unit 8 satire and writing a book report

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How to Write a Book Report

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Book Report Fundamentals

Preparing to write, an overview of the book report format, how to write the main body of a book report, how to write a conclusion to a book report, reading comprehension and book reports, book report resources for teachers .

Book reports remain a key educational assessment tool from elementary school through college. Sitting down to close read and critique texts for their content and form is a lifelong skill, one that benefits all of us well beyond our school years. With the help of this guide, you’ll develop your reading comprehension and note-taking skills. You’ll also find resources to guide you through the process of writing a book report, step-by-step, from choosing a book and reading actively to revising your work. Resources for teachers are also included, from creative assignment ideas to sample rubrics.

Book reports follow general rules for composition, yet are distinct from other types of writing assignments. Central to book reports are plot summaries, analyses of characters and themes, and concluding opinions. This format differs from an argumentative essay or critical research paper, in which impartiality and objectivity is encouraged. Differences also exist between book reports and book reviews, who do not share the same intent and audience. Here, you’ll learn the basics of what a book report is and is not.

What Is a Book Report?

"Book Report" ( ThoughtCo )

This article, written by a professor emeritus of rhetoric and English, describes the defining characteristics of book reports and offers observations on how they are composed.

"Writing a Book Report" (Purdue OWL)

Purdue’s Online Writing Lab outlines the steps in writing a book report, from keeping track of major characters as you read to providing adequate summary material.

"How to Write a Book Report" ( Your Dictionary )

This article provides another helpful guide to writing a book report, offering suggestions on taking notes and writing an outline before drafting. 

"How to Write a Successful Book Report" ( ThoughtCo )

Another post from ThoughtCo., this article highlights the ten steps for book report success. It was written by an academic advisor and college enrollment counselor.

What’s the Difference Between a Book Report and an Essay?

"Differences Between a Book Report & Essay Writing" ( Classroom)

In this article from the education resource Classroom,  you'll learn the differences and similarities between book reports and essay writing.

"Differences Between a Book Report and Essay Writing" (SeattlePi.com)

In this post from a Seattle newspaper's website, memoirist Christopher Cascio highlights how book report and essay writing differ.

"The Difference Between Essays and Reports" (Solent Online Learning)

This PDF from Southampton Solent University includes a chart demonstrating the differences between essays and reports. Though it is geared toward university students, it will help students of all levels understand the differing purposes of reports and analytical essays.

What’s the Difference Between a Book Report and a Book Review?

"How to Write a Book Review and a Book Report" (Concordia Univ.)

The library at Concordia University offers this helpful guide to writing book report and book reviews. It defines differences between the two, then presents components that both forms share.

"Book Reviews" (Univ. of North Carolina)

The University of North Carolina at Chapel Hill’s writing guide shows the step-by-step process of writing book reviews, offering a contrast to the composition of book reports.

Active reading and thoughtful preparation before you begin your book report are necessary components of crafting a successful piece of writing. Here, you’ll find tips and resources to help you learn how to select the right book, decide which format is best for your report, and outline your main points.

Selecting and Finding a Book

"30 Best Books for Elementary Readers" (Education.com)

This article from Education.com lists 30 engaging books for students from kindergarten through fifth grade. It was written by Esme Raji Codell, a teacher, author, and children's literature specialist.

"How to Choose a Good Book for a Report (Middle School)" (WikiHow)

This WikiHow article offers suggestions for middle schoolers on how to choose the right book for a report, from getting started early on the search process to making sure you understand the assignment's requirements.

"Best Book-Report Books for Middle Schoolers" (Common Sense Media)

Common Sense Media has compiled this list of 25 of the best books for middle school book reports. For younger students, the article suggests you check out the site's "50 Books All Kids Should Read Before They're 12."

"50 Books to Read in High School" (Lexington Public Library)

The Lexington, Kentucky Public Library has prepared this list to inspire high school students to choose the right book. It includes both classics and more modern favorites.

The Online Computer Library Center's catalogue helps you locate books in libraries near you, having itemized the collections of 72,000 libraries in 170 countries.

Formats of Book Reports

"Format for Writing a Book Report" ( Your Dictionary )

Here, Your Dictionary supplies guidelines for the basic book report format. It describes what you'll want to include in the heading, and what information to include in the introductory paragraph. Be sure to check these guidelines against your teacher's requirements.

"The Good Old Book Report" (Scholastic)

Nancy Barile’s blog post for Scholastic lists the questions students from middle through high school should address in their book reports.

How to Write an Outline

"Writer’s Web: Creating Outlines" (Univ. of Richmond)

The University of Richmond’s Writing Center shows how you can make use of micro and macro outlines to organize your argument.

"Why and How to Create a Useful Outline" (Purdue OWL)

Purdue’s Online Writing Lab demonstrates how outlines can help you organize your report, then teaches you how to create outlines.

"Creating an Outline" (EasyBib)

EasyBib, a website that generates bibliographies, offers sample outlines and tips for creating your own. The article encourages you to think about transitions and grouping your notes.

"How to Write an Outline: 4 Ways to Organize Your Thoughts" (Grammarly)

This blog post from a professional writer explains the advantages of using an outline, and presents different ways to gather your thoughts before writing.

In this section, you’ll find resources that offer an overview of how to write a book report, including first steps in preparing the introduction. A good book report's introduction hooks the reader with strong opening sentences and provides a preview of where the report is going.

"Step-by-Step Outline for a Book Report" ( Classroom )

This article from Classroom furnishes students with a guide to the stages of writing a book report, from writing the rough draft to revising.

"Your Roadmap to a Better Book Report" ( Time4Writing )

Time4Writing offers tips for outlining your book report, and describes all of the information that the introduction, body, and conclusion should include.

"How to Start a Book Report" ( ThoughtCo)

This ThoughtCo. post, another by academic advisor and college enrollment counselor Grace Fleming, demonstrates how to write a pithy introduction to your book report.

"How to Write an Introduction for a Book Report" ( Classroom )

This brief but helpful post from Classroom  details what makes a good book report introduction, down to the level of individual sentences.

