textbook review b ed

NCERT Book Review English Class 9 for B.Ed

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NCERT Book Review English (Beehive) Class 9 for B.Ed

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NCERT Book Review English





	8

Physical Aspects of NCERT Book Review English

With a view to attain the research objective the investigator focused on the content related to values in this NCERT Beehive Book of class 9th and initiated the analysis from cover page. The cover page of thhe book depicts a beautiful scenery in which children are playing and they are looking very happy. It also shows that the childhood is the best beautiful stage of our lives.

Size Of The Book

Size of the book is suitable from the point of view of age group of students.
Size of the book is suitable in relation to the volume of the book.

Printing Layout

Suitable length of the line is used.
Font of the book is also suitable.
Margins are appropriate.
Spacing between the line is appropriate.
The paper is suitable.
Title page gives necessary information.
Preface gives an idea of the scope and central theme of the book.
Itroduction is catchy.
Table of content is well organised.
Every important point is bolden or shown in different colour.
Glossary is given in proper language.
Index is available.

Nature of Content ( NCERT Book Review English )

Relevant content.

The content given in the book is relevant to the instructional objectives of the subject.

Coverage of the Course Content

The content and syllabus given in the index is properly covered in this book.

Adequate amd Authentic Content

The content is adequate, accurate and authentic.

Updated Content

The information has been updated in this edition and is up-to-date.

Continuity and Balance

The every next topic is related to the previous one which actually makes learner recall the previous knowledge and understand the topics effectively.

Linking with Life

Examples given in the NCERT Science Book are related to the day to day life and are easily understandable. Students can draw the concept by linking it to their lives.

Organised Content

Content is so organised that students can achieve good grades by self studying the content.

Division into Units

The content matter is divided into proper chapters and units which makes the students find things easily.

Psychological Approach

The approach followed in the book is suitable to the needs of the students.

Flexible Organization

The organization is flexible enough to submit to changes in accordance with the change in the instructional plans.

Presentation of Content

Attractive and appropriate title.
Motivating presentation for further study.
Matter is presented in a creative manner to sustain interest.
Adequate terminology relevant to the syllabus.
Adequate reinforcement of new items of learning through replication and application
Presentation provide some suggestions and implications for adoption of effective teaching method.
Appropriate vocabulary according to the level of the students.
Short and simple sentences.
Punctuation is done correctly.
The language used is grammatically correct.
Technical terms are properly explained.

Illustration

illustration is clear and authentic.
The illustration is purposed.
The illustration is supplementation of the text.
Variety in illustrations.

Excercise and Projects

In chapter and at the end of chapter excercises.
The excercises make students revise the content.
The Projects provided are kept in achieving various purposes of teaching.
Projects have a close resemblance to actual life situation.
The excercises promotes the spirit to enquiry.

Bibliography

NCERT Beehive English Textbook (National Council of Education Research and Teaching) Class 9th.
www.ncert.nic.in
NCERT Books App

NCERT Book Review English PDF

Ncert book review english for b.ed, page 1 (cover page of book).

Page 2 (Content)

Pg 3 (Physical Aspects of NCERT Book Review English )

Page 4 (Printing Layout)

Page 5 ( Coverage Of The Course )

Pg (Linking with Life)

Page 7 (Flexible Organization)

Page 8 (Illustration and Bibliography)

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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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Professor Jack C. Richards

Evaluating a text book.

Submitted by Mehdi S, Iran

What procedures can we use to evaluate a published textbook?

Dr Richards responds:

Textbook evaluation can be divided into separate phases: pre-use (also known as pre-evaluation), during use (or in-use) and after use (or post-use).

Pre-evaluation: analysis Most textbook evaluation schemes distinguish two essential stages that are necessary at the pre-evaluation phase: a description or analysis phase, and an interpretation or evaluation phase. In the first phase, the contents of the book have to be carefully described in terms of scope and sequence, organization, and the types of texts and exercises contained within. The analysis phase will involve identifying these kinds of information:

Aims and objectives of the book.
Level of the book.
Skills addressed.
Topics covered.
Situations it is intended for.
Target learners.
Time required.
Components.
Number and length of units.
Organization of units.

Pre-evaluation: evaluation This stage of evaluation is more difficult since it involves subjective judgements, and these often differ from one person to another. For this reason, group evaluations are often useful. A number of checklists have been developed to assist at this stage of Pre-evaluation. However, checklists involve somewhat subjective categories and usually need to be adapted to reflect the particular book under consideration. In general, textbook evaluation addresses the following issues:

Goals : What does the book seek to achieve and how clearly are its learning outcomes identified? Syllabus : What syllabus framework is the book based on? Is the syllabus adequate or would it need to be supplemented (e.g. through additional activities for grammar or pronunciation)? Theoretical framework : What language-learning theory is the book based on? Does it present an informed understanding of any underlying theory? Methodology : What methodology is the book based on? Is it pedagogically sound? Language content : What kind of language does it contain and how authentic and relevant is the content? Is it an appropriate level of difficulty for the learners? Other content : What topics and themes are covered and are they appropriate for the target learners? Organization : Is the book well organized into units and lessons, and within lessons are the purposes of activities clearly identified? Do units have a coherent, consistent organization and do they gradually progress in difficulty throughout the book? Teacher appeal : Does the book look easy to teach and is it self-contained, or would the teacher need to develop supplementary materials to use with it? Would it require special training or could it be used by teachers with limited experience, and by both native-speaker and non-native-speaker teachers? Learner appeal : How engaging would it be for learners? How would they rate the design of the book (including the photos and illustrations), the topics and the kinds of activities included? Is the material clearly relevant to their perceived language-learning needs? Are self-study components included? Ancilliaries : What other components does the book include, such as teacher’s book, workbook, tests, and digital and web-based support? Are all of these components published and available? Price : Is the book affordable for the intended buyers?

When a group-evaluation process is used, all of the issues above and others specific to the teaching context can be discussed, and if several books are being considered, a consensus reached on the book that most suits teachers’ needs. The decision may not rest entirely on the book’s merits. For example, if students are known to use a certain coursebook in private high schools, the book may be rejected for use in private-language programmes that attract university students.

Evaluating during and after use In-use evaluation focuses partially on the global needs of the institution: if testing is important, the comprehensive nature of the tests may be evaluated closely; if lab work is important, the pedagogical effectiveness and comprehensiveness of the online components may be evaluated in depth; if the school transitions students from a younger-learners programme to an adult programme, the ease of the transition from the coursebook for younger learners may be reviewed.

In terms of the classroom experience, however, and overall learner satisfaction, in-use evaluation focuses on how well the book functions in the classroom, and depends on monitoring the book whilst it is being used by collecting information from both teachers and students. Information collected can serve the following purposes:

To provide feedback on how well the book works in practice and how effectively it achieves it aims.
To document effective ways of using the textbook and assist other teachers in using it.
To keep a record of adaptations that were made to the book.

This monitoring process may involve ongoing consultation with teachers to address issues that arise as the book is being used and to resolve problems that may occur. For example:

Is there too much or too little material?
Is it at the right level for students?
What aspects of the book are proving least and most effective?
What do teachers and students like most or least about the book?

Various approaches to monitoring the use of a book are possible:

Observation: Classroom visits to see how teachers use the book and to find out how the book influences the quality of teaching and learning in the lesson.
Record of use: Documentation of what parts of the book were used or not used and what adaptations or supplements were made to the book and why.
Feedback sessions: Group meetings in which teachers discuss their experiences with the book.
Written reports: The use of reflection sheets, or other forms of written feedback (e.g. blogs and online forums), in which teachers make brief notes about what worked well and what did not work well, or give suggestions on using the book.
Teachers’ reviews: Written reviews by a individual or groups of teachers on their experiences with the book, and what they liked or didn’t like about it.
Students’ reviews: Comments from students on their experiences with the book.

