i! Won!

, to th, Why" Crnfting Critioal Book R""i,w,

),
in: The History Teacher 27:2 (February 1994,
159-166.

Robert Blackey
California State University, San Bernardino

"My FAVORITE CHARACTER IS ... " and "I recommend this book
because ... " are typical phrases that characterize the traditional book
report, but they also epitomize the kind of direction that provides little
preparation for the critical evaluation and review of books that often
awaits students in many of their high school and college classes. How can
we as teachers transcend the simplicity of book reports and their minimal
demands upon our students' intelligence and abilities? How can we teach
book reviewing, a task that encourages the development of the more
sophisticated, higher order thinking skills (e.g., the full evolution of ideas
and the explanation and justification of reactions-the whys in the title)
that have an educational value beyond tbe dimensions of the assignment
itself? What fqllows are some thoughts and practical suggestions for
answering these questions.
Book reviews, whether for professional journals, newspapers, or our
classrooms, generally have two aims in common: to inform the reader
about the contents of the book and to provide an evaluation that presents
the reviewer's judgment of the book's quality. This two-fold task is often
none too easy for many students. Since the degree to which students
succeed-or fail--as they complete assignments is due as much to the
clarity of directions as to their intelligence or experience, I have de-
vised-and i)ere expand upon-a set of instructions (batteries not in-
The History Teacher Volume 27 Number2 February 1994, 'J~ _"-"

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160 Robert Blackey Words to the Whys: Crafting Critical Book Reviews 161

eluded) that is aimed to make composition and thought development Like any piece of writing, be it an examination essay. a term paper, or
easier. These instructions are an integral part of my course syllabi; that is, something else, a book review reads best when it is launched with an
the section of my syllabus devoted to the book review assignment includes introduction. This can take a variety of forms, including a personal
three parts: I) a discussion of the nature of book reviews and the goals of anecdote that can be related to the subject of the book, a brief story from
the assignment, plus advice on how to proceed; 2) a description of what a the book itself that can be used to introduce the broader content, or even a
summary is and how it can be composed; and 3) an elaboration upon the clever quotation on which to build an introduction-all of which can
essence of a critique and the variety of possibilities (in the form of serve the useful function of capturing a reader's attention. There is,
questions) that can be explored. Teachers can, and should, modify my however, simpler and more fundamental information that an effective
suggestions both to suit their own needs and to adapt them to the per- introduction should minimally contain in order to prepare the reader for
ceived ability levels of their students. In addition, I always include in- what follows: an overview of the book that incorporates both an encapsu-
class oral elaboration and time for questions, both when the syllabus is lated summary and a sense of the reviewer's general judgment. Thus
distributed and again a week or so before the assignment is due. armed with this equivalent to a thesis statement, the reader is prepared to
wade into the body of the review.
Discussion and Preparation
The Summary
A productive way to prepare students for what is expected of them is to
discnss the nature of book reviews. What is the purpose of a review? How A successful summary consists of a discussion and highlighting of the
should it infonn the reader? I encourage students to exchange ideas about the major features, trends, concepts, themes, ideas, and characteristics of the
kind of information that should be included in--or excluded from-a book book in as much detail as space limitations, established by the instructor,
review, the various ways a review might be organized, and the degree to will allow. This can be as brief as a single sentence-if such brevity is
which a review ought to be used to forward the reviewer's own ideas. what is desired (if not, the essence of such a sentence can otherwise be
Teachers will have to establish their own guidelines and boundaries here, but included as part of the introduction, say as a topic sentence)--or a
as much as possible I tty to allow for significant latitude since diverse paragraph, or it can go on for two, three or more pages. I find that a three-
approaches usually can be taken to reach the same goal. We also talk about page limit (or half the total length of the review) works best in that it
assumptions the reviewer should or should not make and about the audience allows students enough space to describe the book without their losing
(read: level of sophistication) for which we are writing. As a readerofa book sight of the purpose of the review. Since shorter summaries tend to be
review, I ask students, what would you like to know that would help you to more difficult to write (i.e., because so much more has to be coherently
make an intelligent decision about whether to read the book? compressed into fewer words), it is probably a good idea for teachers to
I also recommend that students sit with paper, pencil, and instructions restrict their length as much as conventional wisdom and student abilities
close at hand as they read their book so they can note any and all reactions dictate.
precisely as they come to mind. Just as one who observes a crime will be In the actual writing of the summary, I instruct students to use their
a more credible witness if what is seen is recorded immediately rather own words. to combine ideas and story line into new sentences and
than recalled later on the basis of memory, so students should have a phrasing of their own. While quotation marks should be placed around
clearer fix on their thoughts if they note them when they occur rather than words and sentences taken directly from the book, for the most part
wait to gather and organize them after the book has been completed. In using the exact language of the author should be avoided because it
this way ideas cannot be lost, forgotten, or abridged, and when the undermines original thinking. That is, summarizing is a good way to
reading has been completed students ought to be in possession of a learn and to assimilate and explain material, but the process doesn't
thorough set of notes from which to craft a review. Waiting to collect work especially well unless what is read and digested is translated into
one's thoughts until after the book is read is likely to result in shrugged the student's own language, and that it is done in a way that makes sense
shoulders and a shortage of ideas. Instead, taking notes along the way to the student.
should produce more material than is needed. The resulting harvest, In addition, it is often best for students to present the summary in a
inevitably, yields more of substance-and without the need for fertilizer. manner that reflects the organization of the book, to write it as if the
162 Robert Blackey Words to the Whys: Crafting Critical Book Reviews 163

