Edited volumes ((consisting of chapters or articles written by different authors) can present many different, even contradictory, evaluations of the same topic – presenting a more complicated challenge for the reviewer. Therefore, choose material that lends itself to your task.

The following checklist will help you ask the right questions as you read the text. It also provides an example of the kind of academic language you might use to introduce each aspect of your review.

Questions a critical book or article review should address

What is the main topic.

This should be obvious from the title and the introduction.

Who is the author?

What qualifications and experience does the author possess that allows them to write meaningfully about the topic?

‘Due to her role in… the author is in a unique position to describe…’

How is the text structured in relation to the topics, themes, issues and examples discussed?

For a book refer to the table of contents, chapter titles and chapter introductions. If analysing a chapter from an edited text, check the editor’s introduction. Think about how the separate sections build into the text as a whole.

‘The book consists of nine chapters each of which addresses…

‘This article deals with two key themes relating to…’

What is the stated purpose of the book or article?

Usually, this is stated on the back cover of a book (but beware of publisher hyperbole), or in the abstract/summary at the beginning of a journal article.

‘ The author’s aim is to examine…’

‘This is an original and accessible guide to…'

What is the main argument? 

Sometimes this is clearly stated, and sometimes more difficult to identify; remember that not all texts are argumentative.

‘The author’s main argument is that…’

‘The author calls into question many of the basic assumptions about…’

What evidence is used to support the author’s claims and analysis?

Do they use statistical data, examples and case studies, expert opinion and official documentation, all academically sourced and cited? How valid and reliable is this evidence in supporting the author’s analysis?

‘Throughout the article, case studies are used to…’

‘Drawing on North American and British archives, this book…’

What theoretical approach has the author used?

This is not always obvious from the text itself. Often, it will be necessary to conduct some additional research into the author to identify their background, or particular methodological, political or philosophical approach to the topic.

‘The author examines the nature of… from the perspective of…’

What are the strengths of the book or article?

Having taken the time to understand the text, where do you think its strengths lie? For example, what key questions does it answer? Does it offer insights into complex problems, if so what? Does it open up new ways of understanding the topic, if so how? Does it present new evidence, or clarify concepts that were previously obscure? Is the written style particularly engaging?

‘Throughout the text, the author translates technical information into…’

‘The book is clearly written in a compelling, engaging style that…’

What are its limitations?

You should critique a piece of writing within its own terms of reference – that is, against what it claims to do. But, if you are sufficiently familiar with the topic, you can also assess its limitations against existing knowledge.

‘The narrow focus unfortunately leads the author to overlook…’

‘The author is very quick to dismiss opposing opinions, and assumes that…’

What do you judge the overall value of the text to be? 

Having undertaken a balanced assessment of its strengths and weaknesses, what is your overall judgement of its usefulness to those interested in the topic, and in comparison to other scholarly publications in the same area of study?

‘The authors have made a significant contribution to our understanding of how…’

‘Overall, the article is an interesting… It offers an excellent… and is relevant to…’

‘The book is generally disappointing… it offers very little new …’

Structure of a critical review

A simple structure for a short review of a book or journal article (c. 500-1000 words) would be as follows: 

• An introduction
• A short summary of the text
• The strengths of the text
• The weaknesses of the text
• A conclusion summarising your overall assessment of the text

In longer critical reviews – comprising over 1000 words – each section, or aspect of the topic discussed in the text, would be described sequentially, incorporating a discussion of its strengths and weakness.

In longer critical reviews – comprising over 1000 words – each section, or aspect of the topic discussed in the text, would be described sequentially, incorporating a discussion of its strengths and weakness. 

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17 book review examples to help you write the perfect review.

It’s an exciting time to be a book reviewer. Once confined to print newspapers and journals, reviews now dot many corridors of the Internet — forever helping others discover their next great read. That said, every book reviewer will face a familiar panic: how can you do justice to a great book in just a thousand words?

As you know, the best way to learn how to do something is by immersing yourself in it. Luckily, the Internet (i.e. Goodreads and other review sites , in particular) has made book reviews more accessible than ever — which means that there are a lot of book reviews examples out there for you to view!

In this post, we compiled 17 prototypical book review examples in multiple genres to help you figure out how to write the perfect review . If you want to jump straight to the examples, you can skip the next section. Otherwise, let’s first check out what makes up a good review.

Are you interested in becoming a book reviewer? We recommend you check out Reedsy Discovery , where you can earn money for writing reviews — and are guaranteed people will read your reviews! To register as a book reviewer, sign up here.

Pro-tip : But wait! How are you sure if you should become a book reviewer in the first place? If you're on the fence, or curious about your match with a book reviewing career, take our quick quiz:

Should you become a book reviewer?

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What must a book review contain?

Like all works of art, no two book reviews will be identical. But fear not: there are a few guidelines for any aspiring book reviewer to follow. Most book reviews, for instance, are less than 1,500 words long, with the sweet spot hitting somewhere around the 1,000-word mark. (However, this may vary depending on the platform on which you’re writing, as we’ll see later.)

In addition, all reviews share some universal elements, as shown in our book review templates . These include:

• A review will offer a concise plot summary of the book. 
• A book review will offer an evaluation of the work. 
• A book review will offer a recommendation for the audience. 

If these are the basic ingredients that make up a book review, it’s the tone and style with which the book reviewer writes that brings the extra panache. This will differ from platform to platform, of course. A book review on Goodreads, for instance, will be much more informal and personal than a book review on Kirkus Reviews, as it is catering to a different audience. However, at the end of the day, the goal of all book reviews is to give the audience the tools to determine whether or not they’d like to read the book themselves.

Keeping that in mind, let’s proceed to some book review examples to put all of this in action.

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Book review examples for fiction books

Since story is king in the world of fiction, it probably won’t come as any surprise to learn that a book review for a novel will concentrate on how well the story was told .

That said, book reviews in all genres follow the same basic formula that we discussed earlier. In these examples, you’ll be able to see how book reviewers on different platforms expertly intertwine the plot summary and their personal opinions of the book to produce a clear, informative, and concise review.

Note: Some of the book review examples run very long. If a book review is truncated in this post, we’ve indicated by including a […] at the end, but you can always read the entire review if you click on the link provided.

Examples of literary fiction book reviews

Kirkus Reviews reviews Ralph Ellison’s The Invisible Man :

An extremely powerful story of a young Southern Negro, from his late high school days through three years of college to his life in Harlem.

His early training prepared him for a life of humility before white men, but through injustices- large and small, he came to realize that he was an "invisible man". People saw in him only a reflection of their preconceived ideas of what he was, denied his individuality, and ultimately did not see him at all. This theme, which has implications far beyond the obvious racial parallel, is skillfully handled. The incidents of the story are wholly absorbing. The boy's dismissal from college because of an innocent mistake, his shocked reaction to the anonymity of the North and to Harlem, his nightmare experiences on a one-day job in a paint factory and in the hospital, his lightning success as the Harlem leader of a communistic organization known as the Brotherhood, his involvement in black versus white and black versus black clashes and his disillusion and understanding of his invisibility- all climax naturally in scenes of violence and riot, followed by a retreat which is both literal and figurative. Parts of this experience may have been told before, but never with such freshness, intensity and power.

This is Ellison's first novel, but he has complete control of his story and his style. Watch it.

Lyndsey reviews George Orwell’s 1984 on Goodreads:

YOU. ARE. THE. DEAD. Oh my God. I got the chills so many times toward the end of this book. It completely blew my mind. It managed to surpass my high expectations AND be nothing at all like I expected. Or in Newspeak "Double Plus Good." Let me preface this with an apology. If I sound stunningly inarticulate at times in this review, I can't help it. My mind is completely fried.

This book is like the dystopian Lord of the Rings, with its richly developed culture and economics, not to mention a fully developed language called Newspeak, or rather more of the anti-language, whose purpose is to limit speech and understanding instead of to enhance and expand it. The world-building is so fully fleshed out and spine-tinglingly terrifying that it's almost as if George travelled to such a place, escaped from it, and then just wrote it all down.

I read Fahrenheit 451 over ten years ago in my early teens. At the time, I remember really wanting to read 1984, although I never managed to get my hands on it. I'm almost glad I didn't. Though I would not have admitted it at the time, it would have gone over my head. Or at the very least, I wouldn't have been able to appreciate it fully. […]

The New York Times reviews Lisa Halliday’s Asymmetry :

Three-quarters of the way through Lisa Halliday’s debut novel, “Asymmetry,” a British foreign correspondent named Alistair is spending Christmas on a compound outside of Baghdad. His fellow revelers include cameramen, defense contractors, United Nations employees and aid workers. Someone’s mother has FedExed a HoneyBaked ham from Maine; people are smoking by the swimming pool. It is 2003, just days after Saddam Hussein’s capture, and though the mood is optimistic, Alistair is worrying aloud about the ethics of his chosen profession, wondering if reporting on violence doesn’t indirectly abet violence and questioning why he’d rather be in a combat zone than reading a picture book to his son. But every time he returns to London, he begins to “spin out.” He can’t go home. “You observe what people do with their freedom — what they don’t do — and it’s impossible not to judge them for it,” he says.

The line, embedded unceremoniously in the middle of a page-long paragraph, doubles, like so many others in “Asymmetry,” as literary criticism. Halliday’s novel is so strange and startlingly smart that its mere existence seems like commentary on the state of fiction. One finishes “Asymmetry” for the first or second (or like this reader, third) time and is left wondering what other writers are not doing with their freedom — and, like Alistair, judging them for it.

Despite its title, “Asymmetry” comprises two seemingly unrelated sections of equal length, appended by a slim and quietly shocking coda. Halliday’s prose is clean and lean, almost reportorial in the style of W. G. Sebald, and like the murmurings of a shy person at a cocktail party, often comic only in single clauses. It’s a first novel that reads like the work of an author who has published many books over many years. […]

Emily W. Thompson reviews Michael Doane's The Crossing on Reedsy Discovery :

In Doane’s debut novel, a young man embarks on a journey of self-discovery with surprising results.

An unnamed protagonist (The Narrator) is dealing with heartbreak. His love, determined to see the world, sets out for Portland, Oregon. But he’s a small-town boy who hasn’t traveled much. So, the Narrator mourns her loss and hides from life, throwing himself into rehabbing an old motorcycle. Until one day, he takes a leap; he packs his bike and a few belongings and heads out to find the Girl.

Following in the footsteps of Jack Kerouac and William Least Heat-Moon, Doane offers a coming of age story about a man finding himself on the backroads of America. Doane’s a gifted writer with fluid prose and insightful observations, using The Narrator’s personal interactions to illuminate the diversity of the United States.

The Narrator initially sticks to the highways, trying to make it to the West Coast as quickly as possible. But a hitchhiker named Duke convinces him to get off the beaten path and enjoy the ride. “There’s not a place that’s like any other,” [39] Dukes contends, and The Narrator realizes he’s right. Suddenly, the trip is about the journey, not just the destination. The Narrator ditches his truck and traverses the deserts and mountains on his bike. He destroys his phone, cutting off ties with his past and living only in the moment.