Post-use evaluation serves to provide information that will help decide if the book will continue to be used for future programmes. Detailed information from textbook-evaluation processes, often conducted over a lengthy period, is a primary source of input when publishers decide to develop new editions of textbooks. Therefore, teachers may have a profound effect on the future direction of textbooks they are currently using.

How To Write A Book Review: 6 Steps To Take

Adiba Jaigirdar

Adiba Jaigirdar is an Irish-Bangladeshi writer, poet, and teacher. She resides in Dublin, Ireland and has an MA in postcolonial studies. She is currently working on her own postcolonial novel and hopes that someday it will see the light of day outside of her computer screen. Twitter: @adiba_j

View All posts by Adiba Jaigirdar

Whether you’re a student, a novice blogger, or just someone looking to become a more active user of Goodreads, writing a book review is an important skill to have! Here are six steps for how to write a book review for school and beyond.

1. Begin with a brief summary of the book

This is probably the best way to introduce any review because it gives context. But make sure to not go into too much detail. Keep it short and sweet since an official summary can be found through a quick google search!

2. Pick out the most important aspects of the book

I usually break this down with character, world-building, themes, and plot. But this might vary between books, genres, and your tastes!

Dedicate a paragraph to each of these important aspects, discussing how well the author dealt with it, along with what you enjoyed and what you didn’t enjoy.

3. Include brief quotes as examples

Including quotes is always a great idea, because it gives examples for everything that you’re saying! If your review talks about a character being particularly witty, a witty line from the character lets your readers see exactly what kind of witty character you’re dealing with here.

But be careful: lengthy quotes can take up big chunks of space and overpower your review. Short quotes will usually get your points across while letting your work shine through.

4. Write a conclusion that summarises everything

Like your introduction, keep your conclusion short and sweet! It should bring up the main points of your review, along with your overall opinion of the book.

5. Find similar books

A great way to wrap up a review is to find similar books to the one you’re reviewing. So you can say, “if you were a fan of X book, I think you’ll definitely like this one!”

You can also be more specific, looking at the exact things that might make two books similar. So you can suggest something like…“if you liked that the main character in X book was a kick-ass superhero, then you’ll love the main character of this book!”

6. Give it a star rating

A star rating is obviously encouraged in a lot of review sites, but they’re not necessary! If you do want to give a star rating, you can go the conventional “out of five/ten” route. You could also try something slightly less conventional, and break down your star-rating into different categories for character/plot/world-building, etc.

Now go forth and review! And share any tips you have for how to write a book review in the comments.

8 Science Fiction Books that are Impossible to Adapt to the Screen

Be Your Own Master

Selection of Textbook | B.Ed. Notes

A textbook is a book containing a comprehensive compilation of content in a branch of study with the intention of explaining it. Textbook are produced to meet the needs of educators, usually at educational institutions. Schoolbooks are textbooks and other books used in schools. Today, many textbooks are published in both print and digital formats.

Class 9 Assamese Chapter-8 | অন্ধবিশ্বাস আৰু কুসংস্কাৰ

A book should be well evaluated before its selection. NCERT developed detailed criteria for evaluating contents in various school textbooks.

Selection Criteria of a Textbook

A. criteria for academic aspects, 1. selection of the content-.

a. The textbook cover all the topics and sub-topics given in the syllabus. It consists of instructional material which is based on the predetermined course of study, i.e. prescribed syllabus.

b. Selected topics are properly integrated with the test of the preceding class and the following class.

c. The textbook does not include any redundant material. However, it should be ensured that adequate material is provided for explaining various terms, concepts, principles and generalisations.

d. Scope of the topics and selected contents is as per the mental maturity of the intended age group of students.

e. Content included meets the needs of the average and intelligent students.

f. Content is accurate in respect of concepts, terms, facts and statistics.

g. Information is collected from authentic sources and correct use of terms and concepts is made.

h. The information included in the book is up-to-date.

2. Organisation of the Content-

a. The subject matter or content is organised into suitable units and chapters.

b. The sequence of chapters is logical. These ensure continuity of ideas.

c. Length of different chapters is appropriate.

d. The chapter headings are appropriate and convey the central idea of the whole chapter.

3. Language-

a. Language used in the textbook is simple, correct, precise and comprehensive.

b. The vocabulary used is appropriate keeping in view the age group of the students.

c. Structure of sentences is appropriate. It is simple, short and clear.

d. The spellings are correct.

e. Punctuation is correct.

4. Punctuation of the Content-

a. The pedagogic consideration should be considered.

b. Simple to complex- The subject matter is presented in increasing order of complexity.

c. Known to unknown- The concept and subject matter of the topic are developed and explained on the basis of previous knowledge and experience of students with the help of common and familiar examples.

d. Specific to general- The definition and generalisations are logically deducted with the help of specific facts and concepts.

e. Interest of the students is sustained throughout the book.

f. Opportunities are given to the readers to enquire into problems, interpret data, draw inferences and verify them thus arriving at rational decision.

g. Adequate coverage of terminology relevant to the syllabus is provided. The terms are also effectively explained.

h. It promotes the habit of independent study.

i. It helps to inculcate desirable values and attitudes and acquire desirable skills.

5. Illustration-

a. Illustrations are adequate enough the cover all significant aspects of the text which need to be illustrated.

b. The illustrations are useful in explaining the text and making it more meaningful. They are accurate in every respect and are clear and vivid.

c. Illustrations are properly captioned.

d. The illustrations are of suitable size.

e. The are properly placed in the text.

6. Exercise and Assignments-

a. The exercises help in testing pupils knowledge including critical thinking and skills.

b. The exercise is suited to the mental maturity of the students.

c. The exercise helps the pupils in reviewing and recapitulating the main texts.

d. The language of the exercises is unambiguous.

e. The exercises promote the spirit of enquiry.

f. The exercises provide motivation for further study.

g. There are variety of exercises (essay type, objective type, short answer-type and fill in the blanks).

h. There are exercises that suggest activities to suit the needs of the gifted as well as slow learners.

Further suggestions were also given on prelims, back pages, printing layout and getup, durability, size of the book and the price.

B. Selection of Textbook from Teacher's Point of View

The first question to ask when choosing a textbook is, what are you intending to do with it? As a constructivist teacher, you choose a slightly different textbook that will let students question their learning or fill in the blanks or it covers the course comprehensively. Thus, the textbook will cover the gaps that are left in classroom teaching by building basic concepts, introducing activities and providing supplementary information whenever necessary. While using a textbook as the guide to teach in the classroom, it should guide readers through a learning process and provides opportunities for self-assessment.

C. Selection of Textbook from Student's Point of View

If a textbook is properly planned and utilised, then it will be a useful tool for both the teacher and students. It can help in the following manner-

a. It gives the meaning and purpose of the teaching-learning process.

b. It keeps the teacher on ground against any haphazardness and unnecessary repetition and learning.

c. It facilitates and stabilizes student learning.

d. It lays down examples of the manner to be learnt.

e. It serves as memory tool for the pupils.

f. It reinforces what the students have learnt orally.

g. It prepares ground for writing.

h. It helps for supplementing pupils language experience.

i. It serves as a guide to the teacher.

On may conclude that while selecting a textbook one should at least briefly consider the following-

1. Scope- Does the textbook provide an adequate overview of relevant topics? Compare the topics of the textbook to the objectives of the class. Will there be any requirements for additional textbooks?

2. Content- Does the book cover the relevant topics? The size and reliability of the book provide the students enough time to meet course objectives.

3. Organisation- Is the textbook well organised? Review the table of contents, chapters, appendices, glossary and index. Compare the chapters and major headings to your course objectives and the sequence of your course materials.

4. Contemporary- To provide students with the most current information available.

5. Supplemental Materials- What supplemental publisher resources are available? Have any supplementary websites, workbooks, study guides, videos and test banks been provided?

6. Cost- The cost of textbook should be minimized. While a book may not cover all topics in an ideal manner, a reasonable goal is to select one that is as complete as possible.

