This is not necessarily an outline as such, but rather elements to keep in mind (and possibly include) in the writing of your review. It is up to you as reviewer to decide which of these elements (or other elements not mentioned here) are relevant for your review. Though the majority of this guide is my own, I have incorporated a few elements and examples from Lawrence Behrens and Leonard J. Rosen, Reading and Writing Across the Curriculum (Boston: Little, Brown & Co., 1982).
1. Form: At the beginning, give your title for the review, and also give complete information about the book: author, title, place of publication, publisher, date, number of pages. Use this form:
Marvin E. Lusts. How to Be Great: Getting Ahead in a Humble Way. New York: Deficient Press, 1997. xvii, 234 pp.
b. Questions of introduction: background; date of writing; genre; for whom the book is intended; what we know about the author; the historical context in which the author wrote: the "school" represented by this author or work (i.e., identifiable groups of persons with whom the author works and agrees). It is the reviewer's responsibility to judge which of these components can be known and which are helpful and/or necessary for understanding the book.
d. Brief identification of the scope of the book (how much the author is trying to cover)
b. Description of the author's
d. Note-worthy statements, wordings, quotations from the book
b. Of the thesis
b. What this book does not do well and why not
c. The overall significance of this work: Is it a valuable piece, a useful piece with some minor problems, a brave attempt gone wrong, a waste of the trees sacrificed to print the book?