enlire book were to be viewed through the wrong end of a telescope. That What I do expect from students is a reaction to the book, but since not
is, since one of the purposes of a review is to demonstrate how effectively knowing what to react to is part of the problem, I present a significant
a book is organized, summarizing in such a micro-reflective way will number of questions that I encourage them to keep in mind before,
help to achieve this. In other words, the presentation of a tme but during, and after the book is read. Collectively, these questions comprise
condensed picture of a book should include the way in which it is the bait to lure students away from the security of inexperience and the
organized, although chapter-by-chapter summaries are to be avoided in easy way out, and toward developing their minds and critical thinking
favor of a unified essay that highlights significant features and narrative abilities. They are not, I insist, to be answered seriatim, taken like
thrust numbers in a store by customers waiting their turn to be served; in fact,
Finally, summarizing a book, despite what some studenls might imagine, there are many more here than any single review could hope to address.
does not ordinarily enable the reviewer to provide a particularly incisive Instead, they are meant to prod, to prime intellectual pumps, to suggest
understanding of the contents as a collection of hypotheses or arguments avenues of exploration for those who are new to the domain of criticism.
based upon any number of suppositions.' Even our telling students that Teachers should review this list and choose to include as many as would
they must reach beyond summary into the realm of analysis is not enough be considered appropriate guides for their students. Students, in turn,
in and of itself. Instead, in something akin to the directions that often should be instructed to select several of the most useful (say, five to seven
accompany children's toys in need of assembl ing, we must offer guidelines for a three-page critique) on which to concentrate. Thus, answers to as
Ihat constitute a methodology that will help them to turn up the volume of many of the questions as are fitting should form part of a smooth-flowing
their thinking. essay, complete with topic sentences and transitions. Effective criticism,
in other words, also involves writing that is clear and coherent.
The Critique 1. 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
Students tend to be wary of undertaking a critique for several reasons. arrived at this judgment. What did you expectto learn when you selected the
I-'irst', because they are neither professional historians nor experts in the book? To what extent-and how effectively-were your expectations met?
wbjcct mailer of the book they are reading, students often assume such Did you nod in agreement (or off to sleep)? Did you wish you could talk
an assignment is beyond their level of knowledge. "How can I be critical i
back to the author? Amplify Iipon and explain your reactions.
of something I know nothing about?" is a common response. Second, 2. Identify the author's thesis and explain it in your own words.
since they have little or no experience with critical writing, they do not