7. Student- Consider the text in light of the students who will be using it. Is the reading level appropriate? Does it repeat information included in a different course? Will the student be able to comprehend easily what is given in the text?

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B.Ed Books & Notes: Download PDF [1st & 2nd Year]

B.Ed stands for Bachelors of Education is a two-year professional undergraduate degree course where students learn the principles of teaching.

It is one of the best courses for students who are interested in making a career in teaching or want to become a teacher.

In this post, we will discuss a brief overview of the B.Ed course, the detailed syllabus, the best books in the market & finally, how you can download free B.Ed books & notes in pdf format.

If you invest your next 5-6 minutes reading this post, you will be well aware of:

The B.Ed course,
detailed syllabus of all four semesters,
Best books available in the market &
PDF Books that are available for free to download.

Additionally, at the end of this post, we will also provide the link to our telegram channel.

Let’s start with the basic introduction of B.Ed (Bachelors of Education)!

About B.Ed (Bachelor of Education)

Bachelors of education, most commonly known as B.Ed is a 2-year undergraduate degree program that can be done after graduation.

Students can also do integrated B.Ed courses after 10+2. In an integrated course, students will be taught B.Ed + Any Bachelor Degree . The duration of the integrated course is 4 years.

In this course, you will learn some of the most interesting subjects like Student Psychology, Leadership, Communication skills & much more.

IGNOU, DU, IPU CET, RIE CEE & other state universities in India conduct entrance exams for B.Ed every year. The admission process involved selection through entrance exams followed by counseling in various institutions.

After completing your bachelor’s in education, you are eligible for various jobs in the teaching profession including School Teachers, Education consultants, Research assistants, etc.

B.Ed Syllabus: 1st & 2nd Year

The complete BEd course is divided into two years. Each year you have to study around 5 to 6 subjects. The syllabus of B.Ed may slightly differ from university to university, however, the core subjects remain the same.

The syllabus of both the years (1st & 2nd) of B.Ed is as:

B.Ed 1st Year Books / Syllabus

1. Childhood & Growing Up	2. Contemporary India & Education
3. Learning & Teaching	4. Language across the Curriculum
5. Understanding Disciplines & Subjects

B.Ed 2nd Year Books / Syllabus

1. Knowledge & Curriculum	2. Assessment for Learning
3. Creating an Inclusive School	4. Gender, School & Society
5. Open & Distance Education	6. Guidance & Counselling
7. Information & Communication Technology

Other Subjects:

1. Pedagogy of Science	2. Pedagogy of Social Science
3. Mathematics Pedagogy	4. English Pedagogy

Best B.Ed Books

Textbooks not only help you have a deep knowledge of the subject but also are very helpful for making notes during the main examination. But, you have to choose them very wisely.

If you don’t have any prior knowledge of the subject, then we suggest starting from the books that are written in a beginner-friendly manner.

Usually, books that are written in easy to understand manner are best if you are studying the subject for the first time.

Taking these points into consideration & also after collecting reviews of hundreds of students, we have come across a list of some of the best B.Ed books.

You can either buy these books from your nearest store or from online shopping platforms like Amazon & Flipkart. You can view prices / buy any of these books online by clicking the Buy Now link after each book.

B.Ed Books & Notes: Free Download PDF

For students who are looking for free to download B.Ed books & notes in pdf format, we are here with easy to follow guide on how you can download BEd books pdf for free.

We have linked books/notes provided by IGNOU which is World’s largest university (by enrollment) in the below pdf files. All you have to do is to click the Download link & download the notes/books from their website.

Use the below links to download free books/notes in pdf format:


Childhood & Growing Up
Contemporary India & Education
Learning & Teaching
Language across the curriculum
Understanding Disciplines & Subjects
Knowledge & Curriculum
Assessment for Learning
Creating an Inclusive School
Gender School & Society
Open & Distance Education
Guidance & Counselling
Information & Communication Technology
Pedagogy of Science
Pedagogy of Social Science
Mathematics Pedagogy
Pedagogy of English

I can’t download B.Ed Books. What should I do?

To download the B.Ed books, you have to first use any of the above share buttons & share this post either on Facebook or Twitter.

If you have shared the notes & still are not able to download the notes, then:

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If you are using a VPN , then switch back to a normal connection & try again.

If still after doing all these things, you can’t download these notes, simply email us at [email protected] or Whatsapp Us at +91 8979171604 (for fast response). Please do not call us!

1. What is the full form of B.Ed?

B.Ed stands for Bachelors of Education

2. What are the subjects in B.Ed?

In B.Ed 1st year, you will have the following subjects: Childhood & Growing Up, Contemporary India & Education, Learning & Teaching, Language across the Curriculum, Understanding Disciplines & Subjects.

The second-year syllabus comprises: Knowledge & Curriculum, Assessment for Learning, Creating an Inclusive School, Gender, School & Society.

3. How many semesters are there in B.Ed Course?

Bachelors of Education is a 2-year long degree course. Each year comprises 2 semesters. Thus, total semesters = 4.

4. Can I do B.Ed after 12th?

Yes, you can do integrated B.Ed (4-year duration).

Final Words!

In this post, we have shared a complete guide on the best books for B.Ed students. Additionally, we have also shared download links to B.Ed books & notes in pdf format.

If you are not able to download these books, simply leave a comment & we will try our best to help you asap.

You can appreciate our efforts by sharing this post with your friends on Whatsapp & Facebook.

Join our Telegram Channel (100% Free – Daily Updated) >

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17 Book Review Examples to Help You Write the Perfect Review

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Blog – Posted on Friday, Mar 29

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?

Find out the answer. Takes 30 seconds!

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.

How much of a book nerd are you, really?

Find out here, once and for all. Takes 30 seconds!

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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Post-publication

42 Textbook Reviews

Giving faculty and students the opportunity to read reviews about your textbook adds to the book’s credibility. A textbook with many positive reviews will reassure instructors looking for an open textbook that their colleagues approve of it. The reviews will also help you improve the quality of your textbook. By reading reviews carefully, you will learn about reported errors and suggested improvements. Record errors that can be fixed immediately in your maintenance plan and note any suggestions for future editions of your textbook. (See Maintain the Book .)

Review rubric

Using an established set of questions — or rubric — yields consistent and comprehensive feedback from each individual who reviews your textbook. Several open-education organizations use the BCcampus Open Education Review Rubric [Word file] — an openly licensed document available to anyone to use or change. Feel free to use this rubric, either as is or customized to your needs, if you decide to solicit reviews once your textbook is finished. These are the topics it covers:

Comprehensiveness
Content accuracy
Relevance and longevity
Consistency
Organization, structure, and flow
Grammatical and spelling errors
Diversity and inclusion
Book recommendation

Find reviewers

There are several ways to locate reviewers. However, before looking for candidates, think about how you will determine a reviewer’s qualifications. At BCcampus Open Education, we ask that reviewing faculty fill out an application form and describe their credentials for and experience in teaching the textbook’s subject. We also ask for a list of current courses they are teaching at a post-secondary institution in the textbook’s subject area.

Once this information has been received, our team confirms this data by searching for the reviewer in their university or college’s faculty directory. If the individual is not listed, we ask for confirmation of their position from the department chair or dean.

How you canvass for potential reviewers will depend on your discipline, home institution, and the resources available to you. One obvious method is to include a request for reviews wherever your textbook is posted. This might be in your institution’s library catalogue or on your department or faculty website. Information should include details such as reviewer qualifications, the review process, and payment for a completed review. If payment, even a small stipend, is not feasible, consider a barter arrangement with fellow open textbook authors in the same discipline. In other words, you offer to review their textbook in exchange for a review of yours.

Some collections, such as the Open Textbook Library and the B.C. Open Textbook Collection , make it is a matter of course to gather reviews about books in their repositories. When you apply to add your book to a collection, ask if you may take a copy of the reviews generated for your textbook and place them in other spots where your textbook is posted. It is likely that these reviews, like the textbooks, are openly licensed. (See Communications .)

