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So What Do You Think? Writing a Review

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So What Do You Think? Writing a Review

Grade Levels

10th Grade, 11th Grade, 12th Grade, 9th Grade

Course, Subject

Related Academic Standards
  • Big Ideas
    Comprehension requires and enhances critical thinking and is constructed through the intentional interaction between reader and text
    Information to gain or expand knowledge can be acquired through a variety of sources.
  • Concepts
    Essential content of text, including literary elements and devices, inform meaning
    Essential content, literary elements and devices inform meaning
    Informational sources have unique purposes.
    Organization of information facilitates meaning.
    Textual structure, features and organization inform meaning
    Validity of information must be established.
  • Competencies
    Analyze and evaluate information from sources for relevance to the research question, topic or thesis.
    Analyze the use of facts and opinions across texts
    Cite all sources properly when quoting, paraphrasing or summarizing.
    Critically evaluate primary and secondary sources for validity, perspective, bias, and relationship to topic.
    Document sources of information, including references and works cited, using an appropriate style (e.g.: MLA, APA, Chicago).
    Evaluate information from a variety of reference sources for its relevance to the research question, topic or thesis.
    Evaluate organizational features of text (e.g. sequence, question/answer, comparison/contrast, cause/effect, problem/solution) as related to content to clarify and enhance meaning
    Evaluate the characteristics of various genre (e.g. fiction and nonfiction forms of narrative, poetry, drama and essay) to determine how the form relates to purpose.
    Evaluate the effects of inclusion and exclusion of information in persuasive text
    Evaluate the presentation of essential and nonessential information in texts, identifying the author’s implicit or explicit bias and assumptions
    Evaluate the relevance and reliability of information, citing supportive evidence and acknowledging counter points of view in texts
    Evaluate the relevance and reliability of information, citing supportive evidence in texts
    Evaluate the use of graphics in text as they clarify and enhance meaning
    Identify and evaluate essential content between and among various text types
    Summarize, draw conclusions, and make generalizations from a variety of mediums
    Synthesize information gathered from a variety of sources.
    Use and cite evidence from texts to make assertions, inferences, generalizations, and to draw conclusions


Teenagers are often outspoken and opinionated. Writing reviews of the literature they read gives them a chance to express their ideas while developing style and voice. This lesson uses discussion of student opinions about yesterday's lunch or a popular TV show serves as an introduction to the genre of reviews. Students then read and analyze conflicting reviews. After examining samples of movie, music, restaurant, and book reviews, students devise guidelines for writing interesting and informative reviews. They then produce their own reviews of the literature they’re reading in class. Finally, students compare their ideas and their pieces with published reviews of the same piece of literature.

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So What Do You Think? Writing a Review

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