Library journal book reviewing
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This document provides guidance for librarians interested in reviewing books for the Library Journal (LJ). It outlines the benefits of reviewing, such as professional development, publication opportunities, and influencing collection development worldwide. The process involves writing sample reviews, specializing in a subject area, contacting LJ editors, and completing an application. Reviews should be around 175 words and include an evaluation, comparison to similar books, the author's qualifications, and a recommendation. Reviews are submitted by email and appear in monthly issues of LJ.
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Similar to Library journal book reviewing
Tips for aspiring authors and Meet the journal editors
A presentation from the joint CILIP Information Literacy Group and Library and Information Research Group's Writing Research Proposals and Publication event.
How to Write a Book Review
The document provides guidance on how to write a book review in 3-6 sentences. It outlines identifying the book, author, and yourself. It explains that a review should describe the content, analyze how the book achieved its purpose, and express reactions. Reviews can be short summaries or longer critical analyses. The reviewer should consider the book's purpose and audience when writing.
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Reflective Writing and the Revision Process: What Were You Thinking?
by Sandra L. Giles
This essay is a chapter in Writing Spaces: Readings on Writing, Volume 1, a peer-reviewed open textbook series for the writing classroom, and is published through Parlor Press.
The full volume and individual chapter downloads are available for free from the following sites:
• Writing Spaces: http://writingspaces.org/essays
• Parlor Press: http://parlorpress.com/writingspaces
• WAC Clearinghouse: http://wac.colostate.edu/books/
Print versions of the volume are available for purchase directly from Parlor Press and through other booksellers.
To learn about participating in the Writing Spaces project, visit the Writing Spaces website at http://writingspaces.org/.
This essay is available under a Creative Commons License subject to the Writing Spaces Terms of Use. More information, such as the specific license being used, is available at the bottom of the first page of the chapter.
© 2010 by the respective author(s). For reprint rights and other permissions, contact the original author(s).
Library of Congress Cataloging-in-Publication Data
Writing spaces : readings on writing. Volume 1 / edited by Charles Lowe and Pavel Zemliansky.
p. cm.
Includes bibliographical references and index.
ISBN 978-1-60235-184-4 (pbk. : alk. paper) -- ISBN 978-1-60235-185-1 (adobe ebook)
1. College readers. 2. English language--Rhetoric. I. Lowe, Charles, 1965- II. Zemliansky, Pavel.
PE1417.W735 2010
808’.0427--dc22
2010019487
Reflective Writing and the Revision Process: What Were You Thinking?
Sandra L. Giles
“Reflection” and “reflective writing” are umbrella terms that refer to any activity that asks you to think about your own thinking.* As composition scholars Kathleen Blake Yancey and Jane Bowman Smith explain, reflection records a “student’s process of thinking about what she or he is doing while in the process of that doing” (170). In a writ- ing class, you may be asked to think about your writing processes in general or in relation to a particular essay, to think about your inten- tions regarding rhetorical elements such as audience and purpose, or to think about your choices regarding development strategies such as comparison-contrast, exemplification, or definition. You may be asked to describe your decisions regarding language features such as word choice, sentence rhythm, and so on. You may be asked to evaluate or assess your piece of writing or your development as a writer in general. Your instructor may also ask you to perform these kinds of activities at various points in your process of working on a project, or at the end of the semester.
A Writer’s Experience
The first time I had to perform reflective writing myself was in the summer of 2002. And it did feel like a performance, at first. I was a
* This work is licensed under the Creative Commons Attribution- Noncommercial-No Derivative Works 3.0 United States License and is sub- ject to the Writing Spa ...
Reflective Writing and the Revision Process What Were You T.docx
Reflective Writing and the Revision Process:
What Were You Thinking?
by Sandra L. Giles
This essay is a chapter in Writing Spaces: Readings on Writing,
Volume 1, a peer-reviewed open textbook series for the writing
classroom, and is published through Parlor Press.
The full volume and individual chapter downloads are available for
free from the following sites:
• Writing Spaces: http://writingspaces.org/essays
• Parlor Press: http://parlorpress.com/writingspaces
• WAC Clearinghouse: http://wac.colostate.edu/books/
Print versions of the volume are available for purchase directly
from Parlor Press and through other booksellers.
To learn about participating in the Writing Spaces project, visit the
Writing Spaces website at http://writingspaces.org/.
