How to Write a Book Report

Before you write, read. There’s no substitute for reading the book. Choose a book you’ll enjoy—reading should be fun, not a chore! Read with a pen and paper at your side. Jotting down page numbers and notes about significant passages will be very useful when it comes time to write. Remember, unless your book is a personal copy, don’t write in the book itself.

Use a Book Report Outline
After reading the book, you are ready to start the writing process. In writing a book report, or any writing prompt, you’ll find writing easier if you follow the proven steps of the writing process: prewriting, writing, revising, editing, and publishing.

In the first step, prewriting, you’ll plan what you want to say. An outline is a great prewriting tool for book reports. Start your book report outline with the following five ideas. Each idea should correspond to a paragraph:

1. Introduction
2. Summary of Book
3. Book Details: Characters
4. Book Details: Plot
5. Evaluation and Conclusion

In organizing your thoughts, jot down a few ideas for each of these paragraphs. 

Introductory Paragraph
Most book reports begin with the basic information about the book: the book’s title, author, genre, and publication information (publisher, number of pages, and year published). The opening paragraph is also your opportunity to build interest by mentioning any unusual facts or circumstances about the writing of the book or noteworthy credentials of the author. Was the book a bestseller? Is the author a well-known authority on the subject? Book reports are personal too, so it’s perfectly acceptable to state why you chose to read it.

What’s the Book About?
In the body of the book report—paragraphs 2, 3, and 4—you’ll describe what the book is about. This is your chance to show you’ve read and understood the book. Assuming you’ve read a fiction book, here are helpful writing tips:

Summary: Start this paragraph by writing an overview of the story, including its setting, time period, main characters, and plot. Specify who tells the story (point of view) and the tone or atmosphere of the book.

Character Details: In this paragraph, describe the main characters and identify the major conflict or problem the main characters are trying to solve. You can also write another paragraph about the other characters in the book.

Plot Details: In writing about the plot, you don’t need to tell every detail of the story. Instead, focus on the main sequence of events. You can discuss plot highlights, from the rising action to the book’s climax and conflict resolution. Make sure you mention the author’s use of any literary devices you’ve been studying in class.

Personal Evaluation and Conclusion
You’ll like writing the final paragraph because it is here that you’ll be able to offer your own critique of the book. What are the book’s strengths and weaknesses? Did the book hold your interest? What did you learn from the book? If you read a work of fiction, how did the book affect you? If you read non-fiction, where you swayed by the author’s arguments? Try to be balanced in your opinions, and support your statements with examples from the book. Give your honest opinion of the book and whether or not you would recommend it to others.

Revising, Editing, and Publishing
After you’ve drafted your book report, you’re ready to follow the next three steps of the writing process: revising, editing, and publishing. Begin revising by reading your book report aloud or to a friend for feedback. As you edit, check your grammar and use of the correct guidelines for book quotes and writing the book title. Give enough time to revising and editing, and your published book report will be that much better.

Book Reports: A Type of Expository Essay
A book report is usually written as an expository essay, although it can be written in other forms. This type of writing prompt requires a persuasive style of writing. 

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Deadline: March 6, 2017
Short bond paper
2 - 4 pages only
Arial, 11
1.5 spacing
Justified

Biography Interview Questions

In this packet, there are 95 good interview questions designed to spark forgotten memories and help you produce interesting and  memorable biographies. Good questions are one of the core elements of a successful biography. 

Directions:  Choose the appropriate number of questions to ask in each section.  Some sections are optional.  You will write the ANSWERS to the question on the interview document as you are interviewing your hero.  You may have to change your questions when talking to your hero to get the best answers! 

1. When and where were you born?

2. Do you recall any interesting stories regarding your birth?

3. What is your earliest memory?

4. Who was the most influential person to you as a child?

5. Did you have any pets as a child?  What kind?

6. What did you do during the summertime?

7. What was your favorite game?

8. Did you have any nicknames?

9. What were you most afraid of as a child?

10. Do you recall any interesting stories related to you by any of your elder relatives that you
have never forgotten and you think are worth telling to this audience? 

