Book Report Assignments

Writing a Book Report

Summary:

This resource discusses book reports and how to write them.

Contributors: Purdue OWL
Last Edited: 2018-02-14 03:42:15

Book reports are informative reports that discuss a book from an objective stance. They are similar to book reviews but focus more on a summary of the work than an evaluation of it. Book reports commonly describe what happens in a work; their focus is primarily on giving an account of the major plot, characters, thesis, and/or main idea of the work. Most often, book reports are a K-12 assignment and range from 250 to 500 words.

Book reviews are most often a college assignment, but they also appear in many professional works: magazines, newspapers, and academic journals. If you are looking to write a book review instead of a book report, please see the OWL resource, Writing a Book Review.

Before You Read

Before you begin to read, consider what types of things you will need to write your book report. First, you will need to get some basic information from the book:

  • Author
  • Title
  • Publisher location, name of publisher, year published
  • Number of Pages

You can either begin your report with some sort of citation, or you can incorporate some of these items into the report itself.

Next, try to answer the following questions to get you started thinking about the book:

  • Author: Who is the author? Have you read any other works by this author?
  • Genre: What type of book is this: fiction, nonfiction, biography, etc.? What types of people would like to read this kind of book? Do you typically read these kinds of books? Do you like them?
  • Title: What does the title do for you? Does it spark your interest? Does it fit well with the text of the book?
  • Pictures/Book Jacket/Cover/Printing: What does the book jacket or book cover say? Is it accurate? Were you excited to read this book because of it? Are there pictures? What kinds are there? Are they interesting?

As You Read

While reading a work of fiction, keep track of the major characters. You can also do the same with biographies. When reading nonfiction works, however, look for the main ideas and be ready to talk about them.

  • Characters: Who are the main characters? What happens to them? Did you like them? Were there good and bad characters?
  • Main Ideas: What is the main idea of the book? What happens? What did you learn that you did not know before?
  • Quotes: What parts did you like best? Are there parts that you could quote to make your report more enjoyable?

When You Are Ready to Write

Announce the book and author. Then, summarize what you have learned from the book. Explain what happens in the book, and discuss the elements you liked, did not like, would have changed, or if you would recommend this book to others and why. Consider the following items as well:

  • Principles/characters: What elements did you like best? Which characters did you like best and why? How does the author unfold the story or the main idea of the book?
  • Organize: Make sure that most of your paper summarizes the work. Then you may analyze the characters or themes of the work.
  • Your Evaluation: Choose one or a few points to discuss about the book. What worked well for you? How does this work compare with others by the same author or other books in the same genre? What major themes, motifs, or terms does the book introduce, and how effective are they? Did the book appeal to you on an emotional or logical way?
  • Recommend: Would you recommend this book to others? Why? What would you tell them before they read it? What would you talk about after you read it?

Revising/Final Copy

Do a quick double check of your paper:

  • Double-check the spelling of the author name(s), character names, special terms, and publisher.
  • Check the punctuation and grammar slowly.
  • Make sure you provide enough summary so that your reader or instructor can tell you read the book.
  • Consider adding some interesting quotes from the reading.

TIP Sheet
WRITING BOOK REPORTS

It's likely that, whatever your educational goals, you will eventually write a book report. Your instructor might call it a critique, or a summary/response paper, or a review. The two components these assignments have in common are summary and evaluation.

Other TIP Sheets on related topics that might prove helpful in developing a book report, depending on the type of book and the specifics of your assignment, include the following:

  • How to Write a Summary
  • Writing About Non-Fiction Books
  • Writing About Literature

Summary AND evaluation
Typically, a book report begins with a paragraph to a page of simple information-author, title, genre (for example, science fiction, historical fiction, biography), summary of the central problem and solution, and description of the main character(s) and what they learned or how they changed.

The following example summarizes in two sentences the plot of Jurassic Park:

Michael Crichton's Jurassic Park describes how millionaire tycoon John Hammond indulges his desire to create an island amusement park full of living dinosaurs. In spite of elaborate precautions to make the park safe, his animals run wild, killing and maiming his employees, endangering the lives of his two visiting grandchildren, and finally escaping to mainland Costa Rica.

On the other hand, a thesis statement for a book report reflects your evaluation of the work; "I really, really liked it" is inadequate. Students sometimes hesitate to make judgments about literature, because they are uncertain what standards apply. It's not so difficult to evaluate a book in terms of story elements: character, setting, problem/solution, even organization. (See TIP Sheet Writing About Literature for ideas on how to handle these standard story elements.) Nevertheless, a good thesis statement should include your reflection on the ideas, purpose, and attitudes of the author as well.

To develop an informed judgment about the work, start by asking yourself lots of questions (for more ideas, see "Evaluation" on the TIP Sheet Writing About Literature). Then choose your most promising area, the one about which you have something clear to say and can easily find evidence from the book to illustrate. Develop this into a thesis statement.

For example, here is what one thesis statement might look like for Jurassic Park (notice how this thesis statement differs from the simple summary above):

In Jurassic Park, Crichton seems to warn us chillingly that, in bioengineering as in chaos theory, the moment we most appear to be in control of events is the exact moment control is already irredeemably lost to us.

