Front Matters Thesis Statements

I. Bibliographic Information

Provide the essential information about the book using the writing style that your professor has asked you to use for the course [e.g., APA, MLA, Chicago, etc.]. Depending on how your professor wants you to organize your review, the bibliographic information represents the heading of your review. In general, it would look like this:

El Ghonemy, Mohamad Riad. Anti-Poverty Land Reform Issues Never Die: Collected Essays on Development Economics in Practice. (New York: Routledge, 2010. xx, 223 pp.)

Reviewed by [your name].

II. Scope/Purpose/Content

The first challenge in reviewing any type of collected essay work is to identify and summarize its overarching scope and purpose, with additional focus on describing how the book is organized and whether or not the arrangement of its individual parts facilitates and contributes to an understanding of the subject area. Most collected essays include a general statement of purpose in the foreword or an introductory chapter that describes the overarching themes and summarizes each essay. In some cases, the editor will discuss the scope and purpose at the beginning of each essay.

To help develop your own introductory thesis statement that covers all of the material, start by reviewing and taking notes about the aim and intent of each essay. Once completed, identify key issues and themes. For example, in a compilation of essays on environmental law, you may find the papers examine various legal approaches to environmental protection, describe alternatives to the law, and compare domestic and international issues. By identifying the overall themes, you create a framework from which you can cogently evaluate the contents.

As with any review, your introduction must be succinct, accurate, unbiased, and clearly stated. However, given that you are reviewing a number of parts within a much larger work, you may need several paragraphs to provide a comprehensive overview of the book's overall scope, purpose, and content.

If you find it difficult to discern the overall aims and objectives of the collected essay work [and, be sure to point this out in your review if you believe it to be a deficiency], you may arrive at an understanding of the purpose by asking yourself the following questions:

  • Why did the contributing authors write on this subject rather than on some other subject? Why is it important?
  • From what point of view is the overall work written? Do some essays systematically take one stance while others investigate another, or do the essays just represent a mish-mash of viewpoints?
  • Were each of the authors trying to give information, to explain something technical, or to convince the reader of a belief’s validity by dramatizing it in action?
  • What is the general field or genre, and how does the book fit into it? Review related literature from other books and journal articles to familiarize yourself with the field, if necessary.
  • Who is the intended audience? Is it very specialized or intended for a broader audience?
  • What are each author's style? Do they clash or do they flow together? Is it formal or informal? You can evaluate the quality of the writing style by noting some of the following standards: coherence, clarity, originality, forcefulness, correct use of technical words, conciseness, fullness of development, and fluidity.
  • Scan the table of contents because it can help you understand how the book is organized and will aid in determining the main ideas covered and how they are developed [e.g., chronologically, topically, thematically, etc.]
  • How did the book affect you? Were any prior assumptions you had about the subject changed, abandoned, or reinforced due to this book? Did some essays stand out more than others? In what ways?
  • How is the book related to your own course or personal agenda? What experiences have you had that relate to the subject?
  • How well has the book achieved its goal(s)?
  • What are the main takeaways? Would you recommend the book to others? Why or why not?

III.  Critically Evaluate the Contents

Critical comments should form the bulk of your book review. A good method for reviewing a collection of essays is to follow the arrangement of contents, particularly if the essays are grouped in a particular way, and to frame the analysis in the context of the key issues and themes you identified in the introduction. State whether or not you feel the overall treatment of the subject matter is appropriate for the intended audience. Ask yourself:

  • Has the purpose of the book been achieved?
  • Have all of the essays contributed something important to the overall purpose? If not, how have some author's failed to add something meaningful?
  • What contribution does the book make to the field?
  • Is the treatment of the subject matter fair and unbiased?
  • Are there facts and evidence that have been omitted?
  • What kinds of data, if any, are used to support the author's thesis statement?
  • Can the same data be interpreted to alternate ends?
  • Is the writing style clear and effective?
  • Considered collectively, did the essays cover the topic or research problem thoroughly? If not, what issue or perspective about the topic do you believe has been omitted?
  • Does the book raise important or provocative issues or topics for discussion and further research?