As he crosses the country, The Narrator connects with several unique personalities whose experiences and views deeply impact his own. Duke, the complicated cowboy and drifter, who opens The Narrator’s eyes to a larger world. Zooey, the waitress in Colorado who opens his heart and reminds him that love can be found in this big world. And Rosie, The Narrator’s sweet landlady in Portland, who helps piece him back together both physically and emotionally.

This supporting cast of characters is excellent. Duke, in particular, is wonderfully nuanced and complicated. He’s a throwback to another time, a man without a cell phone who reads Sartre and sleeps under the stars. Yet he’s also a grifter with a “love ‘em and leave ‘em” attitude that harms those around him. It’s fascinating to watch The Narrator wrestle with Duke’s behavior, trying to determine which to model and which to discard.

Doane creates a relatable protagonist in The Narrator, whose personal growth doesn’t erase his faults. His willingness to hit the road with few resources is admirable, and he’s prescient enough to recognize the jealousy of those who cannot or will not take the leap. His encounters with new foods, places, and people broaden his horizons. Yet his immaturity and selfishness persist. He tells Rosie she’s been a good mother to him but chooses to ignore the continuing concern from his own parents as he effectively disappears from his old life.

Despite his flaws, it’s a pleasure to accompany The Narrator on his physical and emotional journey. The unexpected ending is a fitting denouement to an epic and memorable road trip.

The Book Smugglers review Anissa Gray’s The Care and Feeding of Ravenously Hungry Girls :

I am still dipping my toes into the literally fiction pool, finding what works for me and what doesn’t. Books like The Care and Feeding of Ravenously Hungry Girls by Anissa Gray are definitely my cup of tea.

Althea and Proctor Cochran had been pillars of their economically disadvantaged community for years – with their local restaurant/small market and their charity drives. Until they are found guilty of fraud for stealing and keeping most of the money they raised and sent to jail. Now disgraced, their entire family is suffering the consequences, specially their twin teenage daughters Baby Vi and Kim.  To complicate matters even more: Kim was actually the one to call the police on her parents after yet another fight with her mother. […]

Examples of children’s and YA fiction book reviews

The Book Hookup reviews Angie Thomas’ The Hate U Give :

♥ Quick Thoughts and Rating: 5 stars! I can’t imagine how challenging it would be to tackle the voice of a movement like Black Lives Matter, but I do know that Thomas did it with a finesse only a talented author like herself possibly could. With an unapologetically realistic delivery packed with emotion, The Hate U Give is a crucially important portrayal of the difficulties minorities face in our country every single day. I have no doubt that this book will be met with resistance by some (possibly many) and slapped with a “controversial” label, but if you’ve ever wondered what it was like to walk in a POC’s shoes, then I feel like this is an unflinchingly honest place to start.

In Angie Thomas’s debut novel, Starr Carter bursts on to the YA scene with both heart-wrecking and heartwarming sincerity. This author is definitely one to watch.

♥ Review: The hype around this book has been unquestionable and, admittedly, that made me both eager to get my hands on it and terrified to read it. I mean, what if I was to be the one person that didn’t love it as much as others? (That seems silly now because of how truly mesmerizing THUG was in the most heartbreakingly realistic way.) However, with the relevancy of its summary in regards to the unjust predicaments POC currently face in the US, I knew this one was a must-read, so I was ready to set my fears aside and dive in. That said, I had an altogether more personal, ulterior motive for wanting to read this book. […]

The New York Times reviews Melissa Albert’s The Hazel Wood :

Alice Crewe (a last name she’s chosen for herself) is a fairy tale legacy: the granddaughter of Althea Proserpine, author of a collection of dark-as-night fairy tales called “Tales From the Hinterland.” The book has a cult following, and though Alice has never met her grandmother, she’s learned a little about her through internet research. She hasn’t read the stories, because her mother, Ella Proserpine, forbids it.

Alice and Ella have moved from place to place in an attempt to avoid the “bad luck” that seems to follow them. Weird things have happened. As a child, Alice was kidnapped by a man who took her on a road trip to find her grandmother; he was stopped by the police before they did so. When at 17 she sees that man again, unchanged despite the years, Alice panics. Then Ella goes missing, and Alice turns to Ellery Finch, a schoolmate who’s an Althea Proserpine superfan, for help in tracking down her mother. Not only has Finch read every fairy tale in the collection, but handily, he remembers them, sharing them with Alice as they journey to the mysterious Hazel Wood, the estate of her now-dead grandmother, where they hope to find Ella.

“The Hazel Wood” starts out strange and gets stranger, in the best way possible. (The fairy stories Finch relays, which Albert includes as their own chapters, are as creepy and evocative as you’d hope.) Albert seamlessly combines contemporary realism with fantasy, blurring the edges in a way that highlights that place where stories and real life convene, where magic contains truth and the world as it appears is false, where just about anything can happen, particularly in the pages of a very good book. It’s a captivating debut. […]

James reviews Margaret Wise Brown’s Goodnight, Moon on Goodreads:

Goodnight Moon by Margaret Wise Brown is one of the books that followers of my blog voted as a must-read for our Children's Book August 2018 Readathon. Come check it out and join the next few weeks!

This picture book was such a delight. I hadn't remembered reading it when I was a child, but it might have been read to me... either way, it was like a whole new experience! It's always so difficult to convince a child to fall asleep at night. I don't have kids, but I do have a 5-month-old puppy who whines for 5 minutes every night when he goes in his cage/crate (hopefully he'll be fully housebroken soon so he can roam around when he wants). I can only imagine! I babysat a lot as a teenager and I have tons of younger cousins, nieces, and nephews, so I've been through it before, too. This was a believable experience, and it really helps show kids how to relax and just let go when it's time to sleep.

The bunny's are adorable. The rhymes are exquisite. I found it pretty fun, but possibly a little dated given many of those things aren't normal routines anymore. But the lessons to take from it are still powerful. Loved it! I want to sample some more books by this fine author and her illustrators.

Publishers Weekly reviews Elizabeth Lilly’s Geraldine :

This funny, thoroughly accomplished debut opens with two words: “I’m moving.” They’re spoken by the title character while she swoons across her family’s ottoman, and because Geraldine is a giraffe, her full-on melancholy mode is quite a spectacle. But while Geraldine may be a drama queen (even her mother says so), it won’t take readers long to warm up to her. The move takes Geraldine from Giraffe City, where everyone is like her, to a new school, where everyone else is human. Suddenly, the former extrovert becomes “That Giraffe Girl,” and all she wants to do is hide, which is pretty much impossible. “Even my voice tries to hide,” she says, in the book’s most poignant moment. “It’s gotten quiet and whispery.” Then she meets Cassie, who, though human, is also an outlier (“I’m that girl who wears glasses and likes MATH and always organizes her food”), and things begin to look up.

Lilly’s watercolor-and-ink drawings are as vividly comic and emotionally astute as her writing; just when readers think there are no more ways for Geraldine to contort her long neck, this highly promising talent comes up with something new.

Examples of genre fiction book reviews

Karlyn P reviews Nora Roberts’ Dark Witch , a paranormal romance novel , on Goodreads:

4 stars. Great world-building, weak romance, but still worth the read.

I hesitate to describe this book as a 'romance' novel simply because the book spent little time actually exploring the romance between Iona and Boyle. Sure, there IS a romance in this novel. Sprinkled throughout the book are a few scenes where Iona and Boyle meet, chat, wink at each, flirt some more, sleep together, have a misunderstanding, make up, and then profess their undying love. Very formulaic stuff, and all woven around the more important parts of this book.

The meat of this book is far more focused on the story of the Dark witch and her magically-gifted descendants living in Ireland. Despite being weak on the romance, I really enjoyed it. I think the book is probably better for it, because the romance itself was pretty lackluster stuff.

I absolutely plan to stick with this series as I enjoyed the world building, loved the Ireland setting, and was intrigued by all of the secondary characters. However, If you read Nora Roberts strictly for the romance scenes, this one might disappoint. But if you enjoy a solid background story with some dark magic and prophesies, you might enjoy it as much as I did.

I listened to this one on audio, and felt the narration was excellent.

Emily May reviews R.F. Kuang’s The Poppy Wars , an epic fantasy novel , on Goodreads:

“But I warn you, little warrior. The price of power is pain.”

Holy hell, what did I just read??

➽ A fantasy military school

➽ A rich world based on modern Chinese history

➽ Shamans and gods

➽ Detailed characterization leading to unforgettable characters

➽ Adorable, opium-smoking mentors

That's a basic list, but this book is all of that and SO MUCH MORE. I know 100% that The Poppy War will be one of my best reads of 2018.

Isn't it just so great when you find one of those books that completely drags you in, makes you fall in love with the characters, and demands that you sit on the edge of your seat for every horrific, nail-biting moment of it? This is one of those books for me. And I must issue a serious content warning: this book explores some very dark themes. Proceed with caution (or not at all) if you are particularly sensitive to scenes of war, drug use and addiction, genocide, racism, sexism, ableism, self-harm, torture, and rape (off-page but extremely horrific).

Because, despite the fairly innocuous first 200 pages, the title speaks the truth: this is a book about war. All of its horrors and atrocities. It is not sugar-coated, and it is often graphic. The "poppy" aspect refers to opium, which is a big part of this book. It is a fantasy, but the book draws inspiration from the Second Sino-Japanese War and the Rape of Nanking.

Crime Fiction Lover reviews Jessica Barry’s Freefall , a crime novel:

In some crime novels, the wrongdoing hits you between the eyes from page one. With others it’s a more subtle process, and that’s OK too. So where does Freefall fit into the sliding scale?

In truth, it’s not clear. This is a novel with a thrilling concept at its core. A woman survives plane crash, then runs for her life. However, it is the subtleties at play that will draw you in like a spider beckoning to an unwitting fly.

Like the heroine in Sharon Bolton’s Dead Woman Walking, Allison is lucky to be alive. She was the only passenger in a private plane, belonging to her fiancé, Ben, who was piloting the expensive aircraft, when it came down in woodlands in the Colorado Rockies. Ally is also the only survivor, but rather than sitting back and waiting for rescue, she is soon pulling together items that may help her survive a little longer – first aid kit, energy bars, warm clothes, trainers – before fleeing the scene. If you’re hearing the faint sound of alarm bells ringing, get used to it. There’s much, much more to learn about Ally before this tale is over.

Kirkus Reviews reviews Ernest Cline’s Ready Player One , a science-fiction novel :

Video-game players embrace the quest of a lifetime in a virtual world; screenwriter Cline’s first novel is old wine in new bottles.

The real world, in 2045, is the usual dystopian horror story. So who can blame Wade, our narrator, if he spends most of his time in a virtual world? The 18-year-old, orphaned at 11, has no friends in his vertical trailer park in Oklahoma City, while the OASIS has captivating bells and whistles, and it’s free. Its creator, the legendary billionaire James Halliday, left a curious will. He had devised an elaborate online game, a hunt for a hidden Easter egg. The finder would inherit his estate. Old-fashioned riddles lead to three keys and three gates. Wade, or rather his avatar Parzival, is the first gunter (egg-hunter) to win the Copper Key, first of three.