The body paragraphs of your book report accomplish several goals: they describe the plot, delve more deeply into the characters and themes that make the book unique, and include quotations and examples from the book. Below are some resources to help you succeed in summarizing and analyzing your chosen text.

Plot Summary and Description

"How Do You Write a Plot Summary?" ( Reference )

This short article presents the goals of writing a plot summary, and suggests a word limit. It emphasizes that you should stick to the main points and avoid including too many specific details, such as what a particular character wears.

"How to Write a Plot for a Book Report" ( The Pen & The Pad )

In this article from a resource website for writers, Patricia Harrelson outlines what information to include in a plot summary for a book report. 

"How to Write a Book Summary" (WikiHow)

Using Harry Potter and the Sorcerer’s Stone as an example, this WikiHow article demonstrates how to write a plot summary one step at a time.

Analyzing Characters and Themes

"How to Write a Character Analysis Book Report" ( The Pen & The Pad )

Kristine Tucker shows how to write a book report focusing on character. You can take her suggestions as they are, or consider  incorporating them into the more traditional book report format.

"How to Write a Character Analysis" (YouTube)

The SixMinuteScholar Channel utilizes analysis of the film  Finding Nemo to show you how to delve deeply into character, prioritizing inference over judgment.

"How to Define Theme" ( The Editor's Blog )

Fiction editor Beth Hill contributes an extended definition of theme. She also provides examples of common themes, such as "life is fragile."

"How to Find the Theme of a Book or Short Story" ( ThoughtCo )

This blog post from ThoughtCo. clarifies the definition of theme in relation to symbolism, plot, and moral. It also offers examples of themes in literature, such as love, death, and good vs. evil.

Selecting and Integrating Quotations

"How to Choose and Use Quotations" (Santa Barbara City College)

This guide from a college writing center will help you choose which quotations to use in your book report, and how to blend quotations with your own words.

"Guidelines for Incorporating Quotes" (Ashford Univ.)

This PDF from Ashford University's Writing Center introduces the ICE method for incorporating quotations: introduce, cite, explain.

"Quote Integration" (YouTube)

This video from The Write Way YouTube channel illustrates how to integrate quotations into writing, and also explains how to cite those quotations.

"Using Literary Quotations" (Univ. of Wisconsin-Madison)

This guide from the University of Wisconsin-Madison’s Writing Center helps you emphasize your analysis of a quotation, and explains how to incorporate quotations into your text.

Conclusions to any type of paper are notoriously tricky to write. Here, you’ll learn some creative ways to tie up loose ends in your report and express your own opinion of the book you read. This open space for sharing opinions that are not grounded in critical research is an element that often distinguishes book reports from other types of writing.

"How to Write a Conclusion for a Book Report" ( Classroom )

This brief article from the education resource  Classroom illustrates the essential points you should make in a book report conclusion.

"Conclusions" (Univ. of North Carolina)

The University of North Carolina at Chapel Hill’s Writing Center lays out strategies for writing effective conclusions. Though the article is geared toward analytical essay conclusions, the tips offered here will also help you write a strong book report.

"Ending the Essay: Conclusions" (Harvard College Writing Center)

Pat Bellanca’s article for Harvard University’s Writing Center presents ways to conclude essays, along with tips. Again, these are suggestions for concluding analytical essays that can also be used to tie up a book report's loose ends.

Reading closely and in an engaged manner is the strong foundation upon which all good book reports are built. The resources below will give you a picture of what active reading looks like, and offer strategies to assess and improve your reading comprehension. Further, you’ll learn how to take notes—or “annotate” your text—making it easier to find important information as you write.

How to Be an Active Reader

"Active Reading Strategies: Remember and Analyze What You Read" (Princeton Univ.)

Princeton University’s McGraw Center for Teaching and Learning recommends ten strategies for active reading, and includes sample diagrams.

"Active Reading" (Open Univ.)

The Open University offers these techniques for reading actively alongside video examples. The author emphasizes that you should read for comprehension—not simply to finish the book as quickly as possible.

"7 Active Reading Strategies for Students" ( ThoughtCo )

In this post, Grace Fleming outlines seven methods for active reading. Her suggestions include identifying unfamiliar words and finding the main idea. 

"5 Active Reading Strategies for Textbook Assignments" (YouTube)

Thomas Frank’s seven-minute video demonstrates how you can retain the most important information from long and dense reading material.

Assessing Your Reading Comprehension

"Macmillan Readers Level Test" (MacMillan)

Take this online, interactive test from a publishing company to find out your reading level. You'll be asked a number of questions related to grammar and vocabulary.

"Reading Comprehension Practice Test" (ACCUPLACER)

ACCUPLACER is a placement test from The College Board. This 20-question practice test will help you see what information you retain after reading short passages.

"Reading Comprehension" ( English Maven )

The English Maven site has aggregated exercises and tests at various reading levels so you can quiz your reading comprehension skills.

How to Improve Your Reading Comprehension

"5 Tips for Improving Reading Comprehension" ( ThoughtCo )

ThoughtCo. recommends five tips to increase your reading comprehension ability, including reading with tools such as highlighters, and developing new vocabulary.

"How to Improve Reading Comprehension: 8 Expert Tips" (PrepScholar)

This blog post from PrepScholar provides ideas for improving your reading comprehension, from expanding your vocabulary to discussing texts with friends.

CrashCourse video: "Reading Assignments" (YouTube)

This CrashCourse video equips you with tools to read more effectively. It will help you determine how much material you need to read, and what strategies you can use to absorb what you read.

"Improving Reading Comprehension" ( Education Corner )

From a pre-reading survey through post-reading review, Education Corner  walks you through steps to improve reading comprehension.

Methods of In-text Annotation

"The Writing Process: Annotating a Text" (Hunter College)

This article from Hunter College’s Rockowitz Writing Center outlines how to take notes on a text and provides samples of annotation.

"How To Annotate Text While Reading" (YouTube)

This video from the SchoolHabits YouTube channel presents eleven annotation techniques you can use for better reading comprehension.