Support your evaluation with evidence from the text and, when possible, in relation to other sources. Do not evaluate each essay one at a time but group the analysis around the key issues and themes you first identified. If relevant, make note of the book's format, such as, layout, binding, typography, etc. Do some or all of the essays include tables, charts, maps, illustrations, or other non-textual elements? Are they clear and do they aid in understanding the research problem?

IV.  Examine the Front Matter and Back Matter

Front matter refers to anything before the first chapter of the book. Back matter refers to any information included after the final chapter of the book. Front matter is most often numbered separately from the rest of the text in lower case Roman numerals [i.e. i-xi]. Critical commentary about front or back matter is generally only necessary if you believe there is something that diminishes the overall quality of the work [e.g., the indexing is poor] or there is something that is particularly helpful in understanding the book's contents [e.g., foreword places the book in an important context].

The following front matter may be included in a book and may be considered for evaluation when reviewing its overall quality:

  • Table of contents -- is it clear? Is it detailed or general? Does it reflect the true contents of the book?
  • Author biographies -- also found as back matter, the biography of author(s) can be useful in determining the authority of the writer and whether the book builds on prior research or represents new research. In a collected work, think about the following: what is the distribution of expertise among authors? Does it represent an interdisciplinary perspective or is the scope of expertise more narrow? Are the authors from a variety of institutions or just a few? Are the author affiliations international in scope or just from one country or region?
  • Foreword -- the purpose of a foreword is to introduce the reader to the author as well as the book itself, and to help establish credibility for both. A foreword may not contribute any additional information about the book's subject matter, but it serves as a means of validating the book's existence. Later editions of a book sometimes have a new foreword prepended [appearing before an older foreword, if there was one], which may be included to explain how the latest edition differs from prior ones.
  • Preface -- generally describes the genesis, purpose, limitations, and scope of the book and may include acknowledgments of indebtedness to people who have helped the author complete the study. Consider, is the preface helpful in understanding the study? Does it provide an effective and thorough framework for understanding what's to follow?
  • Chronology -- also may be found as back matter, a chronology is generally included to highlight key events related to the subject of the book. Do the entries contribute to the overall work? Is it detailed or very general?
  • List of non-textual elements -- a book that contains a lot of charts, photographs, maps, graphs, etc. will often list these items after the table of contents in the order that they appear in the text. Is it useful?

The following back matter may be included in a book and may be considered for evaluation when reviewing the overall quality of the book:

  • Afterword -- this is a short, reflective piece written by the author that takes the form of a concluding section, final commentary, or closing statement. It is worth mentioning in a review if it contributes information about the purpose of the book, gives a call to action, or asks the reader to consider key points made in the book. This is a common feature of collected works because it's an opportunity to reflect upon the contents. If this is the case, does it help in wrapping up the book? Does it leave you thinking about the significance or implications of the contributions?
  • Appendix -- is the supplementary material in the appendix or appendices well organized? Do they relate to the contents or appear superfluous? Does it contain any essential information that would have been more appropriately integrated into the text?
  • Index -- is the index thorough and accurate? Are elements used, such as, bold or italic fonts to help identify specific places in the book? An index is particularly important in collected works because it brings together key terms, concepts, and names from a variety of essays that would otherwise be disconnected without a comprehensive index.
  • Glossary of Terms -- are the definitions clearly written? Is the glossary comprehensive or are key terms missing? Are any terms or concepts mentioned in the text not included?
  • Footnotes/Endnotes -- examine any footnotes or endnotes as you read from chapter to chapter. Do they provide important additional information? Do they clarify or extend points made in the body of the text? Some collected works arrange the citations by chapter at the end of the book. Is this helpful or would it been more effective to list the references and notes after each essay?
  • Bibliography/References/Further Readings -- review any bibliography, list of references to sources used, and/or further readings that are included. What kinds of sources appear [e.g., primary or secondary, recent or old, scholarly or popular, etc.]? How does the editor[s] of the collected work make use of them? Be sure to note important omissions of sources that you believe should have been utilized.

V.  Summarize and Comment

State your general conclusions succinctly. Pay particular attention to any capstone chapter that summarizes the work. Collected essays often have one written by the editor. List the principal topics, and briefly summarize the key themes and issues, main points, and conclusions. If appropriate and to help clarify your overall evaluation, use specific references and quotations to support your statements. If your thesis has been well argued, the conclusion should follow naturally. It can include a final assessment or simply restate your thesis. Do not introduce new information in the conclusion.

