write a book review for school

So What Do You Think? Writing a Review

• Resources & Preparation
• Instructional Plan
• Related Resources

Teenagers are often outspoken and opinionated. Writing reviews of the literature they read gives them a chance to express their ideas while developing style and voice. This lesson uses discussion of student opinions about yesterday's lunch or a popular TV show serves as an introduction to the genre of reviews. Students then read and analyze conflicting reviews. After examining samples of movie, music, restaurant, and book reviews, students devise guidelines for writing interesting and informative reviews. They then produce their own reviews of the literature they're reading in class. Finally, students compare their ideas and their pieces with published reviews of the same piece of literature. Though this lesson is illustrated with examples from student and professional reviews of Raymond Carver's writing, the techniques can be used with whatever literature students are reading.

Featured Resources

Components of a Review : This handout gives an overview of what is normally included in a critical review.

Review Guidelines : Students can use these guidelines when writing their own critical reviews.

From Theory to Practice

While it's important for students to learn to read and evaluate critical commentary, "Each reader has a right-and even a responsibility-to form his or her own opinions, based on that reader's reading and understanding of a piece of literature, and to be able to support those opinions with solid reasons" (97).

When students express ideas on an author's work that are also noted by critics, "it presents a perfect opportunity to introduce critical commentary naturally into class discussion in order to promote a deeper understanding of the literature" (100).

Further Reading

Common Core Standards

This resource has been aligned to the Common Core State Standards for states in which they have been adopted. If a state does not appear in the drop-down, CCSS alignments are forthcoming.

State Standards

This lesson has been aligned to standards in the following states. If a state does not appear in the drop-down, standard alignments are not currently available for that state.

NCTE/IRA National Standards for the English Language Arts

• 1. Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
• 3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
• 4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.
• 5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
• 6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.
• 7. Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and nonprint texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.
• 8. Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.
• 9. Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles.
• 12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

Materials and Technology

• Sample reviews of various types (movie, music, restaurant, book, etc.), both print and online
• Specific reviews of the literature students are reading
• Components of a Review
• Creating Classroom Discussion about Reviews
• Student Example of a Book Review
• Review Guidelines
• Writing a Review Checklist
• Student Reflection Sheet

Preparation

• two conflicting reviews of a current movie, television show, or CD with which students are likely familiar.
• reviews specific to the writer(s) who students are reading. The Stauffer Library Reference and  Book Reviews in the Yahoo! Directory may be helpful in finding those reviews.
• Make appropriate number of copies of handouts.
• Test the ReadWriteThink Pinting Press on your computers to familiarize yourself with the tool and ensure that you have the Flash plug-in installed. You can download the plug-in from the technical support page.

Student Objectives

Students will

• read a variety of different kinds of reviews.
• determine the qualities and characteristics of an effective review.
• use critical thinking skills to formulate their own opinions about a writer's work.
• apply their knowledge to write their own reviews.
• compare their ideas and their work to that of professional reviewers.

Session One

• In this first class session, work to generate interest in writing a review-and to convince students that they do have strong and valid opinions.
• If lunch was "gross," what made it so?
• If the show was "really funny," why did it make them laugh?
• Ask students why they go to certain movies, buy specific CDs, or choose to eat in particular restaurants. Encourage them to explore where they get their "recommendations" from.
• Invite students to share both positive and negative experiences they have had as a result of listening to someone else's opinion.
• Lead the discussion to a point where students begin to see that word-of-mouth recommendations and published reviews essentially serve the same purpose: to comment on and evaluate a work or an event.
• Share two conflicting reviews with students.
• the kind of information included in both reviews.
• the specific points the reviewers agree and disagree about.
• any differences in focus between the reviews.
• which review is more entertaining—and why.
• which review is more convincing—and why.
• Ask students to list various kinds of reviews and to suggest where they can find these reviews (newspapers, magazines, journals, and online).
• For homework, ask each student bring one to three reviews to class.

Session Two

• In this second session, focus on helping students determine the qualities and characteristics of a good review.
• the name of what is being reviewed
• a clear statement of the reviewer's opinion (i.e., a thesis)
• specific examples that support the reviewer's opinion
• a particular tone (use of humor, sarcasm, authority, etc.).
• book reviews may include quotations from the work.
• restaurant reviews may discuss atmosphere.
• both music and literary reviews may trace developments in the writer/musician's history.
• Each small group should choose one review to read to the class along with their own short oral analysis.
• As a conclusion to the activity, the class as a whole should compile a list on the board or on chart paper of qualities that contribute to a good review. If desired, share the Components of a Review handout, which reviews the parts of a review.
• The teacher should collect all reviews students brought in for homework for use in future sessions.

