Teaching and Critical Pedagogy

ENG 480
Social Justice & the Teaching of Literature
in Secondary Schools
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Scholarly Book Review

I. Overview : For this assignment, you are required to examine a textbook and to provide a scholarly book review. The review should be between approximately THREE/FOUR pages in length, should be written in 12-point font, and should be double-spaced.

NOTE: You are to turn in TWO copies of the review. I will assess one, then hand it back. The other will be filed. If I do not get two copies, you will not receive credit for the assignment.

Among other things, the review will be assessed on the following:

• Content: You offer insightful or imaginative interpretation of the subject and present the reader with sufficient observations to be clear and convincing. You set up expectations for the reader and fulfill those expectations.
• Focus: The interpretations and observations have a center on which the reader can focus. The writing is not just a random collection of thoughts.
• Structure: There is a coherent and logical structure; thoughts are organized to help the reader understand the focal and subordinate ideas, as well as the relationships between and among ideas.
• Form: There is careful editing for the appropriate use of grammar, mechanics (spelling, punctuation, and sentence structure), documentation, and where appropriate, imaginative document design.

II. What to Do: For this review, you will be offering the reader a well-supported and thoughtful critique of your chosen book.

One of your goals is to discuss/highlight the book’s primary concern (s). A good place to find out the author’s purpose is to explore the introduction of the book and/or the book’s first chapter. Often, the author (or a contributing author) will discuss his/her motivations for writing the book in early chapters. Once you find out the author’s goal/purpose, begin to explore how well/whether you feel the author accomplishes his/her mission.

As you read the text and explore their goal (s), note and highlight the issues/areas that the book discusses. For example, take a look at the table of contents. Ask yourself: what issues are discussed in the book? Why does the author focus on these issues? What points does the author make and/or explore in each of the chapters? How do the chapters add up/support the author’s primary intent?

In your assessment, you will be expected to quote the author both directly and indirectly. You need to provide information directly out of the book to support your discussion. But a note of caution: avoid quoting large chunks of text from the book. Look for ways to provide the reader the essence of what is being said in the book. Remember: you only have three pages in which to accomplish the task. Brevity is, therefore, key to a successful review.

Further, do not be afraid to state your opinion about the book. In fact, you are expected to do so. Often, a reviewer will indicate his/her overall impressions and reasons for those impressions throughout the review.

Lastly, even though this is ‘you’ offering the evaluation, avoid the use of “I” narrative in your review as much as possible. It is a given that you are the author and the reviewer. Also, avoid things like ‘I feel . . .” and “I think that . . .” until you get to the end of the review. This is NOT a journal, and it is NOT a free flow of thoughts you have on the book. It is a precise, well-documented piece of writing.

In short, your goal is twofold: to provide the reader with a solid picture of the book, what it is, and what it says; etc.; and, to provide the reader with a sense of why the book is or is not effective in pursuing the author’s purpose.

For suggestions as to how to attack your review, click here or here to find helpful information.

III. Possible Book Titles for Review:

Here is a list of books that you could review. Certainly, there are plenty of other titles to choose from; if you have a book you might think would work, talk to me about the book.

NOTE: If there are titles not on the list that you might have an interest in reviewing, let me know before doing so. Do NOT do a book that is not on the list without talking to me first. If you do, you will not receive credit for the assignment.

Some possibilities for the review include:

1. Bigelow, G.; Christensen, I.; Karp, S.; Minor, B. & Peterson B. (1994). Rethinking our classrooms: Teaching equity and justice. Milwaukee: Rethinking Schools Ltd.
2. Freire, P. (1970). The Pedagogy of the Oppressed. New York: Continuum.
3. Freire, P. (1973). The Pedagogy of Hope. New York: Continuum.
4. Giroux, H. (1988). Teachers as Intellectuals. MA: Bergin & Garvey.
5. Haney Lopez, I. (1996). White by Law: The legal construction of race. New York: New York University Press.
6. hooks, b. (1994). Teaching to Transgress. New York: Routledge.
7. Kohl, H. (1994). I Won't Learn from You. New York: The New Press.
8. McLaren, P. (2004). Life in Schools: An introduction to critical pedagogy. N Y: Longman.
9. Giroux, Henry, and Peter McLaren, eds.  Between Borders: Pedagogy and the Politics of Cultural Studies.  New York: Routledge, 1994.
10. Giroux, Henry. Pedagogy and the Politics of Hope. Boulder: Westview Press, 1997.
11. Giroux, Henry. Channel Surfing. New York: St. Martin’s Press, 1998.
12. Giroux, Henry. Fugitive Culture. London : Routledge, 1996.
13. Applebee, Arthur.  Tradition and Reform in the Teaching of English.  Urbana: NCTE, 1974.
14. Rosenblatt, Louise. Literature as Exploration. 5th ed.  New York: Modern Language Association, 1983.
15. Purves, Alan. How Porcupines Make Love. New York: White Plains, 1995.
16. Bomer, Randy, and Katherine Bomer. For a Better World: Reading and Writing for Social Action. Portsmouth: Heineman, 2001.
17. Oakes, Jeanie.  Keeping Track: How Schools Structure Inequality.  New Haven: Yale UP, 1986.
18. Shor, Ira.  Critical Teaching and Everyday Life.  Chicago: U Chicago P, 1987.
19. Knoblauch, Cy, and Lil Brannon. Critical Teaching and the Idea of Literacy.  Portsmouth, NH: Boynton/Cook, 1993.
20. Whaley, Liz, and Liz Dodge.  Weaving in the Women: Transforming the High School English Curriculum.  Portsmouth: Boynton/Cook, 1993.
21. Jay, Gregory.  American Literature and the Cultural Wars.  Ithaca: Cornell UP, 1997.
22. Fine, Michelle and Lois Weis. Silenced Voices and Extraordinary Conversations: Re-imaginingSchools (2003).
23. Blackford, Holly Virginia. Out of This World: Why Literature Matters to Girls. Teachers College Press (2004).
24. McEwan, Elaine K. Teach Them All to Read: Catching the Kids Who Fall Through the Cracks. Corwin Press (2002).
25. Graff, Gerald. Professing Literature: An Institutional History. University of Chicago Press (1989).
26. Morgan, Wendy. Critical Literacy in the Classroom: The Art of the Possible. Routledge (UK) (1997).
27. Myrsiades, Kostas and Linda S Myrsiades. Margins in the Classroom: Teaching Literature. University of Minnesota Press (1994).
    

"Scholarly Book Review” Rubric

An "A" paper would likely look like this:

As a whole, the writing is extremely well written; the content flows without problem by being well organized; attention to categorization of ideas obvious; the writer exhibits a sophisticated control of language, diction, voice/tone; the writing is exceptionally engaging, clear, and focused / The writer clearly illustrates critical thinking about the book by using relevant facts and information; the main ideas/opinions are stated clearly and is convincing; supporting information is abundant; appropriate and main ideas are accurate; as a whole, the writing is logical/rational; and, the writer makes specific references to the book/author/source material and/or examples / Attention to presentation obvious, little to no problems at all with mechanics or grammar and conventions contribute to the effect of the presentation.

A "B" grade means that the writer might meet the requirements, but still lacks in some of the more critical areas reflective of "A" quality work; a "C" grade likely meets some of the criteria/requirements, but leaves too many questions regarding planning, content, approach, etc.; a "D" grade likely reflects considerable problems and/or poor quality of work, support, organization, planning, etc.

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