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Unit2BookreviewPurposeofabookreviewThebookismainlyaboutthenatureandculturesofdigitalmediaproductionanduseamongcontemporaryyouthintheUK.Thispartofthereviewhascommentedontwoaspectsofthebook.Strengthsofthebook:Intermsofwritingthebookis“clearandsophisticated“instylewhichmeansitisaccessibleandsubstantialtothereaders.Thewritersargumentsarebasedonresearchandcriticaldiscursiveanalyseswhichmeanstheargumentsarewell-supportedandconvincing.Intermsofresearchthebookisbothempiricallyandtheoreticallyinformedofferingthereadersinsightsintotheissuesunderdiscussion.Contributiontothesubject:Thebookcontributestothelargerdiscourseabout“powerandcontrolsurroundingdigitalmediaproductionrepresentationandconsumptionbyexaminingchildrenslearningintheageofdigitalcultureintheBritishcontext.Thereviewerthinksthebookisbasedonsubstantialempiricalevidenceandtheoreticalanalysesandofferscriticalinsightsinto“thenatureandculturesofdigitalmediaproductionanduseinchildrenseducationintheUK.Itismoreevaluative.Itshowsthereviewersopinionofthebookincludingitsstrengthsandcontributiontotheareaofstudy.ContentofabookreviewReadingNotesParagraph1:Introducesandsummarizesthemainideaofthebook.Paragraph2:Summarizesthemainpointsofchapters1-
3.Paragraph3:Summarizesthemainpointsofchapters4-
9.Paragraph4:Evaluatesthestrengthandcontributionofthebook.StructureofabookreviewCBDDABAE+DCDCCReferencing
1.D2A
3.BE
4.CF2MakingevaluationsPart3EvaluatingthebookreviewsProblem:Itisonlyasummaryofthebookandmakesnoevaluation.Suggestion:AddevaluationofthebookProblem:Itisonlyevaluationandgivesnosummaryofthebookscontent.Althoughthereviewplacesthebookincontextwhichhelpsreaderstounderstanditspurposeanduseswithnoinformationaboutthethesisandmainideasofthebookitishardforreaderstojudgewhethertheevaluationisfairandreliableornot.Suggestion:Writeasummaryofthebookscontenttosupporttheevaluation.Problem:Likeexample2itincludesonlyevaluationthoughtheevaluationismorecomprehensivecoveringthewritingstylestrengthsandweaknessesofthebook.Suggestion:Writeasummaryofthebookscontenttosupporttheevaluation.2SamplerevisionStephenHoweandKristinaHenriksson.PhraseBookforWritingPapersandResearchinEnglish4thedition.CambridgeEngland:TheWholeWorldCompany
2007.305pp.Toputthoughtsonpaperusuallyisnotatrivialtaskformanystudentsandpractitionersevenintheirmothertongue.ThistaskgrowsenormouslyifpaperhastobewritteninEnglishbyanon-nativeEnglishspeaker.ThereforeanyassistancewhichcanimprovewritingskillsandstyleandreducehardshipofcommunicatinginEnglishwithpowerandafewwordsbecomesindispensable.ThePhraseBookforWritingPapersandResearchinEnglishservesthispurpose.Itisoneofafewbookswhichreallyhelpsnon-nativeEnglishspeakers.Thebookcontainsseveralparts.Itbeginswithissuesthatthereadersmightbeuncertainaboutwhenwritinglikespellingandpunctuationrulesandconfusingissuesingrammarandvocabulary.ThenitgivesawealthofsuitablephrasestouseinacademicpapersinEnglish.Thesephrasesaredividedintosectionsthatfollowthestructureofacademicpapersthereforelabellede.g.TheaimofyourstudyandoutliningthetopicWhatyoudisagreewithandHypothesesandprobability.ThereisalsoaThesaurusoftypicallyacademicwordsandexpressionsandaGlossarycontaininguniversityandresearchterminologyaswellasGreekandLatinelementsusedinacademicdiscourse.Whatiscentralforabookofthiskindisofcoursethatitiseasytonavigatei.e.thatthereaderscanquicklyfindwhattheyarelookingfor.InthePhraseBookthelayoutissoberandopenandthereisalsoplentyofspaceforthereaderstoaddtheirownadditions.Thetableofcontentsisclearlypresentedbutsinceitisabsolutelycrucialfortheuseofthebookitcouldbetypographicallyevenmoreexposedthannowbyusingdifferentcoloursorothermeans.Itcanalsofurtherdividethecontentsintosubsectionswhicharenotcoveredinthetableofcontentsnow.Therearevariousbooksdedicatedforwritingpapersandscientificreportsfornon-nativeEnglishspeakers.Thisonewritteninaconciseandlucidwaywithresoluteandclearadviceiscertainlyabookthatcanbeusedasaresourcethatthereaderscanturntoinmanydifferentsituations.Itisespeciallyhelpfulfornon-nativespeakersofEnglishtoconsultforresearchpaperwritingandtoenhancetheirmanuscriptsinallaspectsofediting.AreaExampleUniquenessThisbookisalignedwithdebatesthatargueagainstthehypesurroundingthetransformativepotentialofICTsforchildhoodlearnersandschoolingfocusinginsteadonaseriesofkeyquestionsontheresponseofschoolsandeducatorstotheroleofdigitalmediainyoungpeopleslivesbutalsotoissuesaboutmediatedlearning.Buckinghamcarefullypointstothefalseassumptionthatindividualsincludingteachersparentsandstudentsacceptpolicyorcommercialrhetoriccategoricallyandarguesagainstpolarised—eithertechno-utopianor-phobic—analysiscallingformorenuancedapproachesabouttheuseoftechnologyandaboutitsrelevantusersknowledgeofit.Likewisechapters45and7drawonpastandmorerecentevidenceabouttheconditionsofuseandeffectivenessofsuchtechnologyinbothschoolandathomewhilealsochallengingpresumednotionsoftheso-calleddigitalgenerationbylookingmorecarefullyattheroleofdigitalmediaculturesinthelivesofyoungpeople.Partoftherecommendations...stemfromacriticaldiscussiononthemoreproductiveframeworkofdigitalmedialiteracyaframeworkthatinvolvesbothchangingnotionsoftherelationshipbetweentechnologylearningandcultureandrethinkshowtoteachnotjustwithorthroughmediaanddigitaltechnologiesbutalsoaboutthemseealsoLivingstoneandBober2004;Selwyn
2006.ContributionTheaimisto“pickapartsomeofthecontradictorydiscoursesabouttechnologyineducation[...]andtoprovidesomeindicationsofpracticethat1believearegenuinelynewandchallenging.AvoidingeithertechnologicaldeterminismortechnologicalaversionDavidBuckinghamoffersinsightfulargumentsthatstemoutofresearchandcriticalanddiscursiveanalysesexploringthenatureandculturesofdigitalmediaproductionandusecorrespondingtocontemporaryyouthintheUK.InthesewaysBuckinghamseekstocontextualisewiderquestionsofpowerandcontrolsurroundingdigitalmediaproductionrepresentationandconsumption.。
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