Robert Cormier's novel has been challenged in schools and libraries many times since its 1974 publication, usually over its language, its violence, and its bleak view of institutions. That history makes it a natural centerpiece for a banned books unit. Students can read the novel and then write about whether it should be taught in schools. Grading these essays requires a rubric that rewards reasoning and evidence rather than any particular position on censorship.

Before assigning the essay, make sure students have access to credible background information about why the book has been challenged and how schools have responded. This gives them real arguments to engage with instead of speculation. Providing a short set of sources, such as statements from library associations and reasons given by challengers, allows students to cite evidence beyond the novel itself.

The prompt should ask students to take a position and defend it using both the text and the outside sources. A student might argue that the novel's depiction of cruelty is exactly why teenagers should read it, while another might argue that age-appropriateness should guide selection. Both positions can earn full credit if they are well supported.

Grading persuasive reasoning

Persuasive essays are strongest when they address the audience and anticipate objections. In a censorship essay, the intended reader might be a school board member who is undecided. Students should consider what that reader values, such as student safety, parental involvement, or academic freedom, and address those concerns directly. Rubrics should reward audience awareness as well as logical structure.

• States a clear position on whether the novel should be taught or restricted
• Uses specific scenes from the book to support the argument
• Incorporates at least two outside sources accurately
• Responds fairly to the strongest opposing argument
• Uses a respectful tone appropriate for a public audience

Handling sensitive opinions

Censorship can be a sensitive topic, and students may bring strong personal or family views to the assignment. Teachers should make clear that the assignment is about argument quality, not about agreeing with a particular view. A neutral grading rubric and clear examples of high-scoring essays from both sides can reassure students that their opinions are safe.

Feedback should focus on how well the student uses evidence and reasoning rather than on whether the conclusion is correct. Comments such as your evidence supports the idea that the novel is realistic, but how does that address a parent's concern about age-appropriateness keep the conversation intellectual. This approach models respectful disagreement.

Evaluating source use

When students incorporate outside sources, teachers should check for accuracy and appropriate citation. Common problems include quoting without context, misrepresenting a source's position, or relying on a single source for a major claim. A short rubric line for source quality can encourage students to verify their information.

Teachers can also use this assignment to teach media literacy. Asking students to evaluate the credibility of each source, and to note any bias, adds depth to the unit. These skills extend far beyond a single novel and are useful in every subject area.

Grading at scale

Persuasive essays with outside sources are time-consuming to grade because each one requires checking both argument and evidence. A clear rubric and a limited number of comments per paper keep the workload manageable. Teachers may also consider a short checklist for source accuracy, which can be completed quickly during the first read.

AI grading tools can assist by confirming that required elements are present, flagging missing counterarguments, and offering first-draft comments. Teachers then verify the output and add personal judgment on the quality of reasoning. This partnership saves time without removing the human perspective that sensitive topics require.