Develop a procedure for processing reviews from beginning to end. For example, decide how reviewers should contact you with a request to review your book, whether it’s by email, an application form, or other. Create a system for receiving the completed review, tracking in-progress reviews, and posting reviews. Consider constructing templates and standard language that can be used for communicating with reviewers at each stage of the process.

Deadlines are important for both you and the reviewer. At BCcampus, reviewers are given a deadline of three months to finish. If they don’t, access to the review form expires and reapplication to review the book is required. It has been our experience that approximately half of all applicants complete reviews.

BCcampus Open Education follows standard procedures — including email templates — that provide efficient and consistent services to reviewers. The steps include:

Posting a call for reviews to Review an Open Textbook on the BCcampus OpenEd website and by each textbook in the B.C. Open Textbook Collection
Requiring that potential reviewers fill out an application to determine their eligibility
Vetting all applications to confirm each reviewer’s qualifications
Emailing each successful candidate a copy of the BCcampus Open Education Review Rubric [Word file] , instructions, and the deadline
Recording and monitoring all reviews at each stage of the process whether they are in progress, completed, or expired
Sending a confirmation email to the reviewer once the completed review is submitted, then posting the review, and updating records

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How to Write a Textbook Review

Textbook review definition.

A textbook review is an evaluation of quality of the material presented in a textbook. The textbook complements, expands, and deepens the information outlined during classes and helps students to better understand the subject. In the textbook review the reviewer describes every section of the textbook using accessible and understandable language. The review should cover not only the description of textbook content, but also evaluate the significance of the textbook and its usefulness to a certain audience. If you will learn how to write a textbook review, you will easily distinguish good and bad textbooks.

The Purpose of a Textbook Review

The main purpose of a textbook review is to show whether the textbook will be helpful for the reader. The review should help the reader understand whether the textbook is worth buying and reading. Also, the reviewer can identify the applicability of the textbook during a certain course within a particular educational institution. As a rule, a textbook review evaluates a list of criteria which determines the quality of the textbook.

There are no set rules for writing textbook reviews , that’s why we can give you only general guidelines on how to write a textbook review.

Tips to Consider While Reading the Textbook

Check the assignment to understand all tasks and write down questions that should be answered in the review.
To make a textbook review, it is preferable to read all text. If the textbook has too many pages, you can look through the contents, attentively read several paragraphs, and come up with your point of view.
To choose the right textbook for the review, make sure that it refers to your area of expertise and you will easily understand what the textbook is about.
Check the content and index to see the scope of the textbook and topic coverage.
Read the introductory chapter attentively, as it usually covers a recommendation from authors on how to benefit from the textbook.
Take a pencil and make notes while you are reading. These notes will be helpful to create an outline for your future paper.
Ask your classmates to look through the textbook and find out what they think about its usefulness.

Questions to Ask Before Writing

The following list of questions will help you consider all necessary points while reading. You can start answering them while reading the textbook and mention points that should be covered in your review.

– What did you expect to see in the textbook after reading the title? – Who are the authors? Are they authoritative enough to write such textbooks? – Does the textbook need additional materials? – Is the textbook well structured? Is the text easy to read? – Is the textbook affordable for the intended audience? – At what kind of audience is this textbook aimed? – Is the content accurate? Have you found any errors? – Does the textbook include illustrations, tables, diagrams, etc? – Are exercises and practical tasks manageable? – Does the textbook have a glossary? Do important terms have definitions? – Is theoretical information supported with examples or interesting information? – Does the textbook have any analogs? How does this textbook differ from other textbooks? – Has the content of the textbook fully satisfied you? – Is the font readable? Is font size appropriate? – How have the authors handled controversial material? – Does the textbook contain outdated information? – If the book is in electronic form, what formats does it support? – Does the text use offensive or insensitive language regarding race, ethnicity, or gender?

Textbook Review Writing Steps

Step 1. Start with the rationale that will introduce the textbook to the reader. Mention the title of the textbook and the authors that took part in its creation. Also, list the components and elements of the textbook and whether it has other parts, workbooks, and additions. Evaluate the size and format of the textbook. Can it be handled in an ordinary student’s backpack? Can the cover be easily damaged? Can the student read it in bed?

Step 2. Describe the quality of the content: analyze the scope of theoretical information, quality of exercises, the number of covered topics, and the author’s language and style. Evaluate additional materials and supporting images (photos, tables, figures, etc.). Explain how the textbook structure supports learning the material. Offer examples from the textbook to support your point of view.

Step 3. Write from the perspective of the intended audience and describe how the book will be helpful for them. Imagine that you were asked to make a list of textbooks for freshmen or students that will begin the course after you. Analyze strengths and weaknesses of the textbook. Pick at least three strongest features and three missing features of the textbook. Describe what points were not covered or need additional examples. Consider the structure, content accuracy, clarity, organization, and errors. Make sure that the textbook is applicable for a certain course and its sections can be easily assigned within classes.

Step 4. In the conclusion, sum up your writing and state whether the textbook will be helpful for the intended audience. Give the textbook a ranking for comprehensiveness, content, relevance, clarity, structure, and interface. Tell about your expectations and whether they were met. Share your reading strategies that can help students use the textbook more effectively and understand information more efficiently.

Step 5. As soon as you will finish the first draft, check it for mistakes. Make sure that your text is logical and readable. Check whether you have answered all required questions.

Textbook Review Example Ordering

If you were assigned to write a textbook review, along with guidelines you need to check some textbook review samples that will help you better understand how to write this kind of term paper. In the sample you can see how the author approached the evaluation of the textbook and find some ideas for writing your own textbook review. Visit our samples page to find more papers for analysis.

Textbooks play an important role in the life of students and post-graduates that strive to gain new knowledge. Only those textbooks that contain up-to-date information, have clear language, and good structure can help people easily learn new things. That’s why choosing the right books for the course will increase students’ productivity.

Here is a guide on how to write a poetry book review you may like. In case the guide is not enough for you and you worry about the grades, you can count on our service. Simply place an order with us and get it done on time.

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Carole V. Bell

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Pulitzer Prize-winning New Yorke r critic Emily Nussbaum first conceived her sweeping chronicle of the rise of reality TV in 2003 — shortly after the debut of The Bachelor and three years into Survivor . But back then the reception from fellow writers was as icy as public attitudes towards the genre. “You better write that one fast,” she recalls a friend warning her. “Reality television was a fad… a bubble that would pop before I could get anything on the page.”

Twenty years later, Nussbaum’s Cue the Sun!: The Invention of Reality TV is a near definitive history of the genre that forever changed American entertainment. The book’s 20-year journey to publication is a tiny mirror of its subject’s rise to the center of American culture. As Nussbaum shows, “Critics had written off reality programming as a fad back in the 1940s, when mouthy civilians first shook up the economics of radio; and in the 1970s, during the flareups over An American Family and The Gong Show ; and then again in the 1990s, when Fox and MTV set out to disrupt the major networks.” The dismissive pattern continued for decades – and critics were wrong every time. The much maligned reality genre has “always been a trap” for someone in Nussbaum’s profession— as a critic you would either “clutch your pearls,” failing to “see the fun in it” or succumb to the temptation to “treat reality too lightly.”

Across 14 chapters, Nussbaum successfully walks a tightrope. Avoiding censure and trivialization, her narrative keenly captures the reality genre “through the voices of the people who built it” — “step by step, experiment by experiment” in riveting, energetic detail. Determined to see it as the makers and audiences did, and to translate the genre’s diversity, appeal and significance to the page, Nussbaum conducted interviews with a staggering 300 people who worked in every conceivable capacity – from network executives to show creators to crafts people and cast members – on some of the most important reality shows.

From these interviews, Nussbaum fashions a compelling oral history, transforming the scattered highs, lows, and tipping points of a genre constantly in flux into a cohesive exploration of the invention, evolution and importance of the modern reality show.

