Examples of Common Feedback

To help you prepare for what to expect, we’ve outlined some of the most common types of feedback by type of book.

Originally Written Works

References/Citations

• The book can use more citations.

• The book can cite more timely material or the information cited is obsolete or incorrect now.

• There are other sources that provide relevant, alternative perspectives that should be cited and are not currently cited.

Sensitive Language

• The way information is presented/the language being used is not academically neutral.

• Terminology used is outdated or no longer considered appropriate.

Pedagogical Elements

• The book needs more figures/imagery or more relevant figures/imagery.

• The book would benefit from some exercises or interactive learning activities.

• Objectives/outcomes, key terms, and/or discussion questions should be added.

Organization and Topics

• The book is too long or there is too much material to cover in one semester.

• There is too much theory. There needs to be more practical examples or exercises.

• The order of topics does not align with the reviewer’s own course.

• A topic area that should be standard for the discipline needs to be added.

Anthologies of Previously Published Third-Party Content

• “I like the content, but would have personally organized it like this…”

• Some units/chapters have several readings while others have only one or two readings.

• The content is too advanced or not appropriate for the intended audience.

• There are alternative readings that would be more effective.

• The unit/chapter/reading introductions are too brief and need elaboration to more adequately provide context.

• The unit/chapter/reading introductions are too long/detailed and detract from student focus on reading the material and interpreting it for themselves.

• The pre/post-reading questions are too easy or do not inspire reflection/discussion/critical thinking.

• The pre/post-reading questions are too difficult for the intended audience or they do not connect to the readings in any way.

• The readings do not reflect diversity in authorship or sources.

Contributed Volumes

• There are inconsistencies in voice between units/chapters.

• Some units/chapters are much longer or shorter than others.

• Some units/chapters are suitable for the intended audience while one or the others are not.

• Pedagogical elements (i.e., key terms, objectives, questions) are not consistent between units/chapters.