"5 Ways To Annotate Your Books" ( Book Riot )

This article from the Book Riot  blog highlights five efficient annotation methods that will save you time and protect your books from becoming cluttered with unnecessary markings.

"How Do You Annotate Your Books?" ( Epic Reads )

This post from Epic Reads highlights how different annotation methods work for different people, and showcases classic methods from sticky notes to keeping a reading notebook.

Students at every grade level can benefit from writing book reports, which sharpen critical reading skills. Here, we've aggregated sources to help you plan book report assignments and develop rubrics for written and oral book reports. You’ll also find alternative book report assessment ideas that move beyond the traditional formats.

Teaching Elementary School Students How to Write Book Reports

"Book Reports" ( Unique Teaching Resources )

These reading templates courtesy of Unique Teaching Resources make great visual aids for elementary school students writing their first book reports.

"Elementary Level Book Report Template" ( Teach Beside Me )

This   printable book report template from a teacher-turned-homeschooler is simple, classic, and effective. It asks basic questions, such as "who are the main characters?" and "how did you feel about the main characters?"

"Book Reports" ( ABC Teach )

ABC Teach ’s resource directory includes printables for book reports on various subjects at different grade levels, such as a middle school biography book report form and a "retelling a story" elementary book report template.

"Reading Worksheets" ( Busy Teacher's Cafe )

This page from Busy Teachers’ Cafe contains book report templates alongside reading comprehension and other language arts worksheets.

Teaching Middle School and High School Students How to Write Book Reports

"How to Write a Book Report: Middle and High School Level" ( Fact Monster)

Fact Monster ’s Homework Center discusses each section of a book report, and explains how to evaluate and analyze books based on genre for students in middle and high school.

"Middle School Outline Template for Book Report" (Trinity Catholic School)

This PDF outline template breaks the book report down into manageable sections for seventh and eighth graders by asking for specific information in each paragraph.

"Forms for Writing a Book Report for High School" ( Classroom )

In this article for Classroom,  Elizabeth Thomas describes what content high schoolers should focus on when writing their book reports.

"Forms for Writing a Book Report for High School" ( The Pen & The Pad )

Kori Morgan outlines techniques for adapting the book report assignment to the high school level in this post for The Pen & The Pad .

"High School Book Lists and Report Guidelines" (Highland Hall Waldorf School)

These sample report formats, grading paradigms, and tips are collected by Highland Hall Waldorf School. Attached are book lists by high school grade level.

Sample Rubrics

"Book Review Rubric Editable" (Teachers Pay Teachers)

This free resource from Teachers Pay Teachers allows you to edit your book report rubric to the specifications of your assignment and the grade level you teach.

"Book Review Rubric" (Winton Woods)

This PDF rubric from a city school district includes directions to take the assignment long-term, with follow-up exercises through school quarters.

"Multimedia Book Report Rubric" ( Midlink Magazine )

Perfect for oral book reports, this PDF rubric from North Carolina State University's Midlink Magazine  will help you evaluate your students’ spoken presentations.

Creative Book Report Assignments

"25 Book Report Alternatives" (Scholastic)

This article from the Scholastic website lists creative alternatives to the standard book report for pre-kindergarteners through high schoolers.

"Fresh Ideas for Creative Book Reports" ( Education World )

Education World offers nearly 50 alternative book report ideas in this article, from a book report sandwich to a character trait diagram.

"A Dozen Ways to Make Amazingly Creative Book Reports" ( We Are Teachers )

This post from We Are Teachers puts the spotlight on integrating visual arts into literary study through multimedia book report ideas.

"More Ideas Than You’ll Ever Use for Book Reports" (Teachnet.com)

This list from Teachnet.com includes over 300 ideas for book report assignments, from "interviewing" a character to preparing a travel brochure to the location in which the book is set.

"Fifty Alternatives to the Book Report" (National Council of Teachers of English)

In this PDF resource from the NCTE's  English Journal,  Diana Mitchell offers assignment ideas ranging from character astrology signs to a character alphabet.

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How to Write A Book Report

Here are a few more tips for writing an effective and critical book report, related posts:, post navigation.

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How To Write a Good Book Report in Seven Steps

Are you having trouble writing your book report? Don’t worry, you’ve come to the right place. We’re going to give you seven easy steps that’ll help you write the perfect book report.

Quick Summary on How To Write a Book Report

• As you read the book, highlight and take notes.
• Reread the instructions of the assignment.
• Organize your notes and create an outline.
• Write a compelling introduction.
• Include quotations, examples, and supporting evidence in the body paragraphs.
• Encapsulate the main point of your text in the conclusion.
• Edit and proofread.

What Is a Book Report?

A book report is an essay in which students explain and support their thoughts and views on a story, novel, or any other literary work.

There are several different types of book reports. Regardless of which type you’re writing, teachers and professors usually assign book reports as a way to ensure that their students have thoroughly understood the book. Below, we’ll go over how to write a good book report in seven easy steps.

How To Write a Book Report

1. as you read the book, highlight and take notes..

The first step of writing a good book report is to read the book, of course. However, it’s important to highlight and takes notes while reading it. Highlight anything that stands out to you or that evokes certain emotions. Write notes on patterns, themes, and characters. If you’re writing a book report on a nonfiction book, write notes on the major points of the book and what you think about them.

2. Revisit and reread the instructions of the assignment.

Once you’re done reading and taking notes, reread the instructions of the assignment. Find what it is you’re supposed to write about. Is it a character analysis? A plot summary? An exploration of themes and patterns, or something else? It’s also essential to follow the formatting guidelines, so make sure to use the correct font and spacing. If you have any questions, reach out to your teacher or professor.

3. Organize your notes and create an outline.

Gather your notes and arrange them into categories. Once you’ve completed this, write an outline and organize the categories to become the paragraphs of your book report. Jot down bullet points on what each paragraph will include and what part of the book can support it. As you start writing the book report, remain flexible. You don’t have to follow the outline exactly. You may realize that a few edits create a better flow.

4. Write a compelling introduction.

The introduction should be informative and catchy. You may want to start with a quote, climactic scene, or an unusual observation you had while reading the book. Towards the end of the introduction, you should write a one or two-sentence summary about the book, and then the last sentence should explain what exactly you’ll be writing about in the rest of the report.