NOTE:  The length of a review of a collected work will almost always be longer than a review of a single book. Treat an assignment to review a collected work as a short research paper assignment in terms of the time needed to read and to write a thorough synopsis. Due to the factors noted above, more effort will have to devoted to describing the content of the essays and the thematic relationships among each of them.

Bazerman, Charles. Comparing and Synthesizing Sources. The Informed Writer: Using Sources in the Disciplines. Writing@CSU. Colorado State University; Book Reviews. Writing@CSU. Colorado State University; Book Reviews. The Writing Center. University of North Carolina; Writing a Book Review. The Writing Lab and The OWL. Purdue University; Rhetorical Strategies: Comparison and Contrast. The Reading/Writing Center. Hunter College; Visvis, Vikki and Jerry Plotnick. The Comparative Essay. The Lab Report. University College Writing Centre. University of Toronto; Writing Book Reviews. Writing Tutorial Services, Center for Innovative Teaching and Learning. Indiana University.

When you are first faced with the task of writing a long essay or term paper it can be intimidating, but you make your job and the reader’s job much easier by following some basic rules of thumb. Of course, if your professors offer you any specific guidelines about writing be sure to follow those first. Otherwise, incorporate the advice that follows into your papers wherever appropriate.


Of course, papers should always be typed, double-spaced on 8-1/2 x 11 paper on one side of the page only, and letter-quality print or better is always expected. Often you are expected to supply a cover sheet giving the date, your name, the title of the paper, the class, and the professor’s name. Tables and figures should be numbered consecutively throughout the text, and if there are a good number of them, then separate lists of tables and figures at the beginning of the paper may be expected. Tables and figures should always have descriptive captions, and if they come directly from sources, the sources must be specifically credited in the captions with the same citation style that you use throughout the paper.


A paper’s title should be succinct and definitive, individual and informational. Clearly, the title "An Overview of the Hydraulic Fracturing of Methane-Bearing Coal Formations" is more complete, satisfying, and informative than "Hydraulic Fracturing." The title is important because it announces the paper’s specific content and typically serves as a pathway to the paper’s thesis.


Your introduction is your opportunity to be at your most individual. You should get your reader’s attention immediately by announcing the paper’s subject or by launching into a relevant scenario or narrative that informs or illustrates your overall argument. A paper illustrating the costly effects of poor mine design, for instance, might open with the scenario of how a poorly designed pillar at a salt mine in Louisiana once collapsed, fracturing the surface above and draining an entire lake into the mine. A paper on the supply and demand of nickel might begin by straightforwardly announcing that the paper will explain the uses of nickel, detail its market structure, and use data to forecast the future supply and demand of the metal.

In brief, a paper’s introduction should define and limit the paper’s scope and purpose, indicate some sense of organization, and, whenever possible, suggest an overall argument. Another important principle in technical writing is that the introduction should be problem-focused, giving the reader enough background so that the paper’s importance and relationship to key ideas are clear. A rule of thumb about the introduction’s length: about 5-10% of the entire paper.

As examples of how creative an introduction can be, here are the opening lines from a geography paper and a paper on optics, both of which use narrative technique to arouse our interest. Note how the first excerpt uses an "I" narrator comfortably while the second excerpt does not use "I" even though the writer is clearly reflective about the subject matter. The first excerpt is from a paper on the generic nature of America’s highway exit ramp services; the second is from a paper on shape constancy.

The observation struck me slowly, a growing sense of déjà vu. I was driving the endless miles of Interstate 70 crossing Kansas when I began to notice that the exits all looked the same. . . .

Our eyes often receive pictures of the world that are contrary to physical reality. A pencil in a glass of water miraculously bends; railroad tracks converge in the distance. . . .

Thesis Statement / Objective

Most papers have outright thesis statements or objectives. Normally you will not devote a separate section of the paper to this; in fact, often the thesis or objective is conveniently located either right at the beginning or right at the end of the Introduction. A good thesis statement fits only the paper in which it appears. Thesis statements usually forecast the paper’s content, present the paper’s fundamental hypothesis, or even suggest that the paper is an argument for a particular way of thinking about a topic. Avoid the purely mechanical act of writing statements like "The first topic covered in this paper is x. The second topic covered is y. The third topic is . . ." Instead, concretely announce the most important elements of your topic and suggest your fundamental approach—even point us toward the paper’s conclusion if you can.