Halliday was obsessed with the pop culture of the 1980s, primarily the arcade games, so the novel is as much retro as futurist. Parzival’s great strength is that he has absorbed all Halliday’s obsessions; he knows by heart three essential movies, crossing the line from geek to freak. His most formidable competitors are the Sixers, contract gunters working for the evil conglomerate IOI, whose goal is to acquire the OASIS. Cline’s narrative is straightforward but loaded with exposition. It takes a while to reach a scene that crackles with excitement: the meeting between Parzival (now world famous as the lead contender) and Sorrento, the head of IOI. The latter tries to recruit Parzival; when he fails, he issues and executes a death threat. Wade’s trailer is demolished, his relatives killed; luckily Wade was not at home. Too bad this is the dramatic high point. Parzival threads his way between more ’80s games and movies to gain the other keys; it’s clever but not exciting. Even a romance with another avatar and the ultimate “epic throwdown” fail to stir the blood.

Too much puzzle-solving, not enough suspense.

Book review examples for non-fiction books

Nonfiction books are generally written to inform readers about a certain topic. As such, the focus of a nonfiction book review will be on the clarity and effectiveness of this communication . In carrying this out, a book review may analyze the author’s source materials and assess the thesis in order to determine whether or not the book meets expectations.

Again, we’ve included abbreviated versions of long reviews here, so feel free to click on the link to read the entire piece!

The Washington Post reviews David Grann’s Killers of the Flower Moon :

The arc of David Grann’s career reminds one of a software whiz-kid or a latest-thing talk-show host — certainly not an investigative reporter, even if he is one of the best in the business. The newly released movie of his first book, “The Lost City of Z,” is generating all kinds of Oscar talk, and now comes the release of his second book, “Killers of the Flower Moon: The Osage Murders and the Birth of the FBI,” the film rights to which have already been sold for $5 million in what one industry journal called the “biggest and wildest book rights auction in memory.”

Grann deserves the attention. He’s canny about the stories he chases, he’s willing to go anywhere to chase them, and he’s a maestro in his ability to parcel out information at just the right clip: a hint here, a shading of meaning there, a smartly paced buildup of multiple possibilities followed by an inevitable reversal of readerly expectations or, in some cases, by a thrilling and dislocating pull of the entire narrative rug.

All of these strengths are on display in “Killers of the Flower Moon.” Around the turn of the 20th century, oil was discovered underneath Osage lands in the Oklahoma Territory, lands that were soon to become part of the state of Oklahoma. Through foresight and legal maneuvering, the Osage found a way to permanently attach that oil to themselves and shield it from the prying hands of white interlopers; this mechanism was known as “headrights,” which forbade the outright sale of oil rights and granted each full member of the tribe — and, supposedly, no one else — a share in the proceeds from any lease arrangement. For a while, the fail-safes did their job, and the Osage got rich — diamond-ring and chauffeured-car and imported-French-fashion rich — following which quite a large group of white men started to work like devils to separate the Osage from their money. And soon enough, and predictably enough, this work involved murder. Here in Jazz Age America’s most isolated of locales, dozens or even hundreds of Osage in possession of great fortunes — and of the potential for even greater fortunes in the future — were dispatched by poison, by gunshot and by dynamite. […]

Stacked Books reviews Malcolm Gladwell’s Outliers :

I’ve heard a lot of great things about Malcolm Gladwell’s writing. Friends and co-workers tell me that his subjects are interesting and his writing style is easy to follow without talking down to the reader. I wasn’t disappointed with Outliers. In it, Gladwell tackles the subject of success – how people obtain it and what contributes to extraordinary success as opposed to everyday success.

The thesis – that our success depends much more on circumstances out of our control than any effort we put forth – isn’t exactly revolutionary. Most of us know it to be true. However, I don’t think I’m lying when I say that most of us also believe that we if we just try that much harder and develop our talent that much further, it will be enough to become wildly successful, despite bad or just mediocre beginnings. Not so, says Gladwell.

Most of the evidence Gladwell gives us is anecdotal, which is my favorite kind to read. I can’t really speak to how scientifically valid it is, but it sure makes for engrossing listening. For example, did you know that successful hockey players are almost all born in January, February, or March? Kids born during these months are older than the others kids when they start playing in the youth leagues, which means they’re already better at the game (because they’re bigger). Thus, they get more play time, which means their skill increases at a faster rate, and it compounds as time goes by. Within a few years, they’re much, much better than the kids born just a few months later in the year. Basically, these kids’ birthdates are a huge factor in their success as adults – and it’s nothing they can do anything about. If anyone could make hockey interesting to a Texan who only grudgingly admits the sport even exists, it’s Gladwell. […]

Quill and Quire reviews Rick Prashaw’s Soar, Adam, Soar :

Ten years ago, I read a book called Almost Perfect. The young-adult novel by Brian Katcher won some awards and was held up as a powerful, nuanced portrayal of a young trans person. But the reality did not live up to the book’s billing. Instead, it turned out to be a one-dimensional and highly fetishized portrait of a trans person’s life, one that was nevertheless repeatedly dubbed “realistic” and “affecting” by non-transgender readers possessing only a vague, mass-market understanding of trans experiences.

In the intervening decade, trans narratives have emerged further into the literary spotlight, but those authored by trans people ourselves – and by trans men in particular – have seemed to fall under the shadow of cisgender sensationalized imaginings. Two current Canadian releases – Soar, Adam, Soar and This One Looks Like a Boy – provide a pointed object lesson into why trans-authored work about transgender experiences remains critical.

To be fair, Soar, Adam, Soar isn’t just a story about a trans man. It’s also a story about epilepsy, the medical establishment, and coming of age as seen through a grieving father’s eyes. Adam, Prashaw’s trans son, died unexpectedly at age 22. Woven through the elder Prashaw’s narrative are excerpts from Adam’s social media posts, giving us glimpses into the young man’s interior life as he traverses his late teens and early 20s. […]

Book Geeks reviews Elizabeth Gilbert’s Eat, Pray, Love :

WRITING STYLE: 3.5/5

SUBJECT: 4/5

CANDIDNESS: 4.5/5

RELEVANCE: 3.5/5

ENTERTAINMENT QUOTIENT: 3.5/5

“Eat Pray Love” is so popular that it is almost impossible to not read it. Having felt ashamed many times on my not having read this book, I quietly ordered the book (before I saw the movie) from amazon.in and sat down to read it. I don’t remember what I expected it to be – maybe more like a chick lit thing but it turned out quite different. The book is a real story and is a short journal from the time when its writer went travelling to three different countries in pursuit of three different things – Italy (Pleasure), India (Spirituality), Bali (Balance) and this is what corresponds to the book’s name – EAT (in Italy), PRAY (in India) and LOVE (in Bali, Indonesia). These are also the three Is – ITALY, INDIA, INDONESIA.

Though she had everything a middle-aged American woman can aspire for – MONEY, CAREER, FRIENDS, HUSBAND; Elizabeth was not happy in her life, she wasn’t happy in her marriage. Having suffered a terrible divorce and terrible breakup soon after, Elizabeth was shattered. She didn’t know where to go and what to do – all she knew was that she wanted to run away. So she set out on a weird adventure – she will go to three countries in a year and see if she can find out what she was looking for in life. This book is about that life changing journey that she takes for one whole year. […]

Emily May reviews Michelle Obama’s Becoming on Goodreads:

Look, I'm not a happy crier. I might cry at songs about leaving and missing someone; I might cry at books where things don't work out; I might cry at movies where someone dies. I've just never really understood why people get all choked up over happy, inspirational things. But Michelle Obama's kindness and empathy changed that. This book had me in tears for all the right reasons.

This is not really a book about politics, though political experiences obviously do come into it. It's a shame that some will dismiss this book because of a difference in political opinion, when it is really about a woman's life. About growing up poor and black on the South Side of Chicago; about getting married and struggling to maintain that marriage; about motherhood; about being thrown into an amazing and terrifying position.

I hate words like "inspirational" because they've become so overdone and cheesy, but I just have to say it-- Michelle Obama is an inspiration. I had the privilege of seeing her speak at The Forum in Inglewood, and she is one of the warmest, funniest, smartest, down-to-earth people I have ever seen in this world.

And yes, I know we present what we want the world to see, but I truly do think it's genuine. I think she is someone who really cares about people - especially kids - and wants to give them better lives and opportunities.

She's obviously intelligent, but she also doesn't gussy up her words. She talks straight, with an openness and honesty rarely seen. She's been one of the most powerful women in the world, she's been a graduate of Princeton and Harvard Law School, she's had her own successful career, and yet she has remained throughout that same girl - Michelle Robinson - from a working class family in Chicago.

I don't think there's anyone who wouldn't benefit from reading this book.

Hopefully, this post has given you a better idea of how to write a book review. You might be wondering how to put all of this knowledge into action now! Many book reviewers start out by setting up a book blog. If you don’t have time to research the intricacies of HTML, check out Reedsy Discovery — where you can read indie books for free and review them without going through the hassle of creating a blog. To register as a book reviewer , go here .

And if you’d like to see even more book review examples, simply go to this directory of book review blogs and click on any one of them to see a wealth of good book reviews. Beyond that, it's up to you to pick up a book and pen — and start reviewing!

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How to Write a Book Review: Awesome Guide

A book review allows students to illustrate the author's intentions of writing the piece, as well as create a criticism of the book — as a whole. In other words, form an opinion of the author's presented ideas. Check out this guide from EssayPro - book review writing service to learn how to write a book review successfully.

What Is a Book Review?

You may prosper, “what is a book review?”. Book reviews are commonly assigned students to allow them to show a clear understanding of the novel. And to check if the students have actually read the book. The essay format is highly important for your consideration, take a look at the book review format below.

Book reviews are assigned to allow students to present their own opinion regarding the author’s ideas included in the book or passage. They are a form of literary criticism that analyzes the author’s ideas, writing techniques, and quality. A book analysis is entirely opinion-based, in relevance to the book. They are good practice for those who wish to become editors, due to the fact, editing requires a lot of criticism.

Book Review Template

The book review format includes an introduction, body, and conclusion.

• Introduction
• Describe the book cover and title.
• Include any subtitles at this stage.
• Include the Author’s Name.
• Write a brief description of the novel.
• Briefly introduce the main points of the body in your book review.
• Avoid mentioning any opinions at this time.
• Use about 3 quotations from the author’s novel.
• Summarize the quotations in your own words.
• Mention your own point-of-view of the quotation.
• Remember to keep every point included in its own paragraph.
• In brief, summarize the quotations.
• In brief, summarize the explanations.
• Finish with a concluding sentence.
• This can include your final opinion of the book.
• Star-Rating (Optional).

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How to Write a Book Review: Step-By-Step

Writing a book review is something that can be done with every novel. Book reviews can apply to all novels, no matter the genre. Some genres may be harder than others. On the other hand, the book review format remains the same. Take a look at these step-by-step instructions from our professional writers to learn how to write a book review in-depth.

Step 1: Planning

Create an essay outline which includes all of the main points you wish to summarise in your book analysis. Include information about the characters, details of the plot, and some other important parts of your chosen novel. Reserve a body paragraph for each point you wish to talk about.