Book Report Elements

Keep in mind that all book reports should contain:

• The name and author of the book.
• A thesis statement.
• If you're writing about a fiction book, mention the setting, time period, and characters.
• If you’re writing about a nonfiction book, mention the author’s main point in writing the book.
• Evidence to support your arguments.

5. Include quotations, examples, and supporting evidence in the body paragraphs.

The body paragraphs are where you can include quotations, examples, and supporting evidence that bring your book report together.

For example, let’s say you’re writing a character analysis. You believe that the character that everyone sees as the protagonist is actually the antagonist. You should write why you believe that and include specific scenarios that help prove your point.

Or if you’re writing about a non-fiction book, you could use the body paragraphs to write about why you agree or disagree with the author. Similarly, you’d have to use examples and evidence to support your argument.

It’s a good idea to start off with your most compelling, evidence-backed point. Leave the weakest arguments for the middle, and end with another strong point. Lastly, whether you’re writing about fiction or non-fiction, commenting on writing style and tone is recommended (especially if it’s explicitly requested in the instructions).

6. Encapsulate the main point of your text in the conclusion.

The conclusion is just as important as the introduction, so make sure to set aside enough time to write one (students tend to rush through this part). Use the concluding paragraph to pull all your arguments together. Reiterate again what the main point was about, and then briefly summarize the main idea of your book report.

7. Edit and proofread.

Now that you’ve completed the first draft of your book report, it’s time to reread and make edits if needed. Are there any paragraphs you can move around that’ll improve the rhythm of your writing? Do you have enough evidence to back up your claims? Is your introduction captivating and descriptive?

While you’re rereading the book report, you should also be looking for typos and spelling, grammar, and punctuation mistakes. If you want an extra set of eyes to look for all types of errors, you should use LanguageTool as your spelling and grammar checker. Not only will this advanced editor correct mistakes, but it supports more than twenty languages—meaning your book report will be perfect regardless of which language you’re writing it in.

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How to Teach Satire to High School Students

As English teachers, we love satire! What’s not to enjoy when you’re reading funny, witty literature? However, when it comes to teaching satire, it’s not always a bunch of laughs. Satire is a complicated concept that your students might struggle to understand. In this post, I hope to share some tips for teaching satire to your high school English students. 

Need a satire lesson NOW ? Grab my done-for-you Satire Introduction Lesson here.

Why Teach Satire?

Satire is a powerful tool for commentary, critique, and, most importantly, humor. Introducing high school students to the art of satire can be a rewarding, fun, and enlightening experience.

Cultivate Critical Thinking

Satire challenges students to think critically about the world around them. By analyzing satirical works, students learn to identify underlying issues, question societal norms, and understand the power of satire in bringing attention to important topics.

Enhance Language Skills

The study of satire hones language skills by requiring students to grasp subtle nuances, wordplay, and irony. By closely examining satirical texts, students improve their vocabulary and gain a deeper understanding of rhetorical devices.

Engage with Contemporary Issues

Satire is a timeless genre that adapts to reflect the concerns of each generation. Teaching satire allows students to connect with and comment on contemporary issues in a relatable and humorous manner.

Separate Fact from Fiction

More and more we’re seeing students unable to distinguish between real news and satire. Teaching students about satire directly will show them how to distinguish false stories from real ones. 

I can’t tell you how many times a student has come to me with an Onion news article believing it was 100% real. Teaching satire can help our students avoid tragedies like this.

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How to Teach Satire to High School Students Step #1: Definitions and Examples

Begin by defining satire and providing examples from various mediums such as literature, film, and cartoons. Help students understand the diverse ways in which satire can manifest.

Give students a broad overview of satire as a genre. 

It might help to discuss some modern-day examples. If you mention SNL , Family Guy , The Simpsons , or The Daily Show , your students are bound to have an “a-ha” moment. 

It’s important to emphasize to students that satire isn’t just humor–it’s being funny while critiquing society. 

How to Teach Satire to High School Students Step #2: Analyze Satirical Techniques

Break down satirical techniques, such as exaggeration, irony, parody, and sarcasm. Encourage students to identify these elements in different media examples and discuss their impact on the overall message.

Go through satirical techniques one by one and offer examples of each for students. 

YouTube clips can be especially helpful here. 

Combing YouTube for examples of satirical techniques can take hours–trust me on this. If you’d like to skip this step, you can grab my done-for-you Satire Introduction Lesson. 

One of the resources you’ll get In this lesson is a slideshow with a list of satirical techniques and links to pertinent examples. 

You can, however, take examples from any media. Political cartoons might be another great place to find short, quick examples of each technique. 

How to Teach Satire to High School Students Step #3: Examine a Longer Work

Once students have a foundational understanding of satire and satirical techniques, it’s time to put that knowledge into practice. 

Give students a longer, but easy-to-understand piece of satire to analyze. You don’t want this first big example to be too long, too complex, or require a lot of context to understand. 

In my Satire Introduction Lesson , I use Dr. Seuss’s “The Lorax.” The film Shrek is another great example if you have the time. 

These examples don’t require days of background building or high reading levels to understand. Students can jump right in and start looking for satirical techniques and the overall message. 

Ask students to identify as many techniques as they can and to try and find the criticism being made of society. 

How to Teach Satire to High School Students Step #4: Increase the Difficulty

Now that students have some practice under their belts, it’s time to let them analyze something even more difficult. 

Chances are, you wanted students to learn about satire because you had a longer work you wanted them to analyze. Now’s the time to introduce that text. 

“A Modest Proposal” by Jonathan Swift is a classic satirical text that students could analyze next. Mark Twain and George Orwell are other classic authors whose works you can explore. 

If you’d rather students analyze images instead of or in addition to text, The National Archives and Records Administration put out this wonderful PDF . It’s full of political cartoons with some historical backgrounds and an explanation of the satire behind each. 

Whichever text you choose, be sure to prep students accordingly. Review the historical context of the text and frontload any necessary vocabulary. 

If students still struggle, you may want to consider letting them work in partners or groups. 