Here are two carefully focused and thoughtfully worded thesis statements, both of which appeared at the ends of introductory paragraphs:

This paper reviews the problem of Pennsylvania’s dwindling landfill space, evaluates the success of recycling as a solution to this problem, and challenges the assumption that Pennsylvania will run out of landfill space by the year 2020.

As this paper will show, the fundamental problem behind the Arab-Israeli conflict is the lack of a workable solution to the third stage of partition, which greatly hinders the current negotiations for peace.

Body Paragraphs / Section Headings

Never simply label the middle bulk of the paper as "Body" and then lump a bunch of information into one big section. Instead, organize the body of your paper into sections by using an overarching principle that supports your thesis, even if that simply means presenting four different methods for solving some problem one method at a time. Normally you are allowed and encouraged to use section headings to help both yourself and the reader follow the flow of the paper. Always word your section headings clearly, and do not stray from the subject that you have identified within a section.

As examples, I offer two sets of section headings taken from essays. The first is from Dr. Craig Bohren’s "Understanding Colors in Nature" (1), which appeared in a 1990 edition of Earth & Mineral Sciences; the second is from a student’s paper on the supply and demand of asbestos.

Section Headings From "Understanding Colors In Nature"

  • Color By Scattering: The Role of Particle Size
  • Color By Scattering: The Positions of Source and Observer
  • The Blue Sky: The Role of Multiple Scattering
  • Color By Absorption in Multiple-Scattering Media
  • Color by Absorption: Microscopic Mechanisms are Sometimes Elusive

Section Headings From "Asbestos: Supply and Demand"

  • Industry Structure
  • The Mining and Properties of Asbestos
  • World Resources and Reserves
  • Byproducts and Co-products
  • Economic Factors and Supply and Demand Problems
  • Uses of and Substitutes for Asbestos
  • The Issue of Health on Supply and Demand

Just by considering the section headings in the above examples, we can begin to see the fundamental structures and directions of the essays, because both sets of headings break the paper topic into its natural parts and suggest some sort of a movement forward through a topic. Note how these headings—as all section headings should—tell us the story of the paper and are worded just as carefully as any title should be.

Most importantly, then, you must use your section headings in the same way that you use topic sentences or thesis statements: to control, limit, and organize your thinking for your reader’s sake.


Most papers use "Conclusion" as a heading for the final section of the text, although there are times when headings such as "Future Trends" will serve equally well for a paper’s closing section. When you are stuck for a conclusion, look back at your introduction; see if you can freshly reemphasize your objectives by outlining how they were met, or even revisit an opening scenario from the introduction in a new light to illustrate how the paper has brought about change. Your conclusion should not be a summary of the paper or a simple tacked-on ending, but a significant and logical realization of the paper’s goals.

Beware of the temptation to open your final paragraph with "In conclusion," or "In summary," and then summarize the paper. Instead, let your entire conclusion stand as a graceful termination of an argument. As you write your conclusion, concentrate on presenting the bottom line, and think of the word’s definition: a conclusion is an articulated conviction arrived at on the basis of the evidence you have presented.

What follows is an excerpt from a conclusion to a paper entitled "Exercise in the Prevention and Treatment of Osteoporosis in Women." Note how the conclusion reflects directly on the paper’s hypothesis and spells out the bottom line, gracefully bringing closure to the paper’s argument:

The majority of evidence presented in this paper supports the hypothesis that exercise positively affects bone mineral density in both premenopausal and postmenopausal women. Significantly, exercise has been shown to increase bone mineral density in premenopausal women even after the teenage years, and it helps preserve the bone mass achieved in the following decades. There is also evidence that exercise adds a modest, yet significant amount of bone mass to the postmenopausal skeleton. As these findings demonstrate, women of all ages can benefit by regular weight-bearing exercise, an increased intake of calcium-rich foods, and—for postmenopausal women—the maintenance of adequate estrogen levels. For all women, it is never too late to prevent osteoporosis or lessen its severity by making appropriate lifestyle choices.


Any sources cited must be correctly listed on a References page using the Author-Year or Number system (see Chapter 5 of this handbook).

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