I
How clearly and in what context is it stated and, subsequently, developed?
believe they possess such ability. Third, too often they have been allowed To what extent and how effectively (i.e., with what kind of evidence) is
10 get away with a level of thinking that is superficial, that places few this thesis proven? Use examples to amplify your responses. If arguments
demands on their intellect, that doesn't pressure them into trying harder. t or perspectives were omitted, why do you think this might have been
One of our jobs as teachers is to lead students forward, to show them how
to do what appears beyond them, and that is what I try to accomplish with
these inslmctions and the questions that follow.
To begin with, I make it clear, in the introductory paragraph to this
section of my syllabus, jllst what a critique consists of-thoughts, re-
lI allowed to occur?
3. 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? (Aims are usually found in the preface or intro-
duction to the book, or sometimes in the opening paragraphs of the first
sponses, and reactions to what is read. Such a critique is not expected to t chapter. If they are not found, what does this tell you about the book andl
be of a caliber similar to a professional historian's or to reflect an

I
or the author? Were you able to discern them anyway? If so, how?) How
expertise not likely to exist-although, with experience, one can learn to closely does the organization follow the author's aims, whether stated or
review a book on the basis of one's general knowledge and one's ability implied?
to follow an argument or to test an hypothesis. I also try to dispel the 4. How are the author's main points presented, explained, and
Ilotion that all criticism must be negative. In fact, I assure students, there supported? What assumptions lie behind these points? What would be the
is nothing wrong with having only positive things to say; the "trick" is to most effective way for you to compress andlor reorder the author's
justify and SUppOlt whatever position is taken. scheme of presentation and argument?
164 Robert Blackey Words to the Whys: Crafting Critical Book Reviews 165