How to Teach Satire to High School Students Step #5: Have Students Create Their Own Satire

If you still have time in your satire unit, consider challenging students to create their own satirical work. 

Start by having students choose an aspect of society today to criticize. 

You can let them choose their medium–video, political cartoon, essay, etc.–or assign one to the class. 

Make the requirements very clear. Do they need to include one satirical technique? Or at least three? Does their political cartoon need to be inked or in color? 

Be sure to give your students a comprehensive rubric before they begin working. Then, enjoy the results!

You’ll want to also find a way for students to enjoy one another’s work whether you host a gallery or upload everyone’s work for all to enjoy. 

Teaching satire to high school English students is an enriching journey that goes beyond the confines of the classroom. By exploring the nuances of satire, students not only develop a deeper appreciation for literature but also cultivate critical thinking skills that will serve them well in navigating the complexities of the world. 

As educators, let us empower the next generation with the wit and wisdom that satire offers, encouraging them to engage thoughtfully and humorously with the world around them.

You can save time and tons of prep work by starting with this Satire Introduction Lesson . Inside, you’ll find an editable slideshow, a student handout, an exit ticket, and a graphic organizer for analyzing any satire. 

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Using Satire in the Classroom

How two professors used their students’ submissions to get published*.

*Don’t worry, this is the Office of Public Relations’ feeble attempt at sarcasm—Professors Jacklosky and Leporati would never. They are exceptional, plus they fully collaborated with their students for their research and this publishing experience.

Rob Jackolsy, Ph.D. , Professor of English and Matthew Leporati, Ph.D. , Assistant Professor of English wrote a chapter called “Peeling The Onion: Pop Culture Satire in the Writing Classroom” in a collection that appears in Isn’t It Ironic? Irony and Popular Culture . The chapter is based on their use of satire in teaching the Mount’s ENGL 203 Writing Workshop, an advanced composition course offered every spring for select freshmen who are nominated by their ENGL 110 Writing in Context I instructors—as well as some upperclassmen who are English majors or writing minors.

The chapter explores theory and the practice of bringing satire into the classroom, and even includes an exercise led by our two extraordinary professors where students composed their own satirical pieces—so, it’s no surprise the article includes some of those creative, divergent-thinking excerpts.

Let’s get to the bottom of how the two professors used their teaching acumen to incorporate satire into the classroom, helping their students improve as writers, grow as thinkers and citizens, and even be published.

Why did you decide to use satire in ENGL 203 Writing Workshop and how do you integrate it in the course?

Matthew Leporati [ML]: ENGL 203 starts with a unit on tone in writing and I realized in the process of teaching the course that I needed to give more attention to satire, which is an important rhetorical mode that utilizes tone—and it is one that students generally don’t have a firm grasp on. As we discuss in the article, students often don’t “get” satire when we introduce it. I’ve brought articles from The Onion to class and a lot of times students don’t realize the target of the joke or how the humor is operating in the piece.

After the unit on tone, we have our classes study Jonathan Swift’s classic satirical text A Modest Proposal , which famously addresses the problem of Irish poverty by proposing selling the babies of impoverished families as food. Once we examine the techniques that Swift uses, we bring in satirical articles from pop culture sources and examine how they use those similar techniques to criticize contemporary injustices. Finally, we lead our students through a series of exercises to produce their own satirical texts.

How are students selected to take ENGL 203?

[ML]: ENGL 203 is an advanced composition course that is mostly for first-year writers who have been recommended by their ENGL 110 instructor. Freshmen who are recommended for the course may choose to take it as a substitute for the ENGL 120 [Writing in Context II] requirement. Sometimes, writing minors or English majors who need an additional three credits will take the class at the discretion of the instructor, but functionally it’s a more advanced 120 class intended primarily for freshmen.

Robert Jacklosky [RJ]: Yes, these are usually gifted students in ENGL 203, either identified by their ENGL 110 instructors or English majors/minors. But they are usually very good at traditional academic critical essays that you’d write in ENGL 110. There is still a reluctance to take a “risk” on writing original material since the way they got to ENGL 203 was writing critical essays that habitually got As. So, you have to coax them in a different way than a student who gets Bs or Cs in traditional academic writing and who’s eager to do something different.

What does the exercise where you guide students in composing their own satirical pieces look like?

[RJ]: As a first step, Matthew has this in-class prompt he borrowed from one of his mentors where the students read a traditional fable “The Princess and the Pea” and then they randomly pick from a set characters with comic potential—”a jealous half-sister of princess” or the prince’s “the fraternity brother”—and write the same story from that point of view and tone. It tends to loosen them up and when they read them out loud for the class, they get lots of positive feedback. I have them do all the writing in class so they have the excuse and pressure of “not much time” and I think that gives them confidence and sets the table for the Johnathan Swift satire which is more ambitious. They get to work on that at home over the usual revision cycle.

We then read with them a lot contemporary satire. Matthew tends to use The Onion and I tend to use McSweeney’s Internet Tendency and “Shouts & Murmurs” from The New Yorker . All these show them that satire can be about their own concerns (being angry about something really helps satire) ranging from terrible boyfriends to highway driving, to men who catcall at them in the streets. I have my own comic pieces in McSweeney’s that I mostly don’t alert them to because they aren’t useful models for satire that once in a while, if I’m feeling comfortable with a group, I’ll point out to them. And I think they are amazed that a person could be a professor and write moderately funny things. Since, for them, academics are often defined as the opposite of fun. Historically, when you introduce a satire as funny in a classroom, it automatically is not funny because it’s in a classroom. That says something about the disconnect between academics and enjoyment, and making yourself vulnerable in writing comedy that having them write their own satires tends to highlight. When they write their own funny thing in a classroom, they have to admit it’s possible to have fun in a classroom.

Why is satire important in the writing workshop and how does it make students better writers?

[ML]: We argue in the chapter that being able to grasp and compose satire requires readers and writers to have a nuanced understanding of audience, tone, and argument. Mastering satire requires students to develop abilities that make them more persuasive writers in general, more nuanced thinkers, and even more ethical citizens who have more rhetorical tools to attack injustice through humor.