11. Who was your best friend?  Are you still in touch with them?

12. What was your favorite subject to study?

13. What was your favorite sport?

14. Is there a teacher that you remember having been particularly influential?

15. How would you describe yourself as a student, both socially and academically?

16. What did you like most about school?  Least?

17. What sort of extracurricular activities did you participate in as a teen?

18. Did you have a teen idol?  If so, who was it and how did they spark your interest?

19. What was your favorite music/band/dance in high school?

20. What would people you know find surprising about you as a teen?

21. Did you attend college?  If so, which one?  If not, why?

22. What are your most memorable college moments?

23. Who was your most memorable roommate?

24. Why did you decide to attend college?

25. What subject(s) did you study and why?

26. Did you get a degree?  In what?

27. If you could do it again, would you take a different academic path, or are you satisfied with the route you followed?

28. What on-campus activities did you participate in?

Military Experience     (Optional)

29. How did it come about that you went into the military?

30. Did you ever serve duty in another country?  If so, where and for what reason?

31. For how many years did you serve?

32. What rank were you while in the service?

33. Did you form any long lasting relationships?

34. What is your fondest memory while serving duty?

35. What was the most difficult aspect of participating in the military?

36. Were you ever in combat?  Explain the circumstances.

37. What is your opinion regarding war as a means to resolve conflict?

38. Would you (or did you) encourage your child to enlist?  Why or why not?

39. Do you consider your duty as having been a positive or negative life experience?  Why?

40. What did you learn from the military that benefited you most in life?

Career   

41. What was your first job?

42. What was your best job?

43. What was your worst job?

44. In addition to being paid money, how else has your career created value in your life?

45. Who was the biggest influence in your career?

46. What would be your ideal job?

Family      

47. Do you have children?  If so, how many and what age and gender are they?

48. What is your goal as a parent?

49. What does the word “family” mean to you?

50. How would your children describe you as a parent?

51. How do you describe yourself as a parent?

52. In what ways have your parents influenced you the most?

53. Do you wish you had been raised differently?  How so?

54. What is your relationship with your parents like today?

55. Do you have siblings?  How many, are they older or younger?

56. Who are you closest to in your family?

57. Who do you admire most in your family and why?

58. Have you lost any family members to death? 

59. If so, what was your relationship to them and how did their death affect you/your family?

Love 

60. Who was your first love?

61. Have you had your heart broken?

62. Have you broken any hearts?

63. Have you ever been married? To whom and for how long?

64. How did you and your spouse first meet?

65. Do you believe in love at first sight?

66. What was the most special way you’ve shown someone that you loved them?

67. What was the most special way you’ve been shown you’re loved?

Politics/History 

68. What do you consider to be the most significant political event that has occurred during your life?

69. Which political figure do you most admire?

70. Other than the present, which historical era would you like to have lived in?

71. What do you consider to be the most important war fought during your lifetime?  In all of history?

72. Have you ever fought for a political cause?

73. What would you like to see change in the current political/social atmosphere?

74. If you could meet any historical figure, of the past or present, who would it be and why?

General 

75. What is your definition of “happiness”?

76. What is your most memorable travel experience?

77. What is the funniest thing that’s ever happened to you?

78. What is your happiest memory?

79. What accomplishment are you most proud of?

80. How do you think people will remember you?

81. Who is your biggest fan?

82. Whose biggest fan are you?

83. What do you like to do in your spare time?

84. What is your most embarrassing moment?

85. If you could possess one super-human power, what would it be?