As juicy and provocative as it is analytical, Cue the Sun! exposes the seamy underbelly of reality TV where that’s needed but also corrects unduly negative, and unfounded, assumptions. For example, on the motivations of the people who become the casts of these shows, Nussbaum concludes: “For many people, doing this kind of television wasn’t a naïve misstep at all – it was a conscious choice to participate in an extreme sport, one whose risks they embraced.” This insight emerges as a common theme across most of these chapters in the voices of wildly diverse on-screen participants – across programs as disparate as the 1970s An American Family , Who Wants to Marry a Multimillionaire , and Survivor .

While many critics have painted reality TV in broad strokes, Nussbaum captures fascinating complexity and nuance. Perhaps the most poignant chapter focuses on PBS’s pioneering precursor to modern reality programming. The tip of the spear in an emerging genre dubbed the “dirty documentary,” in a single season An American Family exploded the traditional nuclear ideal through California’s prosperous Loud family. Putting a microscope to five teenage kids and two parents at odds, for seven months, the show delivered a microcosm of America’s rapid cultural shifts as the Louds navigated infidelity, a son’s sexuality, and divorce. While the filmmakers played it straight, according to Nussbaum, the Louds felt stung by the 24/7 cameras and scathing public reaction. It was a startling precursor of what was to come.

Decades later, with the possible exception of a Dating Game contestant who turned out to be a serial killer, perhaps no episode is as jaw-dropping as the story of Survivor . Nussbaum’s storytelling reaches the height of its powers in a blow by blow of Survivor season one that will give you the creepy crawlies: fleas under the skin, snakes on the belly, parasites in the intestines. But it’s hard to figure what’s more treacherous, the wildlife or the humans committed to making compelling TV at any cost.

Despite the book’s strengths, at crucial times the accounts of insiders prove insufficient; context and a critical counterpoint are needed. But in its commitment to handing the mic to the makers, the book eschews outside perspectives. There are exceptions: With An American Family, we gain insight into the challenge of being gay man on TV in the 70s through snippets of contemporaneous media and viewer letters. The book also nods to criticism of Queer Eye for the Straight Guy from the gay community.

But when it comes to the situation with race on The Bachelor franchise , Cue The Sun! is noticeably quiet. It acknowledges that creator Mike Fleiss stepped down after an internal investigation into allegations of racial discrimination led to a “racial reckoning.” And Nussbaum spoke to one of the two Black contestants from The Bachelor 's first season, LaNease Adams. Following her stint on The Bachelor, Adams buckled under relentless public scrutiny and racist online attacks, with mental health concerns eventually sending her to the hospital . Still, she blames herself for being "naive about racism" and defends the show's treatment and handling of race. Adams’ comments are fascinating, but not exactly illuminating.

Nussbaum declines to explore the perspectives of Black critics and viewers. Given that The Bachelor’s racial conflicts were legion , and Black women are both a vibrant part of the audience and of the critical community, that seems an odd choice. In a complex chapter with plenty of controversy about gender, ethics, and exploitation, maybe there wasn't room, but it still reads like something is missing.

Despite that blind spot, overall Cue the Sun! is both entertaining and enlightening — full of eye-popping insight and rollicking prose. An enthusiast herself, Nussbaum makes even a reality-show-skeptic understand the appeal. She describes The Bachelor as “a schmaltzy, sexist carnival that doubled, for viewers, as a swoony stunt, the Evel Knievel canyon leap of matrimony.”

And she writes just as vividly about how Queer Eye led to the reinvention and precipitous rise of the Bravo network as executive Lauren Zalaznick “gentrified the sketchy neighborhood of reality programming, with all those basic bachelorettes and bug-eating contests,” transforming it into a “glimmering Tribeca of the mind.” There are dueling interpretations of how this new Bravo emerged from the invention of Queer Eye. But the brilliance of the show, as Nussbaum smartly highlights, is that it was – in the words of Queer Eye Director of Photography Michael Pearlman – “a pleasant change of pace: a reality show that was all about empowerment, rather than humiliation.”

Bravo’s successes might be the ultimate symbol of a sunnier story about the genre that upended television. But Nussbaum ends in a darker place, explaining how the genre remade American politics by reinventing Donald Trump on The Apprentice . Love it or hate it, that titillating and consequential tale is the writer’s mic drop to a virtuoso performance.

A slow runner and fast reader, Carole V. Bell is a cultural critic and communication scholar focusing on media, politics and identity. You can find her on Twitter @BellCV .

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About b.ed practical files subjects, action research project file for b.ed students.

Action Research, according to Corey, the originator of the term, is the research undertaken by practitioners so that they may improve their practices. It helps practitioners to perceive understand and assess the situation, and it further facilitates a systematic analysis and working out plausible reasons, for the unsatisfactory condition.

Action Research in B.Ed

Action Researchproject has become an integral part of current B.Ed practical files. The university with the inculcation of action research in B.Ed. the syllabus has made the course more effective and efficient with the knowledge of this discipline of research. The student-teachers would be able to solve the problem arising in their practice field in the near future very easily and make their practice field more conductive.

Achievement Test Report for B.Ed

What is achievement test.

An achievement test is a test aimed to get the data about the students’ knowledge or capability in one subject. An achievement test is also a test that can identify the students’ strength and weaknesses in one subject

Achievement Test Report in B.Ed

Achievement Test Report is another important component of today’s B.ed Course and B.Ed practical file.

Critical Analysis of Syllabus and Textbookin B.Ed

Syllabus and Textbook analysis has also been included in modern B.Ed course. A good syllabus is a resource for students. It should, at the very least, offer suggestions to assist students in pursuing topics that interest them, but it can also serve as a reference, a field outline to which they can refer long after they have finished our course.

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What is case study.

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In B.Ed internship program those who do not want to conduct action research they can submit a Case study report.

Lesson Plan File in B.Ed

B.Ed practical files are incomplete without lesson plans. A lesson plan is the brief outline of the lesson that one teacher is supposed to teach. It is the blueprint of the lesson. The lesson plan is a means to achieve an end. It helps the teacher to conduct the class smoothly. Without a lesson plan, a teacher can’t complete his/her lesson.

School Internship Report for B.ed

What is school internship report.

School internship is an important part of the Teacher’s Training Program. It is an integral part of total B.Ed. course, as well as B.Ed practical files and 250 marks, are allotted for the internship program. An internship program is a period of work experience for a limited period of time.

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MDU B.Ed urdu syllabus This is the link for mdu urdu b.ed syllabus dear, but this is for session 2015-2017, I must say that you should confirm from the university whether it is also valid for current session or not.

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Yes Dear, Hindi lesson plans will be uploaded soon

Hindi Lesson Plans.. Both Micro and Macro are now available .. Hindi Lesson Plans

Hello friends, thanks for giving your valuable feedback and response, currently I have no economics, commerce, and biological science lesson plans. but whenever I have, I will upload. If anyone of you have then please share it with us to help my all friends here. You can mail us on [email protected]

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B.Ed Books & Notes PDF Download for All 2 Years – Bachelor of Education Reference Books for All 4 Sems

B.Ed Books & Study Materials in PDF for All Semesters: B.Ed Full form is Bachelor of Education, which is an undergraduate academic course. This type of teaching course was controlled by the legislative body i.e., National Council for Teacher Education. The B.Ed course is the UG degree necessary for teaching in higher primary schools and high schools. So, Download B.Ed 1st, 2nd year Books & Notes PDF for free from the provided links below.

Also Refer: B.Sc Books

B.Ed Books PDF – B.Ed Course Structure and Syllabus for All Years

Bachelor of Education Course (B.Ed) can also be studied via Correspondence or Distance Learning which is usually of 2 Years duration. Here, you can find all years B.Ed Course Syllabus and Structure for kick off your exam preparation and score highest marks in the exams.

