Homework answers / question archive / Book Review Assignment:  This must be submitted as a Microsoft Word document

Book Review Assignment:  This must be submitted as a Microsoft Word document

Writing

Share With

---

Book Review Assignment:  This must be submitted as a Microsoft Word document.

You are to write a professional response paper to a selected book from the following approved reading list. This is not a book report. You are to compare and contrast the contents of your chosen book with what has been presented throughout this course.

 

Introduction:

 

• At the start of the paper, discuss the author’s purpose for writing the book and the author’s overall understanding/philosophy/definition of guidance as you understand it.
• Do you agree or disagree with this author?  Why? 
• What is your personal and professional philosophy/definition of guidance? Please refer back to what has been stated in the text and the modules in order to formulate your own philosophy/definition.

 

Content of Paper:

 

• For the next few paragraphs, connect ideas from the book to class lectures and course readings by pointing out similarities, differences, and the book and the class support each other . 
• What specific guidance techniques does the author discuss and recommend?
• How are they similar/different than what was presented throughout this course? Give examples.
• Does the author say anything that you disagree with?  What is it and why?
• What does the author express that most crystallizes your thinking about issues of guidance? 
• Does the author express ideas/opinions that confuse you?
• Using this information, evaluate your own current skill abilities as they relate to guidance and discipline. 
• Think of a real-life experience and compare/contrast your handling of the situation with what was presented in the book and in this course.  Are you satisfied with your performance or would you modify how you would deal with a similar situation in the future?  Why?  How?

 

Summary and Closing: 

Summarize your findings and reflect on what was learned by addressing the following questions:

1. From the reading, class lectures, and seminars, identify the ideas you found most useful, most striking, or most helpful.  Demonstrate your understanding of the material by writing about ideas that bring together more than one concept.
2. Identify three open-ended questions related to the readings, lectures, and seminars.  Write your questions out in a way that helps you clarify what you really mean (it’s as if you are asking an expert).
3. Answer the three questions as thoroughly as you can.
4. What are the most important insights you gained from reading this book, the course text, and/or the online lectures?
5. What final question do you most want to pursue after completing this book response?  What area/topic do you still wish to seek further information after completing this book response?

 

Length:  5 - 6 pages, typed, double-spaced, 12 font.

 

Typeset:  All “Type” should be set to TIMES NEW ROMAN or another comparable character.   

Due:  The book response can be submitted at any time up until the last day of the course.  It will not be accepted after that time.

Approved Book List

Please select one book from the following list.  IT’S OKAY TO BE "CHOOSEY."  Take a look at several of the books before you commit yourself to one, as some may be more reading intensive and difficult than others.

 These books are available at local libraries and booksellers. I like using www.half.com (Links to an external site.) for purchasing cheap used books.

• How to Talk so Little Kids Will Listen: A Survival Guide to Life with Children Ages 2-7 Paperback– January 10, 2017

  by Joanna Faber (Links to an external site.)  (Author), Julie King (Links to an external site.)  (Author)
• Without Spanking or Spoiling: A Practical Approach to Toddler and Preschool Guidance; Elizabeth Crary; Parenting Press, 1979.
• How to Talk So Kids Will Listen & Listen So Kids Will Talk; Adele Faber and Elaine Mazlish; Avon Books, 1980.
• No Drama Discipline by Daniel Siegel
• Parenting from the Inside Out by Daniel Siegel
• Kids are Worth It! Giving Your Child the Gift of Inner Discipline; Barbara Coloroso
• Winning At Parenting…Without Beating Your Kids by Barbara Coloroso

• Challenging Behavior in Young Children: Understanding, Preventing and Responding Effectively .
  by Barbara Kaiser Judy Sklar Rasminsky

• The First Days of School: How to be an Effective Teacher by Harry Wong and Rosemary T. Wong

• Just Because It’s not Wrong Doesn’t Make it Right: Teaching Kids to Think and Act Ethically; Barbara Coloroso
• There’s Got to Be a Better Way: Discipline that Works; Baily; Learning in Action, 1994.
• Easy to Love, Difficult to Discipline, Baily, 2001.
• The Preschool years:  Family Strategies That Work From Experts and Parents; Gallinsky & David; Times Books, Random House, Inc., 1988..
• Kids Can Cooperate:  A Practical Guide To Teaching Problem Solving; Crary; Parenting Press, 1984.
• Positive Discipline for Preschoolers:  For Their Early Years- Raising Children Who are Responsible, Respectful, and Resourceful; Nelson, Erwin, & Duffy; Prima Publishing, 1995.
• Positive Discipline:  A Warm, Practical, Step-by-Step Sourcebook for Parents and Teachers; Nelsen; Ballantine Books, Division or Random House, 1987.
• How to Talk So Kids Can Learn: At Home and In School; Faber & Mazlish; Simon and Schuster Publishing Co., 1995.

BOOK REVIEW ASSESSMENT

Please use your campus Writing Lab, Online Writing Lab or e-tutoring services. Get a draft of your paper done in enough time to submit it to the and receive help with spelling, grammar and punctuation. This is a college class and a portion of your grade will be judged on your writing skills.

 

Performance Indicator/Demonstrated Knowledge/Skill Standard	No Demonstration; little or no evidence of understanding	Sometimes with foundational understanding; inconsistent	Demonstrates full understanding; consistent; high level of competency
Uses appropriate conventions; Grammar, Spelling, Capitalization, Sentence Structure	Many errors; difficult to read; inconsistent.	Some errors although not all the time.	Fluid, no errors; ease of reading; appropriate conventions.
Introduction	At the start of the paper, does not give the reader/audience a sense of purpose and focus.	At the start of the paper, the writer gives the audience a vague sense of purpose and focus about what will be addressed in the paper.	At the start of the paper, the writer gives the audience a high and professional sense of purpose and focus.
Connects ideas from book to class lectures and course readings by pointing out similarities, differences and theoretical fusions.	Possesses little or no knowledge (understood and articulated) guidance theory and specific guidance techniques used in teaching young children.  Does not demonstrate the ability to analyze information.  Does not demonstrate the ability to apply process/procedures that are developmentally appropriate.	Demonstrates some knowledge (understood and articulated) of guidance theory and specific guidance techniques used in teaching young children.  Demonstrates foundational understanding in the ability to analyze information.  Understanding in the ability to analyze information.  Demonstrates foundational ability to apply procedures/processes that are developmentally appropriate.	Demonstrates full knowledge (understood and articulated) of guidance theory and specific guidance techniques used in teaching young children.  Demonstrates full understanding in the ability to articulate information.  Demonstrates full ability to apply procedures/process that are developmentally appropriate.
Summarizes findings and reflects on what was learned.	Little or no discussion on what information was useful and why.  Little or no identification of concepts that he/she agrees or disagrees with.  Demonstrates little or no ability to assess personal abilities, knowledge, skills and challenges.	Some discussion on what was useful or why.  No depth of identification of concepts that he/she agrees or disagrees with.  No depth in assessing personal abilities, knowledge, skills and challenges.	Full discussion on what was useful and why.  Depth of identification of concepts that the learner agrees or disagrees with.  Full depth in assessing personal abilities, knowledge, skills and challenges.