Consider these points before writing:

• What is the plot of the book? Understanding the plot enables you to write an effective review.
• Is the plot gripping? Does the plot make you want to continue reading the novel? Did you enjoy the plot? Does it manage to grab a reader’s attention?
• Are the writing techniques used by the author effective? Does the writer imply factors in-between the lines? What are they?
• Are the characters believable? Are the characters logical? Does the book make the characters are real while reading?
• Would you recommend the book to anyone? The most important thing: would you tell others to read this book? Is it good enough? Is it bad?
• What could be better? Keep in mind the quotes that could have been presented better. Criticize the writer.

Step 2: Introduction

Presumably, you have chosen your book. To begin, mention the book title and author’s name. Talk about the cover of the book. Write a thesis statement regarding the fictitious story or non-fictional novel. Which briefly describes the quoted material in the book review.

Step 3: Body

Choose a specific chapter or scenario to summarise. Include about 3 quotes in the body. Create summaries of each quote in your own words. It is also encouraged to include your own point-of-view and the way you interpret the quote. It is highly important to have one quote per paragraph.

Step 4: Conclusion

Write a summary of the summarised quotations and explanations, included in the body paragraphs. After doing so, finish book analysis with a concluding sentence to show the bigger picture of the book. Think to yourself, “Is it worth reading?”, and answer the question in black and white. However, write in-between the lines. Avoid stating “I like/dislike this book.”

Step 5: Rate the Book (Optional)

After writing a book review, you may want to include a rating. Including a star-rating provides further insight into the quality of the book, to your readers. Book reviews with star-ratings can be more effective, compared to those which don’t. Though, this is entirely optional.

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Writing Tips

Here is the list of tips for the book review:

• A long introduction can certainly lower one’s grade: keep the beginning short. Readers don’t like to read the long introduction for any essay style.
• It is advisable to write book reviews about fiction: it is not a must. Though, reviewing fiction can be far more effective than writing about a piece of nonfiction
• Avoid Comparing: avoid comparing your chosen novel with other books you have previously read. Doing so can be confusing for the reader.
• Opinion Matters: including your own point-of-view is something that is often encouraged when writing book reviews.
• Refer to Templates: a book review template can help a student get a clearer understanding of the required writing style.
• Don’t be Afraid to Criticize: usually, your own opinion isn’t required for academic papers below Ph.D. level. On the other hand, for book reviews, there’s an exception.
• Use Positivity: include a fair amount of positive comments and criticism.
• Review The Chosen Novel: avoid making things up. Review only what is presented in the chosen book.
• Enjoyed the book? If you loved reading the book, state it. Doing so makes your book analysis more personalized.

Writing a book review is something worth thinking about. Professors commonly assign this form of an assignment to students to enable them to express a grasp of a novel. Following the book review format is highly useful for beginners, as well as reading step-by-step instructions. Writing tips is also useful for people who are new to this essay type. If you need a book review or essay, ask our book report writing services ' write paper for me ' and we'll give you a hand asap!

We also recommend that everyone read the article about essay topics . It will help broaden your horizons in writing a book review as well as other papers.

Book Review Examples

Referring to a book review example is highly useful to those who wish to get a clearer understanding of how to review a book. Take a look at our examples written by our professional writers. Click on the button to open the book review examples and feel free to use them as a reference.

Book review

Kenneth Grahame’s ‘The Wind in the Willows’

Kenneth Grahame’s ‘The Wind in the Willows’ is a novel aimed at youngsters. The plot, itself, is not American humor, but that of Great Britain. In terms of sarcasm, and British-related jokes. The novel illustrates a fair mix of the relationships between the human-like animals, and wildlife. The narrative acts as an important milestone in post-Victorian children’s literature.

Book Review

Dr. John’s ‘Pollution’

Dr. John’s ‘Pollution’ consists of 3 major parts. The first part is all about the polluted ocean. The second being about the pollution of the sky. The third part is an in-depth study of how humans can resolve these issues. The book is a piece of non-fiction that focuses on modern-day pollution ordeals faced by both animals and humans on Planet Earth. It also focuses on climate change, being the result of the global pollution ordeal.

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Taylor Swift's 'Tortured Poets' is written in blood

On Taylor Swift's 11th album, The Tortured Poets Department , her artistry is tangled up in the details of her private life and her deployment of celebrity. But Swift's lack of concern about whether these songs speak to and for anyone but herself is audible throughout the album. Beth Garrabrant/Courtesy of the artist hide caption

On Taylor Swift's 11th album, The Tortured Poets Department , her artistry is tangled up in the details of her private life and her deployment of celebrity. But Swift's lack of concern about whether these songs speak to and for anyone but herself is audible throughout the album.

For all of its fetishization of new sounds and stances, pop music was born and still thrives by asking fundamental questions. For example, what do you do with a broken heart? That's an awfully familiar one. Yet romantic failure does feel different every time. Its isolating sting produces a kind of obliterating possessiveness: my pain, my broken delusions, my hope for healing. A broken heart is a screaming baby demanding to be held and coddled and nurtured until it grows up and learns how to function properly. This is as true in the era of the one-percent glitz goddess as it was when blues queens and torch singers organized society's crying sessions. It's true of Taylor Swift , who's equated songwriting with the heart's recovery since she released " Teardrops on my Guitar " 18 years ago, and whose 11th album, The Tortured Poets Department , is as messy and confrontational as a good girl's work can get, blood on her pages in a classic shade of red.

Taylor Swift, Beyoncé and 50 more albums coming out this spring

Turning the Tables

Taylor swift is the 21st century's most disorienting pop star.

Back in her Lemonade days, when her broken heart turned her into a bearer of revolutionary spirit, Swift's counterpart and friendly rival, Beyoncé , got practical, advising her listeners that while feelings do need tending, a secured bank account is what counts. "Your best revenge is your paper," she sang .

For Swift, the best revenge is her pen. One of the first Tortured Poets songs revealed back in February (one of the album's many bonus tracks, it turns out, but a crucial framing device) is called " The Manuscript "; in it, a woman re-reads her own scripted account of a "torrid love affair." Screenwriting is one of a few literary ambitions Swift aligns with this project. At The Grove mall in Los Angeles, Swift partnered with Spotify to create a mini-library where new lyrics were inscribed in weathered books and on sheets of parchment in the days leading up to its release. The scene was a fans' photo op invoking high art and even scripture. In the photographs of the installation that I saw, every bound volume in the library bears Swift's name. The message is clear: When Taylor Swift makes music, she authors everything around her.

For years, Swift has been pop's leading writer of autofiction , her work exploring new dimensions of confessional songwriting, making it the foundation of a highly mediated public-private life. The standard line about her teasing lyrical disclosures (and it's correct on one level) is that they're all about fueling fan interest. But on Tortured Poets , she taps into a much more established and respected tradition. Using autobiography as a sword of justice is a move as ancient as the women saints who smote abusive fathers and priests in the name of an early Christian Jesus; in our own time, just among women, it's been made by confessional poets like Sylvia Plath, memoirists from Maya Angelou to Joyce Maynard and literary stars like the Nobel prize winner Annie Ernaux. And, of course, Swift's reluctant spiritual mother, Joni Mitchell .

Even in today's blather-saturated cultural environment, a woman speaking out after silence can feel revolutionary; that this is an honorable act is a fundamental principle within many writers' circles. "I write out of hurt and how to make hurt okay, how to make myself strong and come home, and it may be the only home I ever have," Natalie Goldberg declares in Writing Down the Bones , the most popular writing manual of the 20th century. When on this album's title track, Swift sings, "I think some things I never say," she's making an offhand joke; but this is the album where she does say all the things she thinks, about love at least, going deeper into the personal zone that is her métier than ever before. Sharing her darkest impulses and most mortifying delusions, she fills in the blank spaces in the story of several much-mediated affairs and declares this an act of liberation that has changed and ultimately strengthened her. She spares no one, including herself; often in these songs, she considers her naiveté and wishfulness through a grown woman's lens and admits she's made a fool of herself. But she owns her heartbreak now. She alone will have the last word on its shape and its effects.

This includes other people's sides of her stories. The songs on Tortured Poets , most of which are mid- or up-tempo ballads spun out in the gossamer style that's defined Swift's confessional mode since Folklore , build a closed universe of private and even stolen moments, inhabited by only two people: Swift and a man. With a few illuminating exceptions that stray from the album's plot, she rarely looks beyond their interactions. The point is not to observe the world, but to disclose the details of one sometimes-shared life, to lay bare what others haven't seen. Tortured Poets is the culmination of a catalog full of songs in which Swift has taken us into the bedrooms where men pleasured or misled her, the bars where they charmed her, the empty playgrounds where they sat on swings with her and promised something they couldn't give. When she sings repeatedly that one of the most suspect characters on the album told her she was the love of her life, she's sharing something nobody else heard. That's the point. She's testifying under her own oath.

Swift's musical approach has always been enthusiastic and absorbent. She's created her own sounds by blending country's sturdy song structures with R&B's vibes, rap's cadences and pop's glitz; as a personality and a performer, she's all arms, hugging the world. The sound of Tortured Poets offers that familiar embrace, with pop tracks that sparkle with intelligence, and meditative ones that wrap tons of comforting aura around Swift's ruminations. Beyond a virtually undetectable Post Malone appearance and a Florence Welch duet that also serves as an homage to Swift's current exemplar/best friendly rival, Lana Del Rey , the album alternates between co-writes with Jack Antonoff and Aaron Dessner, the producers who have helped Swift find her mature sound, which blends all of her previous approaches without favoring any prevailing trend. There are the rap-like, conversational verses, the reaching choruses, the delicate piano meditations, the swooning synth beats. Antonoff's songs come closest to her post- 1989 chart toppers; Dessner's fulfill her plans to remain an album artist. Swift has also written two songs on her own, a rarity for her; both come as close to ferocity as she gets. As a sustained listen, Tortured Poets harkens back to high points throughout Swift's career, creating a comforting environment that both supports and balances the intensity of her storytelling.

It's with her pen that Swift executes her battle plans. As always, especially when she dwells on the work and play of emotional intimacy, her lyrics are hyper-focused, spilling over with detail, editing the mess of desire, projection, communion and pain that constitutes romance into one sharp perspective: her own. She renders this view so intensely that it goes beyond confession and becomes a form of writing that can't be disputed. Remember that parchment and her quill pen; her songs are her new testaments. It's a power play, but for many fans, especially women, this ambition to be definitive feels like a necessary corrective to the misrepresentations or silence they face from ill-intentioned or cluelessly entitled men.

"A great writer can be a dangerous creature, however gentle and nice in person," the biographer Hermione Lee once wrote . Swift has occasionally taken this idea to heart before, especially on her once-scorned, now revered hip-hop experiment, Reputation . But now she's screaming from the hilltop, sparing no one, including herself as she tries to prop up one man's flagging interest and then falls for others' duplicity. "I know my pain is such an imposition," Swift sang in last year's " You're Losing Me ," a prequel to the explosive confessional mode of Tortured Poets , where that pain grows nearly suicidal, feeds romantic obsession, and drives her to become a "functional alcoholic" and a madwoman who finds strength in chaos in a way that recalls her friend Emma Stone's cathartic performance as Bella in Poor Things . (Bella, remember, comes into self-possession by learning to read and write.) " Who's afraid of little old me? " Swift wails in the album's window-smashing centerpiece bearing that title; in " But Daddy I Love Him ," she runs around screaming with her dress unbuttoned and threatens to burn down her whole world. These accounts of unhinged behavior reinforce the message that everybody had better be scared of this album — especially her exes, but also her business associates, the media and, yes, her fans, who are not spared in her dissection of just who's made her miserable over the past few years.