Subjects or Topics Studied in B.Ed.

Education, Culture, and Human Values
Philosophy of Education
Educational Evaluation and Assessment
Holistic Education
Educational Psychology
Guidance and Counselling

List of B.Ed Courses

B.Ed. (Maths)
B.Ed. (Natural Science)
B.Ed. (Home Science)
B.Ed. (Physical Science)
B.Ed. (Social Science)
B.Ed. (Biological Sciences)
B.Ed. (Computer Science)
B.Ed. (Business Studies)
B.Ed. (Information Technology)
B.Ed. (Accounts)
B.Ed. (Commerce)
B.Ed. (Economics)
B.Ed. (Geography)
B.Ed. (English)
B.Ed. (Sanskrit)
B.Ed. (Arabic)
B.Ed. (Malayalam)
B.Ed. (Tamil)
B.Ed. (Vocational)
B.Ed. (Special Education)
B.Ed. (Special Education – Locomotor and Neurological Disorder)
B.Ed. (Special Education) (Learning Disability)
B.Ed. (Special Education) (Mental Retardation)
B.Ed. (Education of Handicapped)
B.Ed. (Special Education) (Visually Impaired)
B.Ed. (Child Development)

Download B.Ed Books & Notes in PDF for All Semesters – 1st Year & 2nd Year

Students can Download Books, Notes & Study Materials of B.Ed Course in PDF formats from the following download links attached here in this below table.


Teaching of Commerce
Childhood and Growing Up
Health and Physical Education
Guidance and Counselling
Environmental Education
Peace Education
Critical Understanding of ICT
Teaching of Social Science
Gender, School, Society, and Inclusive School
Contemporary Inia and Education
Knowledge and Curriculum
Assessment for Learning

B.ed Textbooks

Basics in Education
Pedagogy of Science: Physical Science Part I
Pedagogy of Science: Physical Science Part II
Pedagogy of Mathematics
Class VI Science Teacher’s Handbook
Additional content in Chemistry based on Revised syllabus
Additional content in Mahts based on Revised syllabus
Additional content in Bio based on Revised syllabus
Online Chemistry book part 1
Project books on Environmental Education
Four Decades of National Science Exhibition for children
Vigyan Shikshakshastra Bhautik Vigyan Part 1
Vigyan Shikshakshastra Bhautik Vigyan Part 2

B.Ed Reference Books & Authors for 1st & 2nd Year

Below is the list of some Reference Books for the Bachelor of Education (B.Ed) course for the students who are pursuing B.Ed 1st year and 2nd year UG degree to start their preparation. Also, we have given its author details along with B.Ed Reference Books for all course subjects here. So, refer to them and read all B.Ed Syllabus before exams.

Russel, J., (2004), Teaching of Mathematics, Campus Book International, New Delhi.
Rusk: The Philosophical Bases of education.
Agarwal, J.C.: Essentials of Educational Technology.
Oad.L.K.: Shiksha K; Darshanik Evam Samaj Shastriya Pristhabhoomi.
Misra, K.S.: Shiksha Manovigyan Ke Naye Kshitij
Pandey R.S.: Shiksha Darshan.
Hurlock E.P.: Child Development.
Ruhela S.P.: Shikhsa ka Samajshastra.
Singh. A.K.: Shiksha Manovigyan.
Psychology: Anmol Publishers.
Pandey R.S. Shiksha Manovigyan.
Dandapani S.: A Textbook of Advanced Educational
Gary, K. & Kingsley, H. L.: Nature & Conditions of Learning
Agarniai, J.C.: Principles & Methods of Teaching.
Kochhar, S.K.: Methods & Techniques of teaching.
Sidhu, K.S. (1982), Teaching of Mathematics, Sterling Publisher Pvt. Ltd. New Delhi.

Top Colleges List offering Bachelor of Education (B.Ed)

Bangalore University, Bangalore
Annamalai University, Cuddalore
Panjab University – PU, Chandigarh
Amity Institute of Education, New Delhi
Indira Gandhi National Open University – IGNOU, Delhi

Check the Following Links for more information,

B.Tech Books

We’ve shared B.Ed books and notes pdf download links for all semesters above along with Bachelor of Education Reference Books for core subjects. Hoping that these B.Ed Notes & Reference Books will helpful for you at the time of your exam preparation.

Any university and affiliated college students can download provided Notes and study materials for the B.Ed course from here for free of cost. Also, share this article with other B.Ed candidates who are looking for Bachelor of Education Books in PDF for all semesters and assist them to prepare for the examinations.

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Critical Analysis of Syllabus and Textbook for B.Ed

Table of Contents

Looking for the critical analysis of syllabus and textbook for B.Ed. In this article, I have provided a critical analysis of the syllabus and textbook for B.Ed.Have a look.

Critical Analysis of Social Science Textbook of Class 10

Critical analysis of NCERT social science textbook Class 6
Critical Analysis of NCERT Political Science Textbook of Class 12

Critical Analysis Of Syllabus And Textbook for B.Ed

Critical Study of Syllabus and Textbooks

General Information
Complete and Original Name of the Textbook(s) with Author(s)

Sl. No	Name of Book	Author(s)	Yr. of First Edition	Year of Last Edition	Price
1	Beehive		2012	2019	Free
2	Moments		2015	2018	Free
3	Spoken English Practice Book
4	An Approach to English Grammar

Name of Publisher with complete address:

The Assam State Textbook Production And Publication Corporation Ltd, On Behalf of Govt of Assam for Free Distribution.

Place -Guwahati

(a) Subject – English

(b) Class – IX

The syllabus of the subject:


1.	The Fun they Had (1)	Prose	21
2.	The Sound of Music (2)
3.	My Childhood (6)
4.	The Bond of Love (9)
5.	A visit to Kaziranga and Sivasagar (12)
6.	The Road Not Taken (1)	Poetry	12
7.	The Lake Isle of Innisfree (4)
8.	A Legend of the Northland (5)
9.	No Men are Foreign (6)
10.	A Slumber did my Spirit Seal (10)
11.	The Adventures of Toto (2)	Supplementary Reader (Moments)	10
12.	The Happy Prince (5)
13.	Weathering the Storm in Ersama (6)
14.	A House is Not a Home (8)
15.	Reading Comprehension (two prose passages-one seen, another unseen)	10
16.	Writing (translation/amplification, article/story, notice writing/report writing)	16
17.	Grammar (tense, use of passive voice, word order, narration, preposition, degrees of comparison, question patterns)	21

Criteria of a Good Syllabus

A good syllabus serves a variety of purposes that go well beyond the confines of a specific course. A good syllabus is a road map or even a guidebook. It is also a map of the general subject and perhaps even of the field you are teaching, and should give students a clear sense of the disciplinary lay of the land.

A good syllabus is a resource for students. It should, at the very least, offer suggestions to assist students in pursuing topics that interest them, but it can also serve as a reference, a field outline to which they can refer long after they have finished our course.

A good syllabus should be child centric, dynamic and related to everyday life.
It should have a smooth linkwith the syllabus of the previous class
In preparation of the syllabus the the maturity level of the pupils should be taken into consideration
A good syllabus should be flexible, allowing for periodic revision, reasonable change depending on historical reconstruction. It should be able to meet any particular teaching problem of the individual school.
It should contribute to a full life for the learners.
It should provide a balanced perspective of history avoiding repetition
It should allow learners to handle a wide range of evidence.
A good syllabus should offer a balance between local, national and world history so that the three have proportional coverage.
A good syllabus should include the study of some topics in depth showing clearly the interrelationship of social, economic, political, cultural and technological factors.
A good syllabus should give some guideline for the teacher on how to carry out the process of instruction and there by help the learner learn.
A good syllabus should also say what the expected outcomes of the courses of the courses are. They should match with the objective of the courses.
It should explicitly list the pedagogical goals for the course.
It should be elastic and flexible in nature.