Session Three

• In this third session, work to get students to focus on the particular attributes of a book review in preparation for writing their own reviews of the literature they're reading.
• Ideally, the teacher should have a selection of book reviews from those collected from students the previous day. In case students have not brought in book reviews, the teacher should have such reviews available. These reviews should be carefully chosen so that their content is accessible to students. It's best if some reviews focus on works students may have read while others are of work unfamiliar to students.)
• In small groups of three or four, have students examine a book review and break it down into its components to determine how the introduction, the body, and the conclusion allow the writer to make his/her points.
• Next, students should examine the particular style of their group's review and determine how the writer achieves a unique voice. Each group should try to determine the tone of their review (i.e., pompous and authoritative, humorous, enthusiastic, analytical, etc.) by noting such things as word choice, sentence structure, and use of detail. If students have collected reviews written by the same reviewer, these "elusive" qualities may be easier to spot.
• Invite a class discussion about how a review combines the informative aspects of straight journalism with the "pizzazz" of personal narrative.
• Where did your review appear?
• What do you know about this publication?
• Who do you think the audience for this publication would be?
• What would a reader who had read the book take from the review?
• What would a reader unfamiliar with the book take from the review?
• By the end of the session, ask students to compile a class list of broad, basic guidelines for writing a review. Example guidelines are also available.
• Invite students to begin writing the first draft of a review based on the particular piece(s) of literature the class is studying.
• If students are reading one book, that one work would be the focus of the review.
• If students are reading more than one work (i.e., a number of short stories, poems, or essays) by an author, the review can cover any or all of this material.
• Ask students to design a rating system to include with the written review. The system can be as traditional as 1-5 stars or something more creative.

NOTE: Older students tend to get the style and tone of a review quite quickly, while younger students often produce something more like a book report in the early drafts. Writing instruction should be geared to the ability of each class.

• Use the Writing a Review Checklist as a guide to help students draft and edit their reviews.

Session Four

• In this fourth session, introduce critical commentary into class discussion.
• When the students have completed their reviews, invite them to publish their reviews using one of the options on the ReadWriteThink Printing Press . Print them when they are complete.
• With their final drafts complete, have students read professionally written reviews on the same text and compare their ideas as well as their writing to these reviews. Depending on the accessibility of these reviews, you can collect all published material or students can be assigned this task. (It's for this reason that this aspect of the assignment works best if the writers reviewed are contemporary.)
• When comparing their reviews with the published pieces, students should find points that are raised in both. This process demystifies critical commentary and allows students to feel comfortable discussing the work of reviewers. For example, one of my students writes of his appreciation of Carver's "deadpan humor."
• Teachers can use such excerpts to generate lively classroom discussion. If desired, use the this suggestion for creating a classroom discussion.
• After all students have reacted to each excerpt, invite the class to break into pairs or small groups, with each group responsible for sifting through the material on one of the papers.
• Finally, have students present conclusions based on their peers' responses to the critical commentary.
• a classroom bulletin board displaying reviews, accompanied by artwork and photographs of the authors.
• a class compilation of reviews. Students can use the ReadWriteThink Printing Press to compile their reviews in a reader-friendly format.
• a class publication with all reviews collected in a booklet, brochure, or binder and saved for future classes who will be studying the same author. This collection can be added to over the years to create an "historical perspective" on a particular works/authors.
• submissions to print and online publications that seek reviews. (Note: Teen Ink seeks student written reviews on all topics.)
• writing an individual response to a review to then share with the class.
• revising and rewriting their own original reviews to address points raised by the professional reviewer.
• working with a partner and each taking a side in response to a review, with one student proving the reviewer is "right" and the other proving him/her "wrong."
• When students are comparing different types of reviews, invite them to use the Venn Diagram interactive.