This essay is available under a Creative Commons License subject to the Writing
Spaces Terms of Use. More information, such as the specific license being used,
is available at the bottom of the first page of the chapter.
© 2010 by the respective author(s). For reprint rights and other permissions,
contact the original author(s).
Library of Congress Cataloging-in-Publication Data
Writing spaces : readings on writing. Volume 1 / edited by Charles Lowe
and Pavel Zemliansky.
p. cm.
Includes bibliographical references and index.
ISBN 978-1-60235-184-4 (pbk. : alk. paper) -- ISBN 978-1-60235-185-1
(adobe ebook)
1. College readers. 2. English language--Rhetoric. I. Lowe, Charles,
1965- II. Zemliansky, Pavel.
PE1417.W735 2010
808’.0427--dc22
2010019487
http://writingspaces.org/
http://writingspaces.org/essays
http://wac.colostate.edu/books/
http://parlorpress.com/writingspaces
191
Re!ective Writing and the Revision
Process: What Were You "inking?
Sandra L. Giles
“Reflection” and “reflective writing” are umbrella terms that refer
to any activity that asks you to think about your own thinking.* As
composition scholars Kathleen Blake Yancey and Jane Bowman Smith
explain, reflection records a “student’s process of thinking about what
she or he is doing while in the process of that doing” (170). In a writ-
ing class, you may be asked to think about your writing processes in
general or in relation to a particular essay, to think about your inten-
tions regarding rhetorical elements such as audience and purpose, or
to think about your choices regarding development strategies such as
comparison-contrast, exemplification, or definition. You may be asked
to describe your decisions regarding language features such as word
choice, sentence rhythm, and so on. You may be asked to evaluate or
assess your piece of writing or your development as a writer in general.
Your instructor may also ask you to perform these kinds of activities
at various points in your process of working on a project, or at the end
of the semester.
A W#$%&#’' E()&#$&*+&
The first time I had to perform reflective writing myself was in the
summer of 2002. And it did feel like a performance, at first. I was a
...
BookReview.ppt
This document provides guidance on writing a book or article review. It explains that a review analyzes the quality, meaning and significance of a work by examining the author's purpose, content, and authority. It should assess how well the author succeeded in what they aimed to do and provide evidence to support the evaluation. A typical review includes a summary of the main points, an analysis of the work's strengths and weaknesses, and follows a standard outline. The document offers tips for each section, such as keeping summaries brief, citing examples to back up analysis, and asking critical questions of the work.
BookReview.ppt
This document provides guidance on writing a book or article review. It explains that a review analyzes the quality, meaning and significance of a work. It should examine the author's purpose, content and authority, and strengths and weaknesses. The review typically includes a summary of the main points and an analysis of the work's merits and limitations. The document offers tips for each section, such as keeping the summary brief, citing examples to support analysis, and considering the work's thesis, sources, biases and contributions. Sample outlines and references are also provided.
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Useful information which concerns Annotation Bibliography essay. There are facts which you may see for the first time and which will change the understanding of this essay writing. More advice are in this article https://essay-academy.com/account/blog/annotative-bibliography-as-kind-of-work
BOOK REVIEWS How to write a book review There are two .docx
BOOK REVIEWS: How to write a book review
There are two approaches to book reviewing:
Descriptive reviews give the essential information about a book. This is done with description and
exposition, by stating the perceived aims and purposes of the author, and by quoting striking passages
from the text.
Critical reviews describe and evaluate the book, in terms of accepted literary and historical standards,
and supports this evaluation with evidence from the text. The following pointers are meant to be
suggestions for writing a critical review.
Basic requirements
To write a critical review, the reviewer must know two things:
Knowing the work under review: This demands not only attempting to understand the author's purpose
and how the component parts of the work contribute to that purpose, but also knowledge of the
author: his/her nationality, time period, other works etc.
Requirements of the genre: This means understanding the art form and how it functions. Without such
context, the reviewer has no historical or literary standard upon which to base an evaluation.
Reviewing essentials
Description of the book. Sufficient description should be given so that the reader will have some
understanding of the author's thoughts. This account is not a summary. It can be woven into the critical
remarks.
Discuss the author. Biographical information should be relevant to the subject of the review and
enhance the reader's understanding of the work under discussion.
Appraise the book. A review must be a considered judgment that includes:
a statement of the reviewer's understanding of the author's purpose
how well the reviewer feels the author's purpose has been achieved
evidence to support the reviewer's judgement of the author' achievement.
