While most students write about Gilgamesh or Enkidu, the epic's supporting characters offer some of the most interesting essay topics. Humbaba, Ishtar, Shamhat, Siduri, Utnapishtim, and Urshanabi each play a distinct role in shaping the king's journey. Assigning essays on these figures can break the monotony of a stack of similar papers and push students toward more original thinking.

Character analysis requires more than describing what a figure does. A strong essay explains what the character represents, how they influence the protagonist, and what the poem seems to say through them. Students who treat Siduri merely as a woman who offers wine miss the philosophical weight of her advice about enjoying mortal life.

Grading these essays calls for a rubric that rewards interpretation of function. The question is not only who the character is but why the poem needs them. Students who can articulate that purpose demonstrate a more sophisticated understanding of narrative structure.

Prompts for lesser-known characters

Good prompts focus on a character's role in the poem's larger argument. A prompt about Humbaba might ask whether the killing of the guardian of the Cedar Forest marks a heroic triumph or a troubling act of violence. A prompt about Ishtar could ask how her rejected proposal and the Bull of Heaven episode expose the limits of Gilgamesh's confidence.

• Humbaba: guardian, monster, or victim in the Cedar Forest
• Ishtar: divine wrath and the consequences of rejection
• Shamhat: civilization, sexuality, and Enkidu's transformation
• Siduri: wisdom about joy in a mortal life
• Utnapishtim: the cost of immortality and the limits of advice

Evaluate evidence from limited text

Some characters appear in only a few passages, which means students must work with limited evidence. Grading should reward careful reading of those passages and the ability to draw reasonable inferences without overreaching. A student who builds a large argument on a single ambiguous line should be encouraged to qualify the claim or look for supporting context.

Teachers can ask students to consider multiple translations when the evidence is thin, since different wording may change the character's tone. This habit encourages both close reading and humility about interpretation. It also leads to more nuanced essays.

Encourage fresh perspectives

Students writing about minor characters often find it easier to avoid cliches because there is less existing commentary in their memory. They may argue that Humbaba is the poem's most sympathetic figure or that Ishtar is a victim of mortal arrogance. Teachers should reward well-supported unconventional readings even when they differ from the standard classroom interpretation.

Feedback on bold claims should push students to defend them with evidence and to address counterarguments. A comment that asks how a skeptical reader might respond helps the student strengthen the argument. This kind of questioning develops critical thinking skills that transfer far beyond the epic.

Make large sets manageable

When students choose different characters, grading becomes more varied and therefore more demanding. A single rubric focused on argument, evidence, and analysis keeps the process consistent despite the range of topics. Rubric-driven tools can help by evaluating each essay against the same criteria while still recognizing the specific content.

The variety also makes the grading more engaging for teachers. Instead of reading thirty versions of the same argument, they encounter a range of perspectives that spark discussion. That variety can renew enthusiasm in the middle of a heavy grading season.