5. How effectively does the author draw generalizations from the you add to render the book more thorough and well rounded? What
material being presented? Are connections between generalizations and the would you subtract that might be extraneous or distracting? Explain why
supporting material and evidence made clearly and logically? Use ex- you would take these actions.
amples to support your evaluation. 15. Where and how does the book fit in relative to the content of the
6. What conclusions does the author reach and how clearly are they course for which it was read? Does it add or contradict anything you read
stated? Do these conclusions follow from the thesis and aims and from in other books or texts or what was discussed in class? How would you
the ways in which they were developed? In other words, how effectively explain, and possibly resolve, these differences?
does the book come together? 16. How well is the book written? If you wish to use quotations to
7. Identify the assumptions made by the author in both the approach illustrate a particular style or point, keep them short, preferably no more
to and the writing of the book. For example, what prior knowledge does than one sentence.
the author expect readers to possess? How effectively are these assump- 17. If the book includes graphic material (e.g., pictures, charts, dia-
tions worked into the overall presentation? What assumptions do you grams, appendices), how easy are these to follow or read? Are they
think should not have been made? Why? referred to in the narrative? If so, are they used to enhance both the text
8. Are you able to detect any underlying philosophy of history held and your understanding? If you had difficulty utilizing this material,
by the author (e.g., progress, decline, cyclical, circular, linear, random)? explain why.
If so, how does this philosophy affect the presentation of the argument? If 18. How useful are the footnotes (or endnotes) to you as a reader? If
not, what kind of thinking or attitudes appear to drive the author? you made use of them, explain how. If more than just source citations are
9. How does the author see history as being motivated: primarily by included in these notes, what purpose do they serve?
the forces of individuals, economics, politics, social factors, nationalism, 19. What is the quality of the bibliography provided? With the
class, race, gender, something else? What kind of impact does this view book's date of publication in mind, does the author seem familiar and up
of historical motivation have upon the way in which the author develops to date with the literature in the field? Upon what kinds of sources does
I, the author seem to depend? What kind of primary and secondary sources?
the book?
10. Does the author's presentation seem fair and accurate? Is the To what degree are you impressed by the use of these sources, and why?
interpretation biased? Can you detect any distortion, exaggeration, or
t
I 20. If you had occasion to make use of the index, how easy was it to
I
diminishing of material? If so, for what purpose might this have been use and how useful was it in finding what you were looking for? Did you
done atid what effect does it have on the overall presentation? ~ find any subjects missing?
11. Does the date of the book's publication vis-a.-vis the content reveal Armed with these questions-veritable written stimulants to reflec-
anything about how Ule period in which it was written might have influenced It tion-students have more than enough direction with which to formulate
its thesis? For example, books written during the Great Depression, or and organize a critical book review. Ignorance as to how to proceed
during World War II, or during the Cold War might be affected by prevailing cannot be an excuse, and better students can use this direction to be
attitudes or perceptions. In other words, since every age writes its own creative. It even becomes possible for students to develop skills whereby
history, to what extent does the book reflect its time? they are able to integrate summary and critique in a way that discourages
12. Does the author's nationality, gender, race, ethnicity, class, andl I these two components from being presented as separate and distinct.
I,
or age (to the extent these are known) affect the writing? Does the author Moreover, by being aware of and thinking about these questions,
acknowledge any obvious or not so obvious biases? t' students can learn to read more critically and to think about what histori-
13. Docs the material presented raise your curiosity about the subject, ans do and why they do it. Every bit as important, leaming to think and
nlld is there anything especially distinctive about the book? Might the write critically in history can be carried over into their work in other
book have some impact upon the course of your educational or other disciplines, just as it also can, in general, further their development as
pursuits? What are you most likely to remember about it in a week, a educated and thinking citizens.
month, a year? Here, too, elaborate upon your responses. Without the experience of writing critical book reviews, students are
14. Is there enough information in the book? Is the subject treated likely to think the task is beyond their ability. But with these signposts in
thoroughly or summarily? If you were the author's editor, what would the form of directions and questions to guide their thinking, many dis-
166 Robert Blackey

cover and develop in ways hitherto unknown to them. To the extent it

works-and it has worked effectively for my students, especially as I
have refined these instructions over the years-the experience becomes
both a profitable and exciting exercise.

An Alternative Approach to the Discussion Class

Nole

I. For an excellent look at how to teach students to analyze works of history

critically, sec Robert F. Dcrkhofcr, Jr., "Dcmystifying Historical Authority: Critical
Textual Analysis in the Classroom," in History A"ew: JIII101latiOrlS i" tlte Teachin.g of David Frye
/{istory Today, edited by Robert Blackey (Long Beach: The UniversiLy Press, California University o/Tennessee, Knoxville
Stale University, Long Beach, 1993).

AMONG COLLEGE TEACHERS there often exists a rather dreamy,

utopian vision of the history discussion class.' In this familiar fantasy,
students sit in an Arthurian circle. The instructor opens the discussion
with an appropriately general question-for example, asking the students
to express their "reaction" to a reading, to compare historical events to
contemporary ones, or simply to define a term, such as slavery. The
students then share their thoughts in an air of equality before an instructor
who is there more to observe than to judge. An enlightening and exciting
interchange of ideas ensues.
Every utopia is, inevitably, someone's dystopia, and, as a student, I
quite often found this model of the discussion class somewhat less than
ideal. Mine was, in fact, a common student reaction. The practical
application of the utopian discussion method seldom generated enlight-
ening interchanges. The more common experience was that of a student
entering a classroom eager for information but leaving unsatisfied, having
been forced to kill an hour or so listening to other students politely
compare historical readings to current events. The instructor, measuring
success solely by the volume of comments, never seemed to "get it." The
final indictment of the discussion class could be found in the blank pages
of spiral notebooks, tacit evidence that students found little of value in the
proceedings.
The History Teacher Volume 27 Number 2 r-ebruary 1994