Analysis of the Syllabus

Sl. No.	Enquiry	Give a tick	Give a tick	Give a tick
1	The units of the syllabus are	Appropriate	√	Not Appropriate		No comment
2	The psychological level of the contents are	Appropriate		Not Appropriate		No comment	√
3	Difficulty level is	Proper	√	Not Proper		No comment
4	Revision of the previous class	Exist		Does not exist	√	No comment
5	Groundwork for the next class	Exist	√	Does not exist		No comment
6	Sufficient provision for linking with life	Exist	√	Does not exist		No comment
7	Provision for co-relation with other subject	Exist		Does not exist		No comment	√
8	The syllabus is	Too Heavy		Too light		Reasonable	√
9	Is the syllabus based towards a particular area ? (Prose/poetry/grammar/algebra/arithmetic/geometry, etc.)	Yes		No		Justified	√

Overall Assessment of the Syllabus-

The NCERT Class 9th English textbooks are well known for its updated and thoroughly revised syllabus. The NCERT English Books are based on the latest exam pattern.

Class IX syllabus consist of a textbook and a supplementary reader. The textbook contains 12 comprehensive units (lessons, exercises and activities) and 12 poems of varying lengths.

The supplementary reader has 4 chapters meant essentially for self-study promoting reading for information and pleasure.

Besides, it includes an oral/Spoken English component, Reading Comprehension and Grammar.

In the case of textbooks, it is imperative that layout and illustration etc are treated as integral to the text rather than as mere cosmetic add-ons.

The syllabus is based on the psychological needs and interests of students. It is related to the student’senvironment. It has various topics like prose, poetry, story, biography, narration, description etc. It has practical utility as well as informative.

The materials are topic-based, but these topics were chosen haphazardly. It is clear that it is an integrated syllabus. Not only is it topic-based syllabus, but it is also a Notional/Functional/ Situational syllabus in the sense that learners are required to ask appropriate questions, make comments, describe, give suggestions, and so on.

Structure and vocabulary are presented and practised in context. For example in teaching tense (present, past, future) and vocabulary, learners are required to use these elements in different contexts and situations.

Criteria of a Good Textbook

Diction of the Test-book should be According to the Age and Standard of Pupils:

Good text-books must be suited to the age, ability and interests of the pupils for whom these are written. Thus they should be child centred and should reflect the stage the child has reached.

Text-books should be well illustrated:

Good text-books should contain pictures, maps, charts, time-lines, graphs and sketches of various historical events to make the subject-matter easily understandable and to sustain the interest of the pupils

Text-books should be written in Clear and Simple Language:

The author should write the books in a clear and simple language. It is possible for the author to present the events and thoughts in very clear manner if he has command over the subject. The style adopted in textbooks should be lucid.

Free form Bias:

Text-books should be free from bias and should tell the truth, the whole truth and nothing but the truth

Good Printing and Get-up:

The printing and the get-up of the text-books should be good; otherwise the students shall not get interested in the text-books.

Able to Inculcate the Spirit of Internationalism and World Fraternity:

Text-books should aim at inculcating, in the students, the feeling of internationalism and world fraternity besides national integration. Text-books should not develop narrow outlook in the students.

Element of Selectivity:

While constructing a curriculum, the principle of selectivity is to be kept in mind only such events and facts are selected for inclusion in the curriculum that is helpful for upholding social values and make a progressive step.

Psychological and Scientific:

Textbooks should be written on the basis of the principles of psychology. They should be scientifically planned and written.

List of Contents and Bibliography:

There should be a list of contents in the beginning of the book and in the end, there should be a bibliography. List of contents helps the students in finding out the topics which they want to study without wasting much of their time. The bibliography gives them the subject matter for further study of the subject.

Questions at the End:

At the end of every chapter, there should be certain questions. These questions should be so designed that they may help the students to recapitulate the topic that they have read. These questions should be psychologically planned and scientifically put.

Analysis of the Textbook

(a) Physical aspects (Give tick marks against the appropriate box)

Sl. No.	Characteristics	Tick	Tick	Tick
1	Shape and size	Demy/Double demy		Crown/Double crown		Any other	√
2	Cover design	Attractive		Moderate		Not Attractive	√
3	Quality of paper and print (colour)	Good		Average		Poor	√
4	Printing mistakes	Lots		A few only	√	Not at all
5	Price	High	√	Reasonable		Low
6	Illustrations and diagrams	Appropriate		Not appropriate	√	Not given at all
7	Overall look	Excellent		Good		Ordinary	√

(b) Analysis of the contents and organizations

(i) Does the book contain the whole prescribed syllabus?

Yes

(ii) Is organization of the contents as per need of the pupils?

(iii) Does the contents fulfill the need and interests of the pupils?

(iv) Are there any incorrect information, statements, principles, laws, theories, figures or illustrations?

(v) Are the topics ably supported with pictures, diagrams, graphs, etc.?

Yes

(vi) Are the subheadings, subtopics distributed properly ?

(vii) Is the summary recapitulation at the end of each chapter being incorporated?

(viii) Mention whether each chapter has begun with a brief introduction?

(ix) Whether any controversial matter has been included in any unit?

(x) Will the textbook help the students in linking the subject with their daily practice?

(xi) Which ones of the following maxims you have observed in the presentation of the topics?

Sl. No.	Maxim	Exists	Does not exist
1	Simple to complex
2	Concrete to abstract
3	Known to unknown
4	Particular to general
5	Easy to difficult
6	Analysis to synthesis
7	Indefinite to definite
8	Near to far

(xii) Are the information given in the textbook up to date?

(xiii) Give tick mark in the following regarding the evaluation/exercise of the textbook.

Sl. No.	Question	Yes	No
1	The exercises are appropriate and relevant
2	The exercises are sufficient
3	Is there any provision for unit test ?
4	Which of the following test items are used to evaluate ?
Essay type
Short answer type
Very short answer type
Objective type : Simple recall
Completion
True false
Matching type
Classification
Analogy
Multiple choice
5	The exercise is
Too long
Too short

(xiv) Have you found any table in the book?

(xv) Is there any appendix in the book?

(xvi) Is bibliography available in the book for further study?

(xvii) Does any index exist in the book?

(xviii) Is there any profile of the author (authors) of the book?

(xix) Are teaching points for the teacher available in the book?

(xx) Give tick mark in the appropriate box if you appreciate the following regarding language/ presentation style/ any other character of the textbook.

Lucidity	Simplicity	Preciseness	Scientific way of writing
Un-ambiguity	Clarity of expression	Free from superfluous words	No derogatory remarks against a particular community
Exactness	Well-planned	Very good first impression/ Face validity	Proper arrangements of the chapters
Simple, short and correct sentences	Footnotes are given whenever required	Recent edition is available	Very good as a resource book

(xxi) Give Your Overall Assessment Here

English is a global language which is used not only in a day to day communication but also at an academic level.There is a total of 24 chapters in this textbook, out of which 12 chapters are related to Beehive English prose and the remaining 12 chapters fall under class 9 Beehive poems section.

The chapters of the class 9 English Beehive textbook include- The fun they had, the sound of music, the little girl, Packing, My childhood, the bond of love, etc. And the poems include -the road not taken, Wind, No men are foreign, on killing a tree, etc.

The textbook lessons and poems contain different types of themes like: Philosophical, social, moral, scientific, aesthetic, environmental and national understanding. These themes are varied from lesson to lesson.

The textbook is attractively presented and are student friendly. The covers are colourful with the name and series number printed clearly.

The cover page is followed by “Foreword” to the book, written by the Director, NCERT seems to be very inspiring and motivating. It describes the nature of the book. It emphasises to follow the recommendations of NCF, 2005.

The Director, NCERT appreciated the hard work done by the Text book Development Committee and expressed his gratitude to all the members. He also emphasised on development of reflective thinking among teachers and provision of space, time and freedom to the children for generating new knowledge.

Texts are interposed with sketches and pictures which improve the readability of text. In the textbook guide lines for the teachers is given at the beginning of the book.