[RJ]: For years, I’ve been giving students a “creative option” in my comedy classes. Instead of writing a critical analysis of a short story or play, they could write an original in “the style of”—which is in some ways much harder—to capture the structure, tone, or angle that makes a piece work. It also works a different set of muscles that students might not get a chance to show off in ordinary assignments. For instance, a student who was getting Cs in critical analysis papers wrote a piece of pure comedy and got an A—and was amazed. But as I told him, it was better writing because he felt “freed up” and he found his exuberance and voice that was constrained by traditional assignments. And that confidence can carry over into their academic writing.

Matthew and I would talk about comedy pieces in our respective classes, and how hard it was to get students (especially the current generation that wasn’t brought up on irony and satire, like we were with SNL , Second City TV , Monty Python , and National Lampoon ) to hear tone in various pieces. You could describe it or tell them why it was a certain tone and therefore funny, but explaining comedy famously doesn’t work.  These exercises allow them to walk past that barrier and get “inside.” They find they can do it even if they can’t at first hear it in other, older pieces that may have lost their comic zing over time.

Finally, I’d say writing about something you’re passionate about or angry at sharpens the writing, makes it more specific and cohesive. And that carries back over into the academic writing. Students are often told to be dispassionate and analytical—which obviously has its place—but it can sap the energy of a piece.

Why did you decide to have a chapter published on the topic and how did you choose the publication?

[ML]: I saw a call for papers soliciting chapters for a book about irony in popular culture. I saw this call right around the time I was planning a lesson on satire, and I realized that what Rob and I were doing with our classes—using articles from The Onion and other popular forms of satire in the classroom—fit this publication nicely. Rob and I developed a proposal for a chapter and it was enthusiastically received.

Why do you believe it is important for the young writers in your classrooms that your chapter about satire and their writing were featured in this publication?

[ML]: We both strongly believe that teaching and scholarship inform each other. What we do in the classroom is an important part of how we develop our scholarly publications, and we publish not only to share our insights with other academics but to hone our teaching even further. Our chapter ends with some ideas for how we might further develop these lessons in future classes, and it’s our hope that those who read our chapter will be inspired to incorporate satire more fully into their own classrooms.

I think it’s important for our students to understand that what we do in the classroom isn’t isolated from the rest of the universe. We deal with important topical issues in class and the work we do in class also feeds into a participation in a broader scholarly conversation in academic publications.

Our chapter features some of the satirical pieces written by students, whom we acknowledge by name, and that’s a very concrete way our students can see themselves as participating in a broader academic discourse.

[RJ]: I was really attracted to this idea of using the actual student writing that came out of our classrooms. The students were so excited to learn that excerpts from their pieces written for and sometimes in the class were going to appear in a book with their names attached. It was immensely gratifying for us to give them that opportunity and exposure since these were very funny pieces.

Can you describe the origins of the chapter and talk about the writing process? 

[ML]: The chapter grew organically out of our teaching and collaboration. Rob and I have had many conversations about teaching tone and satire, and we had observed privately how students often don’t “get” it. When the opportunity arose to write about it and describe what we were doing in class, it sharpened what we were doing in class, and our work in the classroom sharpened our writing about it.

I see scholarly writing—much like I’m always telling students about their own academic writing—as a product of community and collaboration. Our chapter is the product of many conversations and emails and drafts—many, many drafts—going back and forth, adding things and taking things out, playing around with different ways of phrasing.

In short, the process of writing this chapter was like a version of what we encourage our students to do: prewrite, draft, revise, edit, revise. That’s the great thing about teaching writing: we get to practice what we teach. And that process enriches the classroom and the world outside the classroom as well.

[RJ]: I want to pay Matthew a compliment here so I hope he doesn’t blush. He is an ideal collaborator: smart, generous, patient and keen-eyed. It helped that we began on the same page about this, and the same philosophy—that our students often produced astonishing work if they were allowed to get inside of satire and find their voices. But our own process of writing and trading those many drafts for me was a pure pleasure. I could see what Matthew was doing and made my contributions. I have to point out this is not always the case with writing collaborations which can be painful. I think we—more than once—called the process “seamless.” Even the students’ work seemed to slot in naturally, completing our arguments and confirming our hypothesis.

About the Chapter This chapter examines the ways in which ironic popular culture texts can be incorporated into the college writing and literature classrooms in order to help students develop into more rigorous thinkers and writers. As college instructors of basic and advanced writing, we have observed that our students struggle with irony and satire. Although satire seems more prevalent than ever in a ‘post-truth’ world awash with online ‘trolls,’ young people today curiously appear to have more difficulty navigating this rhetorical mode, not less. Our chapter proposes that students’ difficulties in parsing satirical texts not only reveal insights about the contemporary political climate, they also reflect a difficulty among students in grappling with nuance. Incorporating satire more fully into the classroom can help students both improve as writers and grow as thinkers and citizens. This chapter seeks to extend the insights of recent discussions of satire by stressing how teaching this rhetorical mode through popular culture texts offers opportunities for students to hone their abilities to parse and make logical arguments. We first draw upon class discussions with our respective students to reach tentative conclusions about the sources of resistance against satire. We then examine classroom strategies and assignments that help students engage with the rhetorical mode, using popular culture texts as models. We argue that training students in the skills needed to understand satire aids them in becoming more precise thinkers, appreciators of nuance in logical argument, and citizens increasingly resistant to social pressures to self-censor or to abandon sincerity altogether.

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How to write a book report

Published September 27, 2020. Updated May 8, 2022.

Book Report Definition

A book report is essentially the summarization of a fictional or non-fictional piece of literature.

Overview of Book Report

There are 10 steps that can be followed while writing a book report:

Step 1 – Carefully read the details of your assignment

Step 2 – Read the book

Step 3 – Take notes while reading

Step 4 – Create an outline

Step 5 – Write the introductory paragraph

Step 6 – Provide some background information

Step 7 – Summarize the book and provide analysis (if requested)

Step 8 – Write a concluding paragraph

Step 9 – Edit your book report

Step 10 – Revise and check your documentation of the primary text and any outside sources you used

Is a book report the same as a book review?