86. What is your greatest fear?

87. What is your greatest hope?

88. What do you think happens after death?

89. What place does religion have in your life?

90. What are the main lessons you’ve learned in life?

 https://www.tempe.gov/Home/ShowDocument?id=30255

Performance > January 16, 2017

	Excellent/A 5 pts.	Good/B 4 pts.	Fair/C 3 pts.	Weak/D-F 1 pt.
Preparation	Excellent/A Student is well prepared and it is obvious that he/she rehearsed his/her poem thoroughly.	Good/B Student is well prepared but the presentation of the poem requires a few more rehearsals.	Fair/C Student is not well prepared and would benefit from many more rehearsals.	Weak/D-F Student is obviously unprepared for the task. No evidence of any rehearsals.
Memorization	Excellent/A The student has memorized the entire lines and is able to present it without error.	Good/B The student has memorized entire lines and is able to present with just one-two errors from which he/she recovers.	Fair/C The student has memorized entire lines and is able to present, however makes three+ errors and doesn't recover.	Weak/D-F The student has not memorized the lines.
Physical Presence	Excellent/A Student employs proper posture and gestures, is relaxed and confident, and maintains appropriate audience contact.	Good/B Student employs proper posture and gestures, is relaxed and confident, and maintains appropriate audience contact most of the time or is lacking in one of these elements.	Fair/C Presentation is lacking in two or more of the criteria.	Weak/D-F The student slouches, looks uncomfortable and makes no effective contact with the audience at all. Tension and nervousness is obvious.
Pausing and Pacing	Excellent/A The student uses pauses and pace effectively to communicate meaning and/or enhance dramatic impact of the poem.	Good/B The students uses pauses and pacing to communicate meaning and/or enhance dramatic impact of the poem.	Fair/C Pauses and pacing were not effective in improving meaning and/or dramatic effect. Pauses at ends of lines rather than at punctuation marks. Delivery is in bursts.	Weak/D-F Pauses were not intentionally used. Poetry is choppy and “sing-song.” Delivery is either too quick or too slow.
Clarity and Expression	Excellent/A The student speaks clearly, distinctly, and with appropriate and varied pitch and tone modulation. Recites loudly enough for all to hear throughout the presentation.	Good/B The student speaks clearly and distinctly. Some minor lapses in pitch, tone and volume OR the emotion conveyed did not always fit the content OR emphasis uneven. Student is laughing.	Fair/C The student speaks clearly but is, at times, indistinct, too quiet, and/or pitch was rarely used OR the emotion it conveyed often did not fit the content. Student is laughing.	Weak/D-F The student does not speak clearly, mispronounces words and is inaudible to the audience. Spoken in monotone. Student is laughing.

HAMLET

A monologue from the play by William Shakespeare

HAMLET: To be, or not to be--that is the question:
Whether 'tis nobler in the mind to suffer
The slings and arrows of outrageous fortune
Or to take arms against a sea of troubles
And by opposing end them. To die, to sleep--
No more--and by a sleep to say we end
The heartache, and the thousand natural shocks
That flesh is heir to. 'Tis a consummation
Devoutly to be wished. To die, to sleep--
To sleep--perchance to dream: ay, there's the rub,
For in that sleep of death what dreams may come
When we have shuffled off this mortal coil,
Must give us pause. There's the respect
That makes calamity of so long life.
For who would bear the whips and scorns of time,
Th' oppressor's wrong, the proud man's contumely
The pangs of despised love, the law's delay,
The insolence of office, and the spurns
That patient merit of th' unworthy takes,
When he himself might his quietus make
With a bare bodkin? Who would fardels bear,
To grunt and sweat under a weary life,
But that the dread of something after death,
The undiscovered country, from whose bourn
No traveller returns, puzzles the will,
And makes us rather bear those ills we have
Than fly to others that we know not of?
Thus conscience does make cowards of us all,
And thus the native hue of resolution
Is sicklied o'er with the pale cast of thought,
And enterprise of great pitch and moment
With this regard their currents turn awry
And lose the name of action. -- Soft you now,
The fair Ophelia! -- Nymph, in thy orisons
Be all my sins remembered.