Some classes are ready to move beyond a single text and try a longer, multi-stage writing project. Davi by Roy C. Booth and Brian Woods is the first book in the Tales of Suruale, and the series continues with a second installment titled Cythe. Teachers who want to give advanced or motivated students a sustained project can use the two books together.

Before assigning both books, teachers should confirm that the second is available to their students and appropriate for the grade level. Because the series is small-press fantasy, copies may be harder to source than mainstream titles. If access is limited, the project can be offered as an optional extension.

A multi-text project develops different skills than a single essay. Students must synthesize ideas across works, track developments over time, and manage a longer writing process. These are valuable preparation for college-level work.

Structuring a multi-stage project

Break the project into stages with checkpoints, such as a proposal, an annotated outline, a rough draft, and a final paper. Each stage receives feedback so students can adjust before investing too much effort in a weak direction. This structure also spreads grading across weeks rather than concentrating it at the end.

• Proposal: a short statement of the question and preliminary claim.
• Annotated outline: evidence from both books organized by point.
• Rough draft: a full attempt reviewed by a peer and the teacher.
• Revision plan: a list of changes based on feedback.
• Final paper: a polished essay with a reflection on the process.

Choosing questions that require both texts

Questions should genuinely require evidence from both books. For example, students might ask how the series develops its ideas about trust across the two installments. Weak questions that could be answered from one book alone defeat the purpose of the project.

Teachers can offer a menu of question types to accommodate different interests. Some students may prefer to trace a character, while others may follow a theme or compare narrative choices. Choice increases motivation and produces varied essays.

Grading a longer project

Rubrics for extended projects should include process elements as well as the final product. Rows might assess the quality of the proposal, use of feedback, and reflection in addition to the argument itself. Rewarding process encourages students to take each stage seriously.

Feedback at each checkpoint can add up to a heavy load. AI-assisted tools like GraideMind can draft comments on outlines and drafts aligned with the rubric, which teachers refine before returning them. This makes it feasible to provide meaningful feedback at every stage.

Reflecting on the whole experience

A concluding reflection helps students recognize what they learned about writing and about the series. Ask what was most challenging, what they would do differently, and which piece of feedback helped most. These responses provide useful information for improving future projects.

Consider inviting students to share their findings in a short presentation or discussion. Speaking about their arguments deepens understanding and gives the class a chance to see different interpretations. It also offers a natural conclusion to a long endeavor.