While you read:
Read the book with care.
Highlight quotable passages.
Note your impressions as you read.
Allow time to assimilate what you read so that the book can be seen in perspective.
Keep in mind the need for a single impression which must be clear to the reader.
The review outline
A review outline gives you an over-all grasp of the organization of the review, to determine the central
point your review will make, to eliminate inessentials or irrelevancies, and to fill in gaps or omissions.
Examine the notes you have made and eliminate those with no relationship to your central
thesis.
By organizing your discussion topics into groups, aspects of the book will emerge: e.g., theme,
character, structure, etc.
Write down all the major headings of the outline and fill in the subdivisions.
All parts should support your thesis or central point.
First draft
Opening paragraphs set the tone of the paper. Possible introductions usually make a statement about
the:
Thesis
Authorial purpose
Topicality of the work or its significance
Comparison of the work to others by the same author or within the same genre.
Publish locally 2011 nov
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The document provides an overview of publishing articles and books locally. It outlines five steps for publishing articles locally, which include clarifying your story, exploring local online publications, envisioning where the story will be published, emailing an editor a query, and submitting and being patient. For publishing books locally, it discusses self-publishing options like print on demand and local printers, as well as traditional publishing routes like finding an agent. Finally, it lists local book publishers and websites about writing.
Collection Building Through Publication
This document outlines how library professionals can get involved in writing book reviews to benefit their collection development efforts and professional development. It discusses the publishing industry and sources for library book reviews. The key steps are applying to be a reviewer by submitting writing samples and areas of interest, receiving materials to review with guidelines, writing a concise review considering the intended audience within a set word count, and the potential benefits of additional titles for the collection and experience working with publishers.
Reflective writing and the revision process what were you thinking
This summary provides a high-level overview of the key points in 3 sentences:
The document is a chapter from an open textbook that discusses reflective writing and the revision process. It describes the author's experience taking a life writing class where they had to write reflective notes on their writing process. Through this experience, the author learned the benefits of reflective writing for developing intentions, understanding one's audience, and making effective revisions.
Book review
The document provides guidance on writing a book or article review. It explains that a review analyzes the quality, meaning and significance of a work by focusing on its purpose and content, and evaluating the strengths and weaknesses. The review examines what the author aimed to do and how well they succeeded, supported by evidence. It advises reading the work actively and critically, taking notes, and considering questions about the work's field, style, concepts and characters to determine the main idea and whether the author supports their idea well. The review should include a summary and opinion paragraph, followed by an analysis of the work's thesis, strengths, weaknesses and how effectively it communicates to its audience.
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In preparing a paper for class, the student researcher is expected to follow the standards for formatting in their class’s academic discipline.
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Library journal book reviewing
- 1. Reviewing Books for Library Journal David M. Lisa Director West Long Branch Public Library West Long Branch, N.J. September 25, 2003
- 2. Why Review for LJ? Good professional development activity. Get published regularly (monthly)! Practice writing according to a house style. Opportunity to specialize in a particular subject area. Affect collection development worldwide!
- 3. How to Start Reviewing for LJ. 1. Write some sample reviews. 2. Decide on an area to specialize in. 3. Contact the LJ editors. 4. Complete the application process. 5. Plan a monthly schedule and prepare tools. 6. Begin receiving and reviewing books!
- 4. Preparing to Write the Review Receive book and note deadline date. Read book and make notes. Rough out review while reading! Research author and other books that are similar to the book you are reading. Consider your library and other types of libraries.
- 5. Writing the Review Library Journal Reviewing Guidelines: Length of review: ~175 words. Include an evaluation and comparison to other books on the topic. Include author’s qualifications. Use LJ citing guidelines (if you cite). Include a recommendation. Put your name and affiliation at the end.
- 6. Submitting the Review Prepare an e-mail template. E-mail review to bkrev@reedbusiness.com. Keep a copy of your review for comparison to print version (or for questions from editors). Time out appearance of review and check LJ issues for publication.
- 7. Types of Materials Galley copies. Pre-publication copies. Published books. Piles of paper… Electronic versions.
- 8. The Results Free copies of the books you review. Correspondence from authors. Free, exclusive reception for LJ reviewers at ALA! Monthly publication in a professional journal. The respect of your peers.
- 9. Resources Check my Library Journal review page for more information: http://www.davidlisa.com/libraryjournal.shtm E-mail me with questions: davidlisa@davidlisa.com