No, a book report is not the same as a book review. While a book review involves your personal opinions about the piece, a book report is usually free from judgment and comparisons to other books. That being said, different instructors have different ideas about book reports, and some will actually encourage you to voice your opinion as you write your report.

Worried about your writing? Submit your paper for a Chegg Writing essay check , or for an Expert Check proofreading . Both can help you find and fix potential writing issues.

Step 1: Carefully read the details of your assignment

Read the details of your assignment and make sure that you understand the task ahead. Instructors will have differing requirements, so here are a few common things to look for:

• Is there a word count or page requirement?
• The number of sources, the types of sources used (e.g., primary and secondary, peer-reviewed, etc.), where the sources are found, etc.
• Do you need to submit an outline or a thesis first?
• Are there formatting requirements? If yes, in what style? Most English and humanities courses require the use of MLA format.
• Do you need to add in-text citations and a bibliography or works cited page?
• Are there parameters around the type of book you can choose?

Make sure you understand whether your instructor thinks opinions are acceptable in a book report, or whether they simply want a fact-based overview of the book. Many instructors want students to pay special attention to specific aspects of the book, such as characters, themes, literary elements, etc.

• Have you carefully reviewed your assignment?
• Are there specific steps the professor requires for your book report?
• How does the essay need to be formatted?
• Does your book report require a bibliography and formal documentation?
• Do you need to submit an outline to your professor for approval before starting the formal drafting process?
• Are you required to summarize every chapter?

Step 2: Read the book

This step is pretty self-explanatory. Yes, you actually have to read the book in order to write a top-notch book report. While it’s true that you can find quick book summaries on the web, it’s always best to read the book yourself.

When you absorb the text yourself, you can contribute personal insights and analysis to your book report. In addition, most instructors can easily spot which students have actually read the book and which ones are simply basing their book report on someone else’s brief summary.

Step 3: Take notes while reading

Taking notes while you read a book (or any text) is an excellent strategy to help you better understand what you read and how to begin writing about it. This is referred to as annotation . It is a matter of personal preference as to whether you use an actual book or digital text.

Tips for annotation:

• Write (or type) notes in the margins.
• Underline important passages.
• Highlight sections you do not understand.
• Summarize long sections with a few main ideas.
• Identify main themes and arguments.
• Identify supporting details and sources the author uses to help prove her point.

You should also write down any direct quotes that you might want to use for your book report, but be careful not to stuff your report with too many quotes. By the time you have finished reading the book, you should have a plethora of information and insights from which to build your outline.

Step 4: Create an outline

After you’ve finished reading the entire book, it’s time to start thinking about the outline of your book report. This is the “skeleton” of your assignment, and creating an organized, general guideline will make the entire writing process easier and more streamlined.

Be careful not to go overboard when creating your outline. Remember, it’s going to be impossible to cover every single detail of the book you’ve read. Instead, target the most important moments or topics.

When creating your outline, you should also plan to devote a certain number of words to each topic or chapter. This ensures that you’re not placing too much emphasis (or too little) on one aspect of the book.

Step 5: Write the introductory paragraph

When you’re ready to start writing the main body of your book report, start with the introductory paragraph. Include the author’s name and the book’s title in the first sentence; maybe even a powerful quote that sums up the entire narrative. Remember, your first paragraph should grab the reader’s attention and “get them hooked.”

Finish your introductory paragraph with a summary of the entire book in one final sentence. Let the reader know what the book is all about before moving on.

Write from a critical point of view that assumes the reader is not familiar with the book or author at all. It is easy to mistakenly think of your audience as only your professor, but most of these assignments require you to write for a “general academic audience.” This audience would include your instructor that assigned the essay and will grade it, your classmates, and the larger academic community.

Step 6: Provide some background information

After you’ve finished your introductory paragraph, launch into your book report by providing the reader with some background information. For a fictional piece, this might involve going over the setting of the book. For a nonfiction piece, you can explore why the book was written and what kind of information it provides.

You might also want to talk about the time period in which the book was written and what the author was experiencing when he or she wrote it. In this second paragraph, you need to set the stage for the rest of the book report.

Step 7: Summarize the book and provide analysis (if requested)

It’s now time to summarize the book in its entirety. Follow your outline and go through each section. Refer to your notes and add direct quotes wherever necessary. This is the most important part of your book report and also the most time-consuming.

• Describe the setting (time and location).
• Introduce and summarize the main characters. How does the author develop them over the course of the book or narrative (story)?
• For books that contain many chapters, avoid summarizing every chapter in its entirety (unless required). Instead, focus your summary on major sections of the book and/ or plot developments.
• To keep the summary interesting, write about how the major events impact the characters.

Remember, a book report is more than simply summarizing each chapter.  What are the primary plot developments? Think about what the author is trying to say. Are there any major themes? What are his/her characters trying to communicate to the reader through their actions? How do the characters transform and evolve throughout the book? By the end of the story, are their worldviews different? If so, how?

If you’re writing a report on a nonfiction book, search for the author’s primary thesis statement or argument. Is the author trying to convince the reader about something? Is she successful in her argument? How and why? What makes the book persuasive and convincing? Your book report should show that you understand the author’s central argument and assess the credibility of the research/ support the author uses to make their thesis more persuasive.

Other topics to write about:

• Devote a few paragraphs to the style and tone of the book. You may choose to hint at these points in your introduction and then give examples in the summary you provide later in your paper.
• Other literary elements to write about include characterization, setting, themes, plot, dialogue, irony, and satire. For nonfiction books, give an overview of the research and outside support the author uses to make their point more persuasive.
• Again, refer to your notes. If a specific passage or quote has a distinctive style or tone, make sure to mention this.

Step 8: Write a concluding paragraph

After you’ve finished writing your book report, it’s time to wrap everything up with a concluding paragraph. Keep this paragraph concise, and don’t introduce any new ideas. Quickly summarize everything you’ve just said and write a few succinct sentences that reestablish the general outline of the book.