Student Assessment / Reflections

• Grade the review as a complete writing assignment.
• As students write and revise their reviews, guide their work with the Review Checklist , a worksheet that outlines the vital features of a good review and asks students to verify that their final review includes these specific features. This checklist can be used by the teacher in evaluating the review.
• Students can assess their own work and learning by completing a Reflection Sheet that is handed in with the review. As with all reflection sheets, the form should include 4–5 questions that make writers really think about their pieces and the process that led to their creation.
• Publish student reviews using one of the options listed above to provide further feedback and assessment for students.
• Calendar Activities
• Professional Library
• Student Interactives
• Lesson Plans

The interactive Printing Press is designed to assist students in creating newspapers, brochures, and flyers.

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Blog – Posted on Thursday, Nov 11

The only book review templates you'll ever need.

Whether you’re trying to become a book reviewer , writing a book report for school, or analyzing a book, it’s nice to follow a book review template to make sure that your thoughts are clearly presented. 

A quality template provides guidance to keep your mind sharp and your thoughts organized so that you can write the best book review possible. On Reedsy Discovery , we read and share a lot of book reviews, which helps us develop quite a clear idea what makes up a good one. With that in mind, we’ve put together some trustworthy book review templates that you can download, along with a quick run-through of all the parts that make up an outstanding review — all in this post! 

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?

Find out the answer. Takes 30 seconds!

Book review templates for every type of review

With the rapid growth of the book community on Instagram, Youtube, and even TikTok, the world of book commentary has evolved far beyond your classic review. There are now many ways you can structure a book review. Some popular formats include:

• Book reports — often done for school assignments; 
• Commentary articles — think in-depth reviews in magazines and newspapers; 
• Book blog reviews — short personal essays about the book; and
• Instagram reviews — one or two-paragraph reviews captioned under a nice photo. 

But while the text in all these review styles can be organized in different ways, there are certain boxes that all good book reviews tick. So, instead of giving you various templates to use for different occasions, we’ve condensed it down to just two book review templates (one for fiction and one for nonfiction) that can guide your thoughts and help you nail just about any review. 

⭐ Download our free fiction book review template  

⭐ Download our free nonfiction book review template  

All you need to do is answer the questions in the template regarding the book you’re reading and you’ve got the content of your review covered. Once that’s done, you can easily put this content into its appropriate format. 

Now, if you’re curious about what constitutes a good book review template, we’ll explain it in the following section! 

Elements of a book review template

Say you want to build your own book review template, or you want to customize our templates — here are the elements you’ll want to consider. 

We’ve divided our breakdown of the elements into two categories: the essentials and the fun additions that’ll add some color to your book reviews.

What are the three main parts of a book review?

We covered this in detail (with the help of some stellar examples) in our post on how to write a book review , but basically, these are the three crucial elements you should know: 

The summary covers the premise of the book and its main theme, so readers are able to understand what you’re referring to in the rest of your review. This means that, if a person hasn’t read the book, they can go through the summary to get a quick idea of what it’s about. (As such, there should be no spoilers!) 

The analysis is where, if it’s a fiction book, you talk more about the book, its plot, theme, and characters. If it’s nonfiction, you have to consider whether the book effectively achieves what it set out to do. 

The recommendation is where your personal opinion comes in the strongest, and you give a verdict as to who you think might enjoy this book. 

You can choose to be brief or detailed, depending on the kind of review you’re writing, but you should always aim to cover these three points. If you’re needing some inspiration, check out these 17 book review examples as seen in magazines, blogs, and review communities like Reedsy Discovery for a little variation. 

Which review community should you join?

Find out which review community is best for your style. Takes 30 seconds!

Which additional details can you include?

Once you’ve nailed down the basics, you can jazz things up a little and add some personal flavor to your book review by considering some of these elements:

• A star-rating (the default is five stars but you can create your own scales); 
• A bullet-point pros and cons list; 
• Your favorite quotation from the book; 
• Commentary on the format you read (i.e., ebook, print, or audiobook);
• Fun facts about the book or author; 
• Other titles you think are similar.

This is where you can really be creative and tailor your review to suit your purpose and audience. A formal review written for a magazine, for instance, will likely benefit from contextual information about the author and the book, along with some comment on how that might have affected the reading (or even writing) process.

Meanwhile, if you’re reviewing a book on social media, you might find bullet points more effective at capturing the fleeting attention of Internet users. You can also make videos, take creative pictures, or even add your own illustrations for more personal touches. The floor is yours at this point, so go ahead and take the spotlight! 

That said, we hope that our templates can provide you with a strong foundation for even your most adventurous reviews. And if you’re interested in writing editorial reviews for up-and-coming indie titles, register as a reviewer on Reedsy Discovery !

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