Listen to the album

I'm not getting into the dirty details; those who crave them can listen to Tortured Poets themselves and easily uncover them. They're laid out so clearly that anyone who's followed Swift's overly documented life will instantly comprehend who's who: the depressive on the heath, the tattooed golden retriever in her dressing room. Here's my reading of her album-as-novel — others' interpretations may vary: Swift's first-person protagonist (let's call her "Taylor") begins in a memory of a long-ago love affair that left her melancholy but on civil terms, then has an early meeting with a tempting rogue, who declares he's the Dylan Thomas to her Patti Smith; no, she says, though she's sorely tempted, we're "modern idiots," and she leaves him behind for a while. Then we get scenes from a stifling marriage to a despondent and distracted child-man. "So long, London," she declares, fleeing that dead end. From then on, it's the rogue on all cylinders. They connect, defy the daddy figures who think they're bad for each other, speak of rings and baby carriages. Those daddies continue to meddle in this newfound freedom.

In this main story arc, Swift writes about erotic desire as she never has before: She's "fresh out the slammer" (ouch, the rhetoric) and her bedsheets are on fire. She cannot stop rhapsodizing about this new love object and her commitment to their outlaw hunger for each other. It's " Love Story ," updated and supersized, with a proper Romeo at its center — a forbidden, tragic soulmate, a perfect match who's also a disastrous one. Swift peppers this section of Tortured Poets with name-drops ("Jack" we know, " Lucy " might be a tricky slap at Romeo, hard to tell) and instantly searchable references; he sends her a song by The Blue Nile and traces hearts on her face but tells revolting jokes in the bar and eventually reveals himself as a cad, a liar, a coward. She recovers, but not really. In the end, she does move on but still dreams of him hearing one of their songs on a jukebox and dolefully realizing the young girl he's now with has never heard it before.

Insert the names yourself. They do matter, because her backstories are key to Swift's appeal; they both keep her human-sized and amplify her fame. Swift's artistry is tied up in her deployment of celebrity, a slippery state in which a real life becomes emblematic. Like no one before, she's turned her spotlit day-to-day into a conceptual project commenting on women's freedom, artistic ambition and the place of the personal in the public sphere. As a celebrity, Swift partners with others: her model and musician friends, her actor/musician/athlete consorts, brands, even (warily) political causes. And with her fans, the co-creators of her stardom.

Her songs stand apart, though. They remain the main vehicle through which, negotiating unimaginable levels of renown, Swift continually insists on speaking only for herself. A listener has to work to find the "we" in her soliloquies. There are plenty of songs on Tortured Poets in which others will find their own experiences, from the sultry blue eroticism of " Down Bad " to the click of recognition in " I Can Fix Him (No Really I Can) ." But Swift's lack of concern about whether these songs speak for and to anyone besides herself is audible throughout the album. It's the sound of her freedom.

Taylor Swift: Tiny Desk Concert

She also confronts the way fame has cost her, fully exploring questions she raised on Reputation and in " Anti-Hero ." There are hints, more than hints, that her romance with the rogue was derailed partly because her business associates found it problematic, a danger to her precious reputation. And when she steps away from the man-woman predicament, Swift ponders the ephemeral reality of the success that has made private decisions nearly impossible. A lovely minuet co-written with Dessner, " Clara Bow " stages a time-lapsed conversation between Swift and the power players who've helped orchestrate her rise even as she knows they won't be concerned with her eventual obsolescence. "You look like Clara Bow ," they say, and later, "You look like Stevie Nicks in '75." Then, a turn: "You look like Taylor Swift," the suits (or is it the public, the audience?) declare. "You've got edge she never did." The song ends abruptly — lights out. This scene, redolent of All About Eve , reveals anxieties that all of Swift's love songs rarely touch upon.

One reason Swift went from being a normal-level pop star to sharing space with Beyoncé as the era's defining spirit is because she is so good at making the personal huge, without fussing over its translation into universals. In two decades of talking back to heartbreakers, Swift has called out gaslighting, belittling, neglect, false promises — all the hidden injuries that lovers inflict on each other, and that a sexist society often overlooks or forgives more easily from men. In "The Manuscript," which calls back to a romantic trauma outside the Tortured Poets frame, she sings of being a young woman with an older man making "coffee in a French press" and then "only eating kids cereal" and sleeping in her mother's bed when he dumps her; any informed Swift fan's mind will race to songs and headlines about cads she's previously called out in fan favorites like "Dear John" and "All Too Well" — the beginnings of the mission Tortured Poets fulfills.

Reviews of more Taylor Swift albums on NPR

In the haze of 'Midnights,' Taylor Swift softens into an expanded sound

Let's Talk About Taylor Swift's 'Folklore'

Show And Tell: On 'Lover,' Taylor Swift Lets Listeners In On Her Own Terms

The Old Taylor's Not Dead

The Many New Voices Of Taylor Swift

Taylor Swift Leaps Into Pop With 'Red'

Swift's pop side (and perhaps her co-writers' influence) shows in the way she balances the claustrophobic referentiality of her writing with sparkly wordplay and well-crafted sentimental gestures. On Tortured Poets , she's less strategic than usual. She lets the details fall the way they would in a confession session among besties, not trying to change them from painful memories into points of connection. She's just sharing. Swift bares every crack in her broken heart as a way of challenging power structures, of arguing that emotional work that men can sidestep is still expected from women who seem to own the world.

Throughout Tortured Poets, Swift is trying to work out how emotional violence occurs: how men inflict it on women and women cultivate it within themselves. It's worth asking how useful such a brutal evisceration of one privileged private life can be in a larger social or political sense; critics, including NPR's Leah Donnella in an excellent 2018 essay on the limits of the songwriter's reach, have posed that question about Swift's work for years. But we should ask why Swift's work feels so powerful to so many — why she has become, in the eyes of millions, a standard-bearer and a freedom fighter. Unlike Beyoncé, who loves a good emblem and is always thinking about history and serving the culture and communities she claims, Swift is making an ongoing argument about smaller stories still making a difference. Her callouts can be viewed as petty, reflecting entitlement or even narcissism. But they're also part of her wrestling with the very notion of significance and challenging hierarchies that have proven to be so stubborn they can feel intractable. That Swift has reached such a peak of influence in the wake of the #MeToo movement isn't an accident; even as that chapter in feminism's history can seem to be closing, she insists on saying, "believe me." That isn't the same as saying "believe all women," but by laying claim to disputed storylines and fighting against silence, she at the very least reminds listeners that such actions matter.

Listening to Tortured Poets , I often thought of "The Last Day of Our Acquaintance," a song that Sinéad O'Connor recorded when she was in her young prime, not yet banished from the mainstream for her insistence on speaking politically. Like Swift's best work, its lyrics are very specific — allegedly about a former manager and lover — yet her directness and conviction expand their reach. In 1990, that a woman in her mid-20s would address a belittling man in this way felt startling and new. Taylor Swift came to prominence in a culture already changing to make room for such testimonies, if not — still — fully able to honor them. She has made it more possible for them to be heard. "I talk and you won't listen to me," O'Connor wailed . "I know your answer already." Swift doesn't have to worry about whether people will listen. But she knows that this could change. That's why she is writing it all down.

• Taylor Swift

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Could student protesters turn the 2024 election?

Away from the back-and-forth of the campaign trail, thousands of students are taking part in pro-Palestinian encampment-style protests at more than 50 university campuses across the US

• Sign up for The Stakes: a free newsletter on the 2024 US presidential election

Hello, and welcome to the Guardian’s brand new US election newsletter.

I moved to the US from the UK as a keen but inexperienced reporter in 2011, and was immediately plunged into covering the 2012 presidential election, despite having next to no knowledge of American politics. After the ignominy of travelling to a Newt Gingrich campaign event and having to ask an audience member who Newt Gingrich was, I decided I needed to learn more.

Thirteen years later, much of it spent observing (sometimes open-mouthed) the chaos that goes on here when it’s time to vote, I’m now on my fourth Big Election. And I’m excited to be joining all of you every week – and more frequently as the big day gets closer – for what is likely to be the most important one of those elections yet.

Today, with just six months to go before the vote, as police storm an occupied building at Columbia University and violence erupts on UCLA campus, we’ll take a look at what the wave of pro-Palestinian student protests across the US could mean in November.

But first, some of the happenings in US politics.

Here’s what you need to know …

1. Trump’s mouth gets him further into debt Donald Trump already owes $454m as a result of his civil fraud case in New York, and has been ordered to pay $88.3m to E Jean Carroll over a defamation lawsuit. Given Trump struggled to find the money for the former, the last thing he needed was to be fined $9,000 in his New York criminal trial, after he attacked witnesses online . Could the judge give him jail time if he does it again?

2. Biden’s banter bus “The 2024 election is in full swing and yes, age is an issue,” Joe Biden said at the White House Correspondents’ Association dinner on Saturday. “I’m a grown man running against a six-year-old.” The joke continued Biden’s transition from grownup-in-the-room to Burn King in Chief , with the president and his campaign increasing their mocking attacks on Trump’s golf game , finances and mental aptitude .

3. Debate club Republicans have been calling for Biden to agree to debate Trump, and on Friday Biden said he would do it , setting the stage for a tête-à-tête sometime after September. The three debates between these two in 2020 are mostly remembered for Trump interrupting, whining and calling on a white supremacist group to “stand back and stand by” , so let’s not get too excited just yet.

Tensions on university campuses, already high as a wave of pro-Palestinian encampment-style protests sweeps the US, got even higher overnight.

The protests, which have seen students pitch tents or occupy buildings at Columbia , Harvard , the University of Pennsylvania and others, began as an effort to get universities to ditch investments in companies which provide weapons and equipment to the Israeli military.

But they have since evolved into a full-throated critique of how the Biden administration, in protesters’ eyes, has failed to rein in Israel during its war in Gaza. More than 34,000 people have been killed in Gaza , and as with other modern conflicts, much of the horror has been shared on social media.

It has made it easy for people on campuses and elsewhere to empathise with the plight of Palestinians – and to grow angry at Biden, who has remained largely supportive of Israel in the wake of the October 7 attacks and last week signed a foreign aid package which directed more than $26bn to the country.

Polling averages show Trump with a narrow lead in the seven swing states – Arizona, Georgia, Michigan, North Carolina, Nevada, Pennsylvania and Wisconsin – which are the key to winning the White House. Biden won Wisconsin, where demonstrations continue on campuses in Milwaukee and Madison , by just 21,000 votes in 2020, and has already survived pro-Palestinian protest votes against him in Pennsylvania and Michigan , where he won by similarly small margins.

All this means that, basically, Biden can ill afford to lose any young votes.