Many instructors have very clear instructions regarding the concluding paragraph, and some require you to mention the author’s name and the book’s title. If your instructor allows you to voice your opinion in your book report, the concluding paragraph is the ideal place to do so. For example, you can reveal whether you’d recommend the book to others and why.

Click here  to see a book report example.

Step 9: Edit your book report

While self-editing can be effective, it’s always helpful to use another pair of eyes. Ask a friend or your parents to read your book report. A fellow student may also edit your report.

Step 10: Revise and check your documentation of the primary text and any outside sources you used 

After an initial editing stage, go over the report once again and search for any glaring errors. These might be small grammatical or spelling mistakes. You should also check over your quotes to make sure they have been worded correctly and confirm any outside sources used.

Before you turn in that paper, don’t forget to cite your sources in APA format , MLA format , or a style of your choice.

Book report checklist

Here’s a checklist you can go over to make sure your book report is ready to hand in. Some of these items may not be required, and your professor may also have additional requirements not mentioned on this list. Because of this, it’s always a good idea to check the specific criteria of your book report before you hand it in. Ask yourself if you included the following:

• The author’s name
• The title of the book
• The publication date
• The name of your professor/instructor and class
• A bibliography or works cited page

Also make sure you mentioned all the major events, characters, and ideas within the story.

Additional tips for writing a book report

• Use a thesaurus to increase your vocabulary.
• Use transition words to ensure readability.
• Focus on the “why” instead of the “how.”
• When reading the book, search for a quote that encapsulates the entire narrative. You can use this in your introductory paragraph.
• Make sure you understand whether your instructor accepts personal opinions in the report and write it accordingly.
• Make sure to correctly cite from the primary source (the book) and any outside sources (if required or allowed).
• Use current MLA documentation style, unless otherwise directed.
• Use concise and engaging language, logical organization, and a variety of summary, paraphrasing, short direct quotations, and explanations that lead the reader through each section you are writing about.
• Avoid unnecessary wordiness, repetition, slang, jargon, informal phrases, and, obviously, grammatical mistakes.

Example book report on One Hundred Years of Solitude

By Andy Block. Block received his B.A. in English from the University of South Carolina and his M.A. in comparative literature from the University of New Mexico. After teaching ESL in Asia and Europe as well as public school in New York City, briefly, Andy taught writing at a community college for more than a decade — before transitioning to a new career in EdTech. He is currently at work on a creative non-fiction book and enjoys freelance writing.

Common Writing Assignments, Apps & Tests

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Purdue Online Writing Lab Purdue OWL® College of Liberal Arts

Writing a Book Report

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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:

• 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.

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Students will consider the different ways that humor can be used by a writer to criticize people, practices, and institutions that he or she thinks are in need of serious reform. Students will read satirists ranging from classical Rome to modern day to examine how wit can be used to make important points about culture.

ACCOMPLISHMENTS

• Students research an aspect of modern life that they would like to lampoon.
• Students read from satirists across history to absorb the style and forms of humor and institutions satirized.
• Students write their own satire, drawing on techniques of famous satirists to criticize their targets.

GUIDING QUESTIONS

These questions are a guide to stimulate thinking, discussion, and writing on the themes and ideas in the unit. For complete and thoughtful answers and for meaningful discussions, students must use evidence based on careful reading of the texts.

• What is satire, and when is it too harsh?
• How can humor and irony make you more persuasive?
• What do you think is funny? How far would you go to satirize it?
• Who gets more reaction—satirists or protestors?
• Grade 12 ELA

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Education Standards

Wyoming standards for english language arts.

Learning Domain: Language

Standard: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Standard: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Standard: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Standard: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies.

Standard: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Learning Domain: Reading for Informational Text

Standard: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

Standard: By the end of grade 11, read and comprehend literary nonfiction in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11–CCR text complexity band independently and proficiently.

Standard: Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.

Standard: Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.

Standard: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).

Standard: Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.

Standard: Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.

Standard: Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.

Learning Domain: Reading for Literature

Standard: Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.

Standard: Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).

Standard: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)

Standard: Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).

Learning Domain: Speaking and Listening

Standard: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

Standard: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.

Standard: Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range or formal and informal tasks.

Standard: Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. (See grades 11-12 Language standards 1 and 3 on page 54 for specific expectations.)

Learning Domain: Writing

Standard: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Standard: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Standard: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

Standard: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 11-12 on page 55.)

Standard: Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

Standard: Draw evidence form literary or informational texts to support analysis, reflection, and research.

Maryland College and Career Ready English Language Arts Standards

Standard: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11-12 reading and content, choosing flexibly from a range of strategies.

Standard: By the end of grade 11, read and comprehend literary nonfiction in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11-CCR text complexity band independently and proficiently.

Standard: Determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.

Learning Domain: Reading Literature

Standard: Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).

Standard: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11���12 topics, texts, and issues, building on others�۪ ideas and expressing their own clearly and persuasively.

Standard: Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.

Standard: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1���3 above.)

Standard: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1���3 up to and including grades 11-12 on page 55.)

Common Core State Standards English Language Arts

Cluster: Key Ideas and Details.

Cluster: Craft and Structure.

Cluster: Range of Reading and Level of Text Complexity.

Cluster: Integration of Knowledge and Ideas.

Cluster: Text Types and Purposes.

Cluster: Range of Writing.

Cluster: Production and Distribution of Writing.

Cluster: Research to Build and Present Knowledge.

Cluster: Comprehension and Collaboration.

Cluster: Presentation of Knowledge and Ideas.

Cluster: Conventions of Standard English.

Cluster: Knowledge of Language.

Cluster: Vocabulary Acquisition and Use.

“Once Upon a Time” Annotation  

File size 478.0 KB

“The Country Mouse and The Town Mouse” Annotation  

File size 393.7 KB

Gulliver’s Travels Annotation  

File size 231.5 KB

“Satire XIV: Bad Parenting” From The Satires Annotation  

File size 411.1 KB

“Poverty’s Poster Child” Annotation  

File size 507.9 KB

“A Modest Proposal” Annotation  

File size 391.3 KB

• Roots of Satire

• Common Targets of Satire

• Voices of Satire