There is a conventional content page in the textbook but the presentation of the topics is dissimilar.

The textbook is divided into chapters, there is a brief review and revision of the topic, then the topics are presented with a considerable number of solved and practice exercises.

The themes of the lessons and poems are relevant to the age level of the students. Most of the lessons are interesting because of fantasy, suspense and thrilling incident etc.

The more emphasis is given on the content than on the language aspect. The communicative perspective of teaching English language is reflected in the textbook.

The subject matter is related to the age level of the students. The textbook lessons are found to be prepared for inculcation of different values.

The lessons arenot be very long. There are Plausible proportions between prose, poetry, story, biography, lesson etc.

The style of the textbook is based on the principle of simple to complex. The subject matter is presented in a logical manner and it is appealing to the students.

There are sufficient numbers of exercises at the end of every lesson. The interactions about the exercises are brief and clear. The exercises are well selected and graded. Different types of exercises have been included in the textbook.

Overall the book is quite good for the students of class IX. Though, to some extent the book is appropriate and effective but it has some faults too

There aren’t sufficient pitches, pictures and diagrams to support the student to understand clearly the topics. Also some given pictures are unclear.
Bibliography, appendix, about the author, appropriate/sufficient footnotes are not available in these text books.
These books lack the quality that it can encourage the motor skill development of the students.

(xxii) Roll No. and signature of the group of members

Roll No.

Signature :

Study on The Probable Lessons of the Book

Unit No. (1)	Probable No. of classes to finish the text part of the unit (2)	No. of classes for product (Exercises) evaluation (3)	No. of classes for Unit test & Remedial classes (4)	Total No. of classes Y=(2)+(3)+(4)
The Fun they Had (Prose)	2	3	2	8
The Road Not Taken (Poem)	1	2	2	5
Tense (Grammar)	3	3	2	8
The Adventures of Toto (Supplementary Reader)	2	2	1	5
Question Patterns (Grammar)	1	2	2	5
The Sound of Music (Part I & II)	6	2	2	10
Active Voice (Grammar)	2	2	2	6
The Lake Isle of Innisfree (Poem)	1	2	1	5
The Happy Prince (Supplementary Reader)	2	2	1	5
Passive Voice (Grammar)	3	2	1	6
Article Writing	3	3	3	9
Narration (Grammar)	3	2	2	7
A Legend of the Northland (Poem)	1	2	2	5
Comprehension	4	2	3	9
Report Writing	2	2	2	6
Paragraph Writing	3	2	2	7
My Childhood (Prose)	2	2	2	6
Word Order (Grammar)	3	1	2	6
Preposition (Grammar)	2	2	2	6
The Bond of Love (Prose)	2	2	2	6
A Slumber Did My Spirit Seal (Poem)	1	2	1	4
Degrees of Comparison (Grammar)	3	2	1	6
Notice Writing	2	2	1	5
A Visit to Kaziranga and Sivasagar (Prose)	2	2	1	5
Translation (Grammar)	4	2	2	8
Weathering the Storm in Ersama (Supplementary Reader)	2	2	1	7
A House is not a Home (Supplementary Reader)	2	2	1	5

Comparative Study and Analysis of Significance

Analysis made in Annual Scheme Book

Lessons required as shown in the Table 3 (Y)

Difference

D = X-Y

Working days

Exam days

Holidays & Vacation

Other activities

Actual class days (X)

234

186

170

Explanation of the significance

ii) If D>0 : I have completed my syllabus according to the available number of actual class days. I the case of sudden local holiday or school remained closed for some other reasons I take 16 extra days.

Thus, it can be concluded that the textbook is interesting enough to capture the student’s attention. The interest level can be improved providing touching dialogues, elements of suspense, simple sentences and decreasing the length of the lesson.

There are number of examples of different type of values. The teacher should discuss the importance of these values using the examples and illustration from real life.

Though there are varieties of themes in the textbook lesson, at least one lesson should be added containing the knowledge about new technologies and computer.

The new grammar structure should be introduced by increasing more illustrations. The teacher should explain forms of different grammar structure and provide more illustrations of the respective grammar structures while teaching in the classroom.

The new vocabulary items should be repeated to consolidate the use of the new words. Textbook writers should prepare the lesson of the textbook in such a way that the new grammar structures and new vocabulary items happen to be repeated for practice to students. More emphasis should be given on the language aspect than to subject matter while preparing the textbook.

So that sums up the critical analysis of the syllabus and textbook for B.Ed. Hope you like it.

Action Research Project for B.Ed Students in English

School Internship Report for B.ed in English

Achievement Test Report for B.Ed Students in English

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Book Club: Let’s Talk About ‘Headshot,’ by Rita Bullwinkel

Bullwinkel’s debut novel sheds light on the culture of youth women’s boxing through an ensemble cast of complicated characters. it packs a punch..

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Rita Bullwinkel’s debut novel, “Headshot,” follows eight teenagers fighting in the Daughters of America Cup, a youth women’s boxing tournament staged in a dilapidated gym in Reno. Each chapter details a match between fighters, bout after bout, until finally a champion is declared.

We are thrown into the high-octane theater of each fight, as the boxers work to defeat their opponents. But we also explore each girl’s life, with flashes into the past and the future and into the girls’ minds as they reckon with their intense desires to make something of themselves.

In this week’s episode, the Book Review’s MJ Franklin discusses the book with his colleagues Joumana Khatib and Lauren Christensen. Caution: Spoilers abound.

They also discuss comments and questions that readers submitted. If you’ve read “Headshot” and want to join the conversation, we’d love to hear your reactions in the comments. We’ll get you started:

MJ Franklin : “I like playing sports, but I don’t like watching sports. I start to wander off. And so I was like, I don’t know if this is for me. But then I heard so many people recommending it, I dove in. And I’m glad I did, because I was obsessed. Like, I immediately wanted to talk to people about it. There’s an energy to this book. The high-octane pulse of the ring is so hypnotic, but then … the writing is so skilled and dexterous.” …

Joumana Khatib: “It was fun to see how a lot of very quintessential teenage themes, like control or self-determination or just having some kind of dominion over your own body, which is something that I think is really held at arm’s length for a lot of women of this age, was getting enacted in this way. That was something that I responded the most to. And then also how skilled these girls were with a type of intelligence that I could never have. That was really exciting to read about. I was like, Oh, that does seem nice — like, when you land a punch, that must be a good feeling.” …

Lauren Christensen: “It’s a real feat that Bullwinkel is able to give us a visceral sense of what these bodies look like, feel like, how they match up against each other, who’s bigger, who’s stronger, who’s taller, who’s weaker, who has this hook, for people who are admittedly not already versed in boxing speak.”

We would love to hear your thoughts about this episode, and about the Book Review’s podcast in general. You can send them to [email protected] .

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NCERT Book Review English Class 9 for B.Ed

NCERT Book Review English

Physical Aspects of NCERT Book Review English

Size Of The Book

Printing Layout

Nature of Content ( NCERT Book Review English )

Coverage of the Course Content

Adequate amd Authentic Content

Updated Content

Continuity and Balance

Linking with Life

Organised Content

Division into Units

Psychological Approach

Flexible Organization

Presentation of Content

Illustration

Excercise and Projects

Bibliography

NCERT Book Review English PDF

Page 2 (Content)

Pg 3 (Physical Aspects of NCERT Book Review English )

Page 4 (Printing Layout)

Page 5 ( Coverage Of The Course )

Pg (Linking with Life)

Page 7 (Flexible Organization)

Page 8 (Illustration and Bibliography)

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Selection of Textbook | B.Ed. Notes

Selection Criteria of a Textbook

2. Organisation of the Content-

3. Language-

4. Punctuation of the Content-

5. Illustration-

6. Exercise and Assignments-

B. Selection of Textbook from Teacher's Point of View

C. Selection of Textbook from Student's Point of View

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