Many English teachers seem to think that it’s necessary, even imperative, for students to write book reports. Why? Well, so students can prove they actually read the book, that’s why. What proof, though, does a book report really offer? After all, students can “fudge” their way through the assignment by locating synopses and/or professional book reviews. And, if the book’s a classic, they can purchase a study guide from CliffsNotes or SparkNotes, or if the book’s been made into a movie, they can find it at Netflix or perhaps in the five-dollar bin at Wal-Mart. So, given students’ ingenuity, teachers should consider alternatives to book reports, which can be far more reliable indicators of whether or not students actually read a book.
Tips for Helping Students Become Active Readers
Before developing assignments, teachers should first help their students become active and involved readers. After all, according to Edward Proffitt, author of Reading & Writing about Literature (1990), “Literature asks that you be active as you read: to bring to reading your experience of the world and also to open yourself to new experience as you actively construct in your mind scenes, images, actions, and so forth” (p. 2). What’s more, as Proffitt says, “Literature is a type of writing that engages the reader in constructing its meaning,” and “it asks that you participate” (p. 2).
Stephen Tchudi and Diana Mitchell, coauthors of Explorations in the Teaching of English (1989), suggest several ways teachers can help foster the development of students’ reading abilities and, simultaneously, an interest in literature, including:
- Offer students a choice in reading materials, including not only the classics but also contemporary novels.
- Provide class time for reading, since many young people don’t have time away from class.
- If students cannot get interested in a book, let them choose something else that does pique their interest.
- Provide help if a student is having a difficult time understanding a particular book. (p. 118-119)
Use Book Report Alternatives to Gauge Student Reading
As Tchudi and Mitchell maintain, if teachers provide “a variety of outlets for students’ responses,” they bring “reality to the reading process, making it part of the students’ conscious concerns, not just a schoolroom exercise” (1989, p. 118). Consequently, teachers should put on their creative thinking caps and provide alternate assignments to book reports.
Tchudi and Mitchell cite an article, “Thirty-Four Alternatives to Book Reports,” from Ideas for Teaching English in the Junior and Middle School (1980), edited by Candy Carter and Zora Rashki and published by The National Council of Teachers of English, which provides a compilation of teaching ideas from teachers across the nation. Some suggested ideas in the article for alternatives to book reports include:
- Develop a movie poster, using real actors and actresses, and include a scene with dialogue from the novel.
- Create a series of five or six illustrations of characters and scenes from the novel; include captions containing enough information that anyone who hasn’t read the book will be able to understand its plot and theme.
- Make models from clay, wood, or other materials of three major characters or objects from the novel; attach cards to each model to explain why the character or object is important to the storyline.
- Choose two characters and make “Most Wanted” posters; include sketches of the characters, or use photos from magazines; physical descriptions of the characters; the characters’ misdeeds; and the amount of the reward offered for their capture.
Additional Assignments to Replace Written Book Reports
In this technological age, educators might also consider having students select one of the following assignments:
- Create a webpage based upon the novel’s plot, setting, characters, and major events.
- Design a series of movie “trailers” to advertise a film based upon the book.
- Write a movie script for the novel; select classmates, friends, and/or family for the roles; then film a scene or two.
- Pretend you are a major character in the novel, sign up for a free blog at a site like Blogspot.com, Freewebs.com, or Blogger.com, and write a blog for a week (or two) about events in the book and “your” reactions to other characters.
- Conduct an interview with a main character, asking questions about his or her background, events in the book, and other characters; then create a PowerPoint slideshow to present the highlights of the interview.
- Choose one of the main characters to portray; design an appropriate “disguise;” develop questions based upon the novel; have someone interview you, asking the prepared questions; film the interview; then present it on YouTube.com.
In summary, just as educators need to be creative when teaching the content of literary works and leading discussions about literature, they also need to be creative when it comes to developing assignments to gauge whether or not students actually read the works. Otherwise, it’s highly doubtful students ever will become active and engaged readers or, for that matter, fully appreciate the truth found in fiction, which is “the more personal truth of human feelings and disposition, communicated best when that substantial part of ourselves that understands primarily through the senses and the emotions is touched” (Proffitt, 1990, p. 31).
Sources:
Proffitt, E. (1990) Reading & Writing about Literature: Fiction, Poetry, Drama, and the Essay.
Tchudi, S. & Mitchell, D. (1989) Explorations in the Teaching of English. New York: Harper Collins Publishing
Carol Rzadkiewicz - Carol Rzadkiewicz has taught college English for over 14 years and is the author of three published novels and numerous short stories.