“The real threat to Biden is that younger voters, especially college-educated voters, won’t turn out for him in the election,” Jonathan Zimmerman, a professor of history of education at the University of Pennsylvania, told me this week.

He added: “In states like Pennsylvania the margins are going to be so small, that it’s at least possible that a couple thousand people not turning out, or voting for one of the third party candidates, could swing the election one way or the other.”

Although Gaza is not necessarily a front-burner issue among all young voters (the economy remains many Americans’ No 1 concern), Biden’s popularity with them, well, is not what it was. In April, a Harvard poll found that 60% of 18-29-year-olds believe the country is “off on the wrong track”, while only 9% believe things are “generally headed in the right direction”. Neither of those numbers sound as if young people are about to sprint down to the polls to cast their vote for Biden.

But the problem goes further than just Biden losing votes among young people. Rightwing media and the GOP have pounced on the issue, claiming that the “out of control” protests are representative of Biden’s presidency.

It makes life difficult for Biden. If he sides with the students, Republicans will continue to paint the president as someone unable to reign in chaos. If Biden is too critical of protesters, he risks alienating young people – who he needs in November.

Lie of the week

“I used to drive an 18-wheeler,” Biden said at a campaign event last week, referring to a vehicle also known as a tractor trailer or an HGV. The president was responding to a union member who had praised Biden for saving his pension.

The problem is: Biden never drove an 18-wheeler .

According to PolitiFact in 2021, after Biden made similar claims about his trucker past: “There’s no record that he drove an 18-wheeler, the typical meaning of a tractor trailer. The closest experience he had was in 1973, when, as a senator, he rode along on a 536-mile tractor-trailer trip from Delaware to Ohio.”

But Biden isn’t the only president to have a fascination with big trucks. Some people might remember the childlike delight on Donald Trump’s face when he was invited to sit in a truck cab in 2017. He got to honk the horn and everything!

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Worst week: Kristi Noem in the doghouse

“I hated that dog,” writes Kristi Noem – seen, until now, as a contender to be Trump’s vice presidential pick – in a new book , a copy of which was obtained by the Guardian, which broke the news last week.

The hard-right governor of South Dakota was talking about her time as a farmer some 20 years ago when her dog Cricket, a 14-month-old wirehaired pointer, attacked some chickens.

So, writes Noem, she shot and killed Cricket in a gravel pit – an experience she describes as “not a pleasant job”. (She also killed an unwanted goat.)

We may never know why Noem decided to commit this anecdote to print, other than poor political instincts. After an outraged response from people from all sides of the political spectrum, her chances of being vice-president are now reportedly zero .

RIP Cricket.

Elsewhere in US politics

Joe Biden narrowly won Georgia in 2020 , and Democrats are desperate to hang on to it. To that end, Kamala Harris was dispatched to Atlanta on Monday, in what our George Chidi describes as the “continuation of a full court press” to solidify support among Democrats, particularly Black Democrats.

A physician, a lawyer, a CEO: that’s not the start of a joke, but instead some of the cast of 84 fake electors who allegedly tried to steal the 2020 election. Kira Lerner looked at the cast of characters . (There’s also a dairy farmer, a real estate agent and a QAnon fan.)

The Senate election in very-Republican Nebraska has been shaken up by the candidacy of Dan Osborn , a pipe-fitter and union organizer from Omaha who in 2021 led a workers’ strike against Kellogg’s. Michael Sainato chatted with Osborn about whether he could spring a surprise.

Last word goes to …

… Don Blankenship, running to be the Democratic Senate candidate in West Virginia with the weirdest political ad of 2024. (So far.)

There’s a lot going on here. Is that 1980s pop star Tiffany looming behind Don Blankenship? Why is Robert F Kennedy Jr featured so prominently? When the voice over says: “Our government is not honest,” why does the video cut to eight non-white Democratic politicians? And what’s going on with the line: “If they tell you I fell off the bed and hung myself, I didn’t”? (Hint: he’s not the only one to say it, which the Bulwark reports has become popular among “people who style themselves dissidents, flattering themselves that powerful people may be trying to get rid of them soon”.)

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May 23, 2024

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Choosing Pragmatism Over Textualism

May 23, 2024 issue

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This essay is adapted from my Robert B. Silvers Lecture at the New York Public Library earlier this year, which was drawn from my Reading the Constitution: Why I Chose Pragmatism, Not Textualism (Simon and Schuster, 2024). The lecture and essay, like the book on which they are based, contain no revelations of private information, including within the Court or at conference. The descriptions and analyses refer to cases, legal opinions, articles, and books that are publicly available or to thoughts and analyses that are my own.

For more than forty years I served as a federal judge—about fourteen years on a court of appeals and twenty-eight years as an associate justice of the Supreme Court. Judges of these courts often interpret words that appear in statutes or the Constitution.

When I explain to a group of middle school students what that job is like, I use an example I found in a French newspaper. A high school biology teacher was traveling on a train from Nantes to Paris. She had with her twenty live snails in a wicker basket. The train conductor told her, “You must buy a ticket for the snails.” “That’s ridiculous,” the teacher replied. “Well,” said the conductor, “read the fare rules. They say, ‘Passengers cannot bring animals on the train except in a basket, in which case they must buy a half-fare ticket for the animals.’” “But,” protested the teacher, “it means dogs or cats or perhaps rabbits, but not snails.” “Doesn’t it say ‘animals,’” said the conductor, “and isn’t a snail an animal?”

At this point, I ask the class: “Who is right?” “What about mosquitoes?” says one student. “Why would they want you to pay for snails?” asks another. “But isn’t a snail an animal?” says a third. I add, “There you have the interpretive job of an appellate judge. How do we find the ‘right’ answer?”

Though few legal cases involve snails, cases involving the meaning of words in statutes or the Constitution—such as “the right…to keep and bear arms”—pose similar questions. How and to whom do these legal words apply?

There has long been what I call a “traditional” approach, embodied in the work of judges like Oliver Wendell Holmes Jr., Benjamin Cardozo, and Louis Brandeis, and professors such as Henry Hart and Albert Sacks. It sees legal interpretation as pragmatic, undogmatic, and adaptive. It sees law as an untidy body of understandings among groups and institutions, inherited from the past and open to change mostly at the edges. It communicates its vision not through the application of any single theory but through detailed study of cases, institutions, history, and above all the human needs that underlie them. Its practice requires dedication, sensitivity, and an awareness of the variety of the human needs and relationships that underlie our legal institutions, which now must help more than 330 million Americans live together peacefully and productively.

Seen in this way, the law requires judges interpreting indefinite or uncertain texts (and virtually all Supreme Court cases involve uncertainty as to a text’s meaning or application) both to examine the words themselves and to recognize the limits of language to convey meaning. When faced with such limits, a practical judge will often ask, What purposes do these words serve? What ends do they seek to further? What mischief do they seek to avoid? As Justice Holmes wrote, a law’s “general purpose is a more important aid to…meaning than any rule which grammar or formal logic may lay down.”

Of course, an examination of purpose will not always (or exclusively) provide a key to a phrase’s meaning. In such cases, a judge might look deeper. What is the context in which the phrase appears? What does history tell us of the social conflicts that the phrase or the statute seeks to settle? What are the consequences—for example, for legal (or nonlegal) institutions—of one interpretation as opposed to another? What values does the phrase or the law seek to promote? When these questions yield no easy answers, a judge might further ask, What would a reasonable (or idealized) legislator have thought about the purpose of this statutory phrase? Which of these questions are the most important and which conclusions will prove of greater help depend on the case at issue, as well as the judge’s experience and instincts.

If, as I have said, something like this method is “traditional,” then you might wonder why I have written a book about it. The answer lies in a change taking root in the way in which many judges and lawyers interpret legal texts—a new method often called “textualism” or, in the case of constitutional texts, “originalism.”

What is “textualism”? In a nutshell, it is a method that puts greater, often exclusive weight upon the linguistic meaning of a legal text, defined as what an ordinary person would understand that text to mean. My late colleague and friend Justice Antonin Scalia, for example, put it this way: “textualism” holds that words in a legal phrase, read with an eye toward “their full context,” mean “what they conveyed to reasonable people at the time they were written.” Words in a statute or the Constitution, textualists say, must be given their “original public meaning.” And unlike those who follow a more traditional, practical method, textualists, such as Justice Scalia, tend to “reject judicial speculation about both the drafters’ extratextually derived purposes and the desirability of the fair reading’s anticipated consequences.” The stricter textualists thus avoid putting any interpretive weight on purposes, consequences, or values.

Why interpret the law in this way? Textualists typically say that purposes are too difficult to find, and that even if they were not, a statutory phrase may serve multiple, and even opposing, purposes. Textualists further contend that a description of purpose found in committee reports or other legislative history may reflect the views or the language of lobbyists or unelected congressional staff members rather than of elected members of Congress. The traditional examination of purpose, consequences, and values, textualists say, allows unelected, life-tenured judges to substitute their own ideas of what is good for the law itself.

Textualists then make four important, related promises. First, they suggest that there is a single right answer to each interpretive problem. A commitment to finding that single right answer will lead to fewer disagreements among judges and greater public faith in the courts.

Second, they promise that by following textualism, judges will become less likely to overstep the bounds of their constitutionally assigned task, which is to interpret the law, not to substitute their own ideas of sound social policy for the text’s linguistically determined application.

Third, textualists promise that sticking to the text will help the legislator as well as the judge. By following a set of linguistic and interpretive canons, they contend, judges will help develop a system in which Congress can compromise and incorporate competing purposes into a single statute, assured of the rules that judges will follow when it comes time to interpret the text.

Fourth, they promise that textualism will prove a fairer system, for the law will mean the same thing in the hands of every judge, thereby increasing the likelihood that it will treat all litigants alike.

These promises may help to account for textualism’s increased popularity. Indeed, one of my colleagues has said (perhaps tongue in cheek), “We are all textualists now.” However, I am not. Of course our job is to interpret the words of a statute or the Constitution. And text is always the starting point. But in my view, removing most or all other interpretive tools from the judge’s tool kit is like denying a painter much of his palette. It goes too far. Textualism will not work. It cannot keep its promises. To the contrary, I fear that textualism will make it far more difficult for the Constitution to provide Americans a workable governmental system, one that protects democracy and safeguards basic human rights.

Justice Scalia and I used to debate the virtues of these different approaches, typically before student audiences. I would say often that law must adapt, since “George Washington did not know about the Internet.” Justice Scalia would reply, “I knew that.” Then he would remind me of the story of two campers, one of whom sees the other putting on running shoes. “Where are you going?” asks the first. “A bear’s in the camp,” responds the second. “You can’t outrun a bear,” says the first. “Yes,” replies the second, “but I can outrun you.” So too with textualism and originalism, argued Justice Scalia: they did not need to be perfect; they just needed to be superior to the alternatives. And my system of interpretation, he would say, was so complicated that only I could use it. I would reply that his system risked producing a Constitution (and laws) that no one would want.

