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The ability of undergraduate students to write for scholarly audiences is contingent upon their capacity to recognize that scholarship is a kind of conversation. For a student, writing an academic book review is a near ideal yet generally underutilized opportunity to learn this lesson. Through analysis of previously published book reviews coproduced with students, the authors identify actionable practices to transform the process of writing book reviews from an undervalued, lone activity into a viable form of undergraduate research.
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Rowland et al. (2019) studied this question.
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