To develop an informed judgment and a corresponding thesis statement about a book, brainstorm by answering questions such as the following:

  • For what purpose did the author write this, and did he fulfill that purpose?
  • What did the main character learn? Does this lesson reflect reality as you know it?
  • Were the characters complex and believable? What do they reveal of the author? of human nature?
  • How well did the setting contribute to the mood? How did setting affect character and plot development?

 

The invisible author
One common mistake students make is failing to step back far enough from the story to evaluate it as a piece of work produced by someone. Evaluation–you may be surprised to learn it!–is as much about the author as about the story itself. It is about making informed guesses about the author's purpose, ideas, and attitudes based on his use of language, organization, plot, and character development.

Usually the author does not figure prominently in the story unless the book is autobiographical. More often he is the invisible persona–invisible, yet not absent. The author leaves traces of himself throughout. Paradoxically, your understanding of the author depends on your deliberate
detachment from the story itself to discover those traces.

Imagine standing very, very close to a large painting–inches away. Your focus is on blobs of color, but you are unable to identify the object represented. When you move back a few steps and alter your focus, the blobs take on a recognizable form. In the same way, you have to draw back from the story to discern the purpose, ideas, and attitudes of the author.

Author's purpose
No one goes to the trouble to write something without purpose. Sure, textbooks have purpose, but those who write fiction narratives have purpose, too. Even fantasy writers have purpose. A book report should include your evaluation of whether the author succeeded in his purpose.

The following writer has made a statement about the author's purpose:

Crichton seems not so much to be warning us of the evils of scientific inquiry as begging us, in a very convincing way, to exercise collective moral restraint on scientific research.

This writer would then go on to use quotations, examples, and evidence from the book to show why she believes this is Crichton's purpose.

To identify and respond to the purpose of an author, try asking questions like these:

  • Was the author's purpose to inform or simply entertain me? Did I learn something? Was I entertained? Did I lose interest? If I lost interest, was this author, perhaps, writing to a different audience?
  • Is the author trying to persuade me to think or act in a particular way? About what issue? What point of view would he or she have me adopt? Was I convinced?

Author's ideas
The author's ideas may be stated by the author himself in a foreword, or they may show up in the words of a narrator or a principal character. The character Ian Malcolm, for example, is a primary spokesman for Crichton's criticism of post-modern science. Malcolm's words, below, express one of the ideas Crichton wishes us to consider:

"I'll tell you the problem with engineers and scientists.... They are focused on whether they can do something. They never stop to ask if they should do something."

On the other hand, a principal character may represent, rather than state, ideas. Hammond's visiting grandchildren, for example, might represent the oblivious, yet threatened, human populations of the mainland and the planet itself. When ideas are implied rather than stated, they are called themes.

To discover and evaluate ideas in a book, try asking questions like the following:

  • What was the central problem in the book? Was it a personal, social, or moral problem? Does it relate to life as you know it?
  • What ideas(s) about life and society does the author seem to hold?
  • What did the principal character(s) learn? How did they change? What does this seem to say about people? About society? About morality?

Author's attitudes
Once you have identified what ideas an author is trying to examine, you must still determine what the author's attitude is toward those ideas. An author's attitudes are revealed in part by the tone, or overall mood, of the work. In writing, as in conversation, tone is not so much stated as implied. In reading we depend solely on the emotional overtones of the words to infer the attitudes of the author.

For example, suppose you have determined that Crichton wishes to explore the idea of how private industry exploits scientific research. You must then determine, as well, what Crichton's attitude is toward this situation. Does he think this is a positive development, or a negative one, or a little of both? Does he think it is inevitable, or preventable? One way to figure out Crichton's attitude about this is to identify the tone he uses to tell the story. We describe the tone of a book with adjectives, and more than one if necessary: straightforward, complex, ironic, creepy, pathetic, bitter, comic, tragic.

For example, here is a statement using three different adjectives to describe Crichton's attitude toward one of the central problems in Jurassic Park:

Crichton strikes an ominous tone in Jurassic Park. Even though this is a cautionary tale, the author nevertheless is optimistic that the mainstream scientific community, represented in this story by Alan Grant, can learn restraint and respect for nature.

(When identifying the tone of a book, make the effort to distinguish an individual
character's attitude from the author's overall attitude-they may differ.)

To begin talking about tone, ask yourself questions such as these:

  • Is there a particular setting or scene that stands out in my mind? What was the mood of that scene? Is this mood indicative of the entire book?
  • Is the author an optimist, a pessimist, or a realist? How does he show it?
  • Does a principal character experience one persistent state of mind or emotion? What would I call it? Is it indicative of the work overall?
  • Did the mood of the work help or hinder my understanding of the author's ideas?

"In conclusion..."
Clearly it is important to be able to make intelligent inferences about the author, because a book evaluation evaluates how well the author has done her job, not just how much you liked the story. After you have asked and answered that question, then you may add, "I really, really liked it."

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