The Constitution of the United States is the shortest governing document of any Western democracy. Its seven articles and twenty-seven amendments contain about 7,500 words. Its articles primarily create the federal government’s structure; its amendments, among other things, protect certain basic human rights. It helps to assure a democratic form of government, to safeguard individual liberties, to guarantee considerable equality, and to limit governmental power through checks and balances. Its written phrases are sometimes highly general (“the freedom of speech”) and sometimes very specific (“two Senators from each State”). Some provisions now seem out of date (like the Third Amendment, which restricts the quartering of soldiers in private homes); others are still of obviously vital importance (like the First Amendment).

The Constitution presents difficult interpretive problems. It contains multitudes of provisions, requirements, and prohibitions. And it must endure for the ages, even in times unimaginably different from the circumstances of its creation. The document’s abstract phrases, its underlying values, its varying objectives, and its need to endure—all these suggest that there will not be any single tool that, when applied to each of its provisions, can produce satisfactory answers.

In his landmark opinion in McCulloch v. Maryland (1819), Chief Justice John Marshall suggested just that. The Court had to decide whether the Constitution gave Congress the power to create a national bank. The language of the Constitution said nothing about banks. The Court nonetheless answered the question, “Yes.” Chief Justice Marshall looked at six different considerations.

First, he turned to past practice. What had others in government thought of the question over the preceding thirty years?

Second, he looked at the Constitution’s text. He observed that it limited the federal government’s powers, but still, “though limited in its powers,” that government was “supreme within its sphere of action.”

Third, he argued that the fact that the Constitution did not specifically refer to banks did not answer the question at hand. A constitution that “would partake of the prolixity of a legal code…could scarcely be embraced by the human mind.” Only “its great outlines should be marked, its important objects designated, and the minor ingredients which compose those objects be deduced from the nature of the objects themselves.” He continued, “It is a Constitution we are expounding.”

Fourth, he explained, the Constitution grants Congress the power to do what is “necessary and proper” to carry “into execution [its]…powers.” That phrase—known as the Necessary and Proper Clause—has a broad scope. For purposes of a national bank, Marshall explained, it meant that the explicitly mentioned powers to lay and collect taxes, to borrow money, to regulate commerce, and to support armies and navies implied the power to create a bank to assist the government in carrying out those tasks.

Fifth, Marshall observed that the Constitution is “intended to endure for ages to come and consequently to be adapted to the various crises of human affairs.” It would have thus been “unwise…to provide by immutable rules for exigencies which, if foreseen at all, must have been foreseen dimly, and which can be best provided for as they occur.” Constitutional interpretations must, in a word, prove workable and adaptable.

Sixth, the chief justice emphasized the Constitution’s purposes. It must not become, in his words, a “splendid bauble”:

Let the end be legitimate, let it be within the scope of the Constitution, and all means which are appropriate, which are plainly adapted to that end, which are not prohibited, but are consistent with the letter and the spirit of the Constitution, are Constitutional.

This foundational case rests upon an implied principle that judges only occasionally discuss explicitly, but that I believe a judge must keep in mind when interpreting the Constitution. It is, at bottom, a practical document. It must hold together a nation whose population has grown almost a hundredfold since the Founding. Whether we use the word “workable” or “viable” or “practical,” McCulloch ’s underlying principle has long been the core of traditional constitutional interpretation. Marshall’s words “It is a Constitution we are expounding” are inscribed across the lower hall in the Supreme Court Building.

If that was Chief Justice Marshall’s view, then what of textualism? In the matter of constitutional interpretation (where the text’s words are often abstract), those who advocate textualism turn to its first cousin: originalism. Justice Scalia defined “originalism” as the “doctrine that words are to be given the meaning they had when they were adopted”—specifically, that the text should be “interpreted through the historical ascertainment of the meaning that it would have conveyed to a fully informed observer at the time when the text first took effect.”

One might well ask: If the original understanding of the Constitution is of paramount significance, then why not accord the same weight to Chief Justice Marshall’s understanding of interpretive methodology? After all, he was among the leaders of the Virginia Ratifying Convention. Surely his approach to constitutional interpretation should inform an originalist’s views. If not, then how does an originalist approach constitutional interpretation differently from Marshall in McCulloch ?

I’ll begin with an important case that produced serious effects: the Supreme Court’s recent application of an “originalist” approach in New York State Rifle and Pistol Association v. Bruen (2022). The case concerned the constitutionality of a New York State law that required citizens to have a license to carry firearms, openly or concealed, in public. Did that law violate the Second Amendment, which says, “A well-regulated Militia, being necessary to the security of a free State, the right of the people to keep and bear Arms, shall not be infringed”?

In an earlier case, District of Columbia v. Heller (2008), the Court, by a vote of 5–4, had held that the amendment protects the right of a law-abiding citizen to possess a handgun in the home for purposes of self-defense. (I dissented.) Given that interpretation, the Court in Bruen asked, does the amendment protect the right to carry a handgun for self-defense outside the home as well? Applying originalism, the Court held that it did and therefore voided New York’s law. (I dissented in this case as well.)

The Court noted that lower courts, deciding similar questions, had applied a two-step analysis. First they would decide whether the challenged law regulates activity falling outside the scope of the Second Amendment right as originally understood. If so, the law did not run afoul of the Second Amendment. If the law did regulate protected activity, however, the lower courts would proceed to a second step, something the Court has called “means-end scrutiny.” They would consider “how close the law comes to the core of the Second Amendment right and the severity of the law’s burden on that right.” If the law burdened the right, the courts would analyze whether “the Government” could “prove that the law is ‘narrowly tailored to achieve a compelling governmental interest.’” This application of means-end scrutiny, which courts do when interpreting a variety of other constitutional provisions, would allow room for legislatures to regulate firearms while ensuring that those regulations did not intrude too far on the core Second Amendment right to self-defense.

The Court, however, wrote that the second part of this test used by lower courts was unnecessary. Instead, it focused solely on the “Second Amendment’s text, as informed by history.” It said that the proponents of a law regulating guns must “identify an American tradition justifying” the law’s requirements. In other words, they must prove that the law or regulation is “part of the historical tradition that delimits the outer bounds of the right to keep and bear arms.” And notably, in construing the Second Amendment’s text, the Court made sure to underscore that its interpretation was grounded in the “ public understanding of [the] legal text in the period after its enactment or ratification.” Here is originalism pure and simple. Look to historical textual meaning—alone.

What is wrong with this approach? First, although history can often help judges interpret the Constitution, to tell them they must rely exclusively upon history imposes on them a task they cannot accomplish. Judges may have experience weighing a law’s objectives (its ends) against the methods used to achieve them (its means), but they may well not have experience finding the relevant history.

And aside from finding the history, there is the matter of interpreting it. To what extent, for example, should laws or regulations or rules dating back to the fourteenth century that addressed crossbows, lancegays, dirks, daggers, skeans, stilladers, and even Greek fire (tossed over a besieged city’s walls) determine the meaning of the constitutional word “arms” in the eighteenth century?

What to do, moreover, with the fact that historical understandings sometimes change? In Heller , the Court thought history showed that the Second Amendment right encompassed an “individual right to possess and carry weapons in case of confrontation.” The dissent thought the term “bear arms” was an idiom protecting only the right “to use and possess arms in conjunction with service in a well-regulated militia.” In an amicus brief for Bruen , a group of historical experts told the Court that the Heller dissent was right; and a group of linguistic experts said they had searched more than 120,000 texts written between 1760 and 1799 (as well as thousands of other historical texts) and found that the phrase “bear arms” was overwhelmingly used to refer to “war, soldiering, or other forms of armed action by a group rather than an individual.” Should the Bruen Court, in light of these discoveries, have revised its ruling in Heller ?

Read Bruen and you will find a historical argument raging among different groups of judges who are not historians. The dissent pointed, for example, to thirteenth- and fourteenth-century English laws prohibiting persons from “going armed”; to early colonial and Founding-era laws, such as New Jersey’s and Virginia’s, forbidding the wearing of certain weapons in public; and to nineteenth- and twentieth-century laws of various states prohibiting the carry of firearms, with a few exceptions.

The Court thought these laws were not sufficiently analogous. Some were too old. Some were too recent. Some applied to too few people. Some did not involve licensing. Some applied only after an individual had threatened the peace. Some regulated only concealed, not open, carry. In light of this disagreement, the dissent observed that since analogy often depends upon the minor details of very old laws, the true answer to what historical analogies were valid was: Who knows? Put another way, not only are judges not historians, but historical analogies, like language, are at least to some degree indeterminate.

The second problem arising out of the Court’s use of originalist methodology in Bruen was even worse. Originalism dictates that judges should not consider the practical effect of a decision, including the interests of federal, state, and local governments in regulating guns. That presents a difficulty in part because of how drastically our nation has changed from the time the Founders wrote the Constitution. There were four million Americans then, and most of them lived in rural settings. Today there are more than 330 million Americans, a significant portion of whom live in densely packed cities. Gun technology has evolved, too, and the US is the world’s leader in the number of firearms possessed by civilians—nearly 400 million. (India is second.) In 2020 an average of about 124 people died from gun violence every day, a figure that reflects a 25 percent increase just compared with 2015.

Consider the number of mass shootings, the number of firearm-assisted suicides, the number of gun-related domestic homicides, the number of police officers killed by guns in the line of duty. And consider the evidence suggesting that limiting the number of guns and their carriage can help to limit the number of firearm deaths. Then consider Chief Justice Marshall, McCulloch , and the need for a workable Constitution. Should an interpretive approach grounded in that Constitution ignore these practical realities and the deadly consequences of striking down the efforts of democratically elected bodies to address them? Certainly not, I believe.

Another case, Dobbs v. Jackson Women’s Health Organization (2022), illustrates two additional problems with originalism. In Roe v. Wade (1973), the Court, by a vote of 7–2, held that the Constitution protects the right to obtain an abortion. The government retained some power to regulate that right, but it had less power to interfere with a woman’s right to choose an abortion early in her pregnancy. Nearly twenty years later, in Planned Parenthood of Southeastern Pennsylvania v. Casey (1992), the Court faced calls to overrule Roe but decided not to do so (though it adjusted the scope of the government’s ability to regulate abortion). And over the next three decades it several times reaffirmed Roe ’s basic constitutional holding. In Dobbs , however, the Court (by a vote of 5–4) overturned all those earlier cases—which had been “the law of the land” and the law that millions of American women had relied on—and held that the Constitution afforded no protection to the choice to have an abortion.

The first problem with Dobbs ’s application of originalism to abortion is what lawyers sometimes call the problem of “dead hand control.” When the Framers wrote the Constitution in 1787 and when the Reconstruction Amendments were enacted soon after the Civil War, not all “people” could vote for ratification. Enslaved people were not considered citizens. Women were not understood to be full members of the political community. Yet it seems that originalism would have us limit the kinds of liberty interests that the Fourteenth Amendment recognizes to those contemplated by men at a time when women were not considered to have a legal identity separate from their husbands. How can an interpretive methodology with so limited a view of which people are entitled to constitutional protection function in our modern society?

The second problem with originalism in Dobbs concerns stare decisis , a Latin phrase meaning that a court should generally stand by what has previously been decided. The doctrine of stare decisis is a long-standing principle of American law. It not only protects cases that later courts thought were decided correctly; it also prevents continuous reexamination of cases that may well now be thought wrong. Perhaps cases that long ago held that corporations were persons, or limited who may sue for antitrust damages, or others, were wrongly decided. Should the Court now reexamine them, deciding anew what is right? That approach, even were it practically possible, would reduce the law to a shambles. For without some basic legal stability, who would know what to expect or do next?

