Ashenden, Maugham's collection of linked stories drawn from his own experience in intelligence work during the First World War, offers a quieter and more ironic vision of espionage than the thrillers many students expect. Its attention to bureaucracy, boredom, and moral compromise makes it a rich source of argumentative essay topics. Students can debate whether the stories glorify or undermine the work of spies. Because the tone is understated, the essays require careful reading.

Argumentative writing requires a clear claim, supporting reasons, and consideration of opposing views. Literature provides an excellent setting for practice, since students can argue about interpretation using textual evidence. An assignment on Ashenden asks them to take a position on a question the text leaves open. That openness is what makes the argument genuine.

Students may arrive with expectations shaped by modern spy stories and be surprised by Maugham's detachment. This surprise can be productive, since it prompts them to examine what the author is doing differently. A short pre-reading discussion about expectations of the genre sets the stage. It also gives you a baseline for the kinds of claims students might make.

Prompts That Invite Debate

Good argumentative prompts present a question with more than one defensible answer. For this collection, you might ask whether the stories portray espionage as heroic work or as a morally ambiguous routine. Students must choose a position and support it with specific episodes. Prompts like these produce more varied essays than ones that ask students to simply explain a theme.

• Does the collection treat spying as a noble duty or a compromised profession?
• How does the narrator's ironic distance shape the reader's sympathy for the characters?
• Do the stories suggest that intelligence work corrupts those who do it?
• Is Ashenden an effective protagonist because he is ordinary or in spite of it?
• Should the collection be read as realism or as satire?

Grading the Structure of Argument

A rubric for argumentative literary essays should evaluate the clarity of the claim, the strength of the reasoning, the use of evidence, and the treatment of counterarguments. Each criterion needs level descriptors that describe observable features. For example, a top-level response might acknowledge an opposing reading and explain, with evidence, why the writer's position is stronger. This is a concrete behavior that is easy to identify.

Counterargument is often the weakest element in student essays, because many writers treat it as an afterthought. Teach students to present a strong version of the opposing view before responding. Doing so makes the essay more persuasive and demonstrates intellectual honesty. Tools such as GraideMind can check each essay for the presence and quality of a counterargument against your rubric, which saves time on a repeated criterion.

Guard Against Common Pitfalls

Students sometimes treat argumentative writing as an opportunity to express opinions without evidence. Remind them that in literary argument, the text is the primary source of proof. Statements about the real history of espionage can add context but cannot replace analysis of the stories. A clear distinction keeps the essay focused.

Another pitfall is overstating certainty. Ashenden is an ambiguous text, and essays that claim definitive answers may ignore evidence to the contrary. Encourage careful language, such as "suggests" or "invites the reader to," and reward papers that handle ambiguity with precision. This habit leads to more mature academic writing.

Connect Argument Skills to Other Courses

The structure of argument practiced here applies in history, science, and civics courses. Point out these connections so students see the value of the skill beyond English. Collaborating with colleagues on a shared argument rubric can reinforce the message. When students encounter consistent expectations across subjects, they improve faster.

Consider a final reflection in which students identify which argumentative move they found hardest, such as anticipating objections or choosing evidence. Their responses can guide future instruction. They also encourage students to take ownership of their development. An essay unit on a single collection becomes a stepping stone toward broader academic skills.