Stare decisis has not prevented the Court from occasionally overturning a case. Sometimes, because the overruled case was recent, the public had not come to rely upon it. Sometimes other related law had changed, making the overruled case a legal anomaly. Sometimes living conditions, technological conditions, or even widely held values had changed. But the crucial word here is “sometimes,” and the reasons for abandoning stare decisis must accordingly be powerful. The Dobbs majority opinion listed twenty-eight instances in which the Court had overruled a precedent. The dissent, however, considered each of those instances and explained why they involved the usual reasons for overturning a case. And almost none of the majority’s examples overruled major decisions that had been the law for nearly fifty years. Nor, so far as I or my dissenting colleagues could tell, had either the factual circumstances or the social values underlying Roe eroded since 1973, a point that distinguished Dobbs from other instances in which the Court had set stare decisis aside.

Perhaps the members of the Dobbs majority believed Roe and Casey to be, as they wrote in their opinion, “egregiously wrong.” But the fact that five members of the Court think a prior decision was wrong is normally not a reason to abandon stare decisis . Perhaps the majority took issue with the fact that Roe and Casey did not use textualist or originalist methods to interpret the Constitution. But few cases prior to the twenty-first century did. If that is a reason to abandon stare decisis , then virtually no case is safe.

Perhaps the majority felt that the two combined—wrongness in result plus wrongness in method—produced a special justification for overruling. If so, then each judge must decide if an earlier case is wrong enough to warrant abandoning stare decisis . But if that is so, then we have an even bigger problem on our hands, for that reasoning runs headlong into the primary justification for textualism and originalism: namely, that they do not allow the judge to substitute what he or she thinks is “good” for what the law demands. That is the very thing textualists say their methods avoid, and yet what else does the free-for-all over which earlier cases to overrule amount to? From what I can tell, each judge must decide how bad (in his or her subjective view) the earlier decision was—how “egregiously wrong.” Viewed in this way, Dobbs blows up a major justification for substituting textualism or originalism for traditional interpretive methods.

If Dobbs and Bruen illustrate the problems with textualism and originalism, then what would I do instead? Let me provide an example that will help explain why I believe looking to constitutional values—purposes, one might say—offers a better interpretive path.

The Bill of Rights begins with these words: “Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof.” Some believe that these provisions—called the Establishment and Free Exercise Clauses, or together the Religion Clauses—are featured prominently because the Founders were well aware of the religious wars that marred sixteenth- and seventeenth-century Europe. The generations before the Founding came to the conclusion that liberty and social stability demand religious tolerance. That tolerance requires us to respect the religious views of all citizens; it permits those citizens to worship God in their own way and to teach that way to their children. The Constitution’s Religion Clauses, the Framers believed, would help America avoid religious strife by instilling constitutional values of tolerance in the new nation. As religions in the US multiplied (and we now have dozens) and the potential for conflict rose, the Court read the Religion Clauses accordingly to adopt a principle of separation of church and state, at least where primary religious education was at issue.

But “separation” was easier said than done, and the Court’s precedents have been far from uniform. For example, it has held that a daily period of silence at public schools for meditation or prayer violated the Establishment Clause, but opening a legislature’s session with a prayer did not. State reimbursement of parents for a portion of the costs of a parochial school education violated the Establishment Clause, but paying for a deaf child’s interpreter at a parochial school did not. A law forbidding religious sacrifice of poultry violated the Free Exercise Clause, but refusing unemployment benefits to those who used peyote for religious purposes did not.

My point is that it is difficult to find subsidiary rules that help courts apply the Religion Clauses. It is less difficult, however, to return to the core purpose of the Religion Clauses: to reduce religious strife and promote harmony between people of different beliefs. Two cases from shortly after the turn of this millennium illustrate this reference to constitutional values and purpose in practice.

In the first, McCreary County v. American Civil Liberties Union of Kentucky (2005), executives of two county courthouses posted large copies of the Ten Commandments in courthouse hallways where many members of the public would see them. In response to an ACLU lawsuit, the counties adopted resolutions calling the Ten Commandments the state’s “precedent legal code.”

A majority of the Court (of which I was one) said the crucial question was whether the state had a secular purpose in creating a public display of an object whose primary purpose was religious. It concluded that the state did not: initially the Ten Commandments alone made up the display; lower courts had found that it violated the Establishment Clause, so the state officials added a few secular documents. This, the Court concluded, changed nothing; the state seemed to be looking for a way to avoid the holdings of the earlier cases (without complying). These factors, along with a few others, convinced the majority that the display was primarily religious, favoring some religions over others.

Justice Sandra Day O’Connor, agreeing with the majority, wrote that the

goal of the Clauses is clear; to carry out the Founders’ plan of preserving religious liberty to the fullest extent possible in a pluralistic society…. Our guiding principle has been James Madison’s, [namely that] the Religion…of every man must be left to the conviction and conscience of every man…. [Government] may not prefer one religion over another or promote religion over non-belief.

The “history of this particular display,” she concluded, was such that it “convey[ed] an unmistakable message of endorsement” to the reasonable observer.

The second case, Van Orden v. Perry (2005), involved a granite monument bearing the text of the Ten Commandments on the grounds of the Texas State Capitol. Was it the same as or different from McCreary ? I—and a majority of the Court—thought it was different.

The question in McCreary was: Is the display being used to convey a primarily religious or a primarily secular message? The Ten Commandments are capable of conveying not only religious but also moral, historical, or cultural messages, and for those reasons they are displayed in courthouses across the country. Unlike the display in McCreary , several features of the display in Van Orden suggested such a secular message. An inscription on the monument made clear that it had been donated by the Fraternal Order of Eagles, a secular organization. It was situated in a park that contained seventeen monuments and twenty-one historical markers commemorating various people, events, and ideals related to the identity of the people of Texas. And in contrast to the McCreary tablets’ short, stormy history, the monument in Van Orden had remained in place for forty years without challenge, which suggested that few saw the monument as an effort to favor or disfavor any religion.

Indeed, one broader consideration counseled strongly against invalidating the monument in Van Orden on Establishment Clause grounds: such a ruling could have sparked disputes over long-standing depictions of the Ten Commandments on public buildings across the nation. That result, in turn, might have created the kind of religious divisiveness that the Establishment Clause sought to avoid. An originalist would likely not consider those consequences. But doing so in this case enabled the Court to advance the basic values that underlay the Religion Clauses, ensuring that a constitutional provision designed to work and to last will actually do so.

The Court today contains several members who believe that textualism and originalism provide a better way for judges to interpret statutes and constitutional phrases. Will we see a shift of interpretive paradigm, such as the one that occurred when President Franklin Roosevelt’s New Deal Court replaced the Courts of the early twentieth century that were oriented toward property and contract rights? Will these methods replace traditional interpretive methods that emphasize purpose and workability?

There are some reasons for fearing they will. The judges who favor textualism believe strongly in its value. They have used it to help decide not simply the cases I have mentioned but many others during the past few years. Yet there are also important reasons for believing that textualism and originalism will not carry the day.

For one thing, the Court has decided at least several recent cases without reliance on textualist methods. For another, new justices must adjust to the often unwritten Court rules and mores that encourage moderation over dogmatism. When the justices meet in their weekly conference to discuss cases, no one speaks twice until everyone speaks once. Lunchtime is not the time to talk about cases. Each case is a new one; if two of us strongly disagree about one, we may be the best of allies in another. These realities make it important to maintain friendly relations among colleagues, to try to see the other person’s point of view, and to compromise, where compromise is possible. Further, if I and others set forth significant criticisms of textualism or originalism, the members of the Court favoring these methods may take them into account. Finally, a focus on the workability of law is an important part of the legal world as well as our broader society, and it must go beyond pure textualism and originalism.

And that is to say nothing about public opinion. I have elsewhere explained why I continue to believe that politics has little direct influence on justices’ decisions. * The groups that urged the appointment of Justice X might have done so because they thought that Justice X saw the law in ways that would favor those groups’ political views. But the Court must speak through law, and justices must explain why their decisions are right according to law, not politics. The legal scholar Paul Freund put the relationship between law and politics on the Court this way: the Court should “never be influenced by the weather of the day but inevitably…will be influenced by the climate of the era.”

To insist upon a static, unchanging reading of legal texts can only make more difficult the task of fitting law to human life. To rely on text to the exclusion of purpose, practice, consequences, and workability will fail to account for the variety and complexity of the human experience. Truly difficult interpretive questions may have better or worse answers, but just as often there is ambiguity and indeterminacy. Trying to find “the true answer” through textualist methods, to the exclusion of all else, is a hopeless task. It is likely to drive a judge further from, not closer to, a workable and enduring interpretation. Such a judge is less likely to find in the Constitution the basic values that the Founders intended to put there. Conversely, a judge is more likely to discover what legislators meant by reading (rather than ignoring) the relevant legislative history of statutes, by considering statutory and constitutional purposes and values, and by confronting likely consequences in light of those purposes and values.

There are, of course, many different valid tools a judge might use in a difficult case. Text? Purpose? History? Tradition? Precedent? Consequences? Values? What a reasonable legislator would likely have thought? The specific tools used and the weight put upon them depend not so much on the particular judge as upon the particular case. It is judicial instinct, created and honed by experience, that will typically tell the judge which considerations to emphasize. This is not judicial mysticism. It is the same instinct that helps seasoned lawyers decide what part of a case to focus on and what to say in their briefs. It is the same instinct that helps any of us navigate a world full of ambiguity, that helps us decide whether a train fare for “animals” requires us to pay for a basket of snails. And when applied honestly and rigorously, it may well prove more constraining to judicial discretion—the sort of policymaking that opponents of the traditional method claim to abhor—than either textualism or originalism.

I believe that an understanding of how law works—including an understanding of how it can protect basic values and enable diverse communities to live together harmoniously, peacefully, and prosperously—is essential to the rule of law itself. What will happen if Americans come to believe that law does not work? That it cannot make their communities—indeed, their lives—better? Since the end of World War II, Americans, along with Western Europeans and many others, have accepted as governing principles the need to keep democracy strong, to maintain fundamental human rights, to seek basic equality, and to sustain the rule of law.

Of course, our adherence to principles of freedom, democracy, and equality has never been perfect. We have been slow at times to realize those promises for all. But I think that traditional, purpose-related methods of interpretation and the maintenance of the rule of law go hand in hand to further basic human needs. I worry about the abandonment of those methods of judging—methods that ask judges to consider Congress’s goals (not just technical rules about language), to interpret the law in light of our constitutional values, to remember that it is a workable government that our Constitution seeks.

Law is not hard science. It is a codified set of beliefs comprising the rules that all members of society must live by. They agree to abide by those rules, and that agreement cannot be taken for granted. Adopting rigid jurisprudential methods that are divorced from people’s real lives and understandings, I fear, may undermine rather than strengthen that social contract. It risks distancing law from society, creating a system of internal logic that is useful to no one, unresponsive to contemporary life, and unable to safeguard our values and shared commitments.

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