Many English departments teach Tess of the D'Urbervilles to both honors and standard-level students, often with the same core assignments. The challenge is to design essay tasks that stretch advanced readers without overwhelming those who need more support. Differentiation, done well, is not about lowering expectations but about adjusting scaffolding and complexity.

One approach is to keep the core skill the same while varying the demands of the prompt. Both groups might write about how Hardy portrays Tess's suffering, but the standard class could focus on one or two scenes, while the honors class must synthesize evidence from across the novel and engage with a critical perspective. The assessment goal remains argumentation supported by evidence.

It is also worth considering the level of independence expected. Honors students may develop their own thesis and select their own passages, while standard-level students might choose from a menu of guided thesis options. This gives every student a meaningful decision to make without leaving anyone without direction.

Designing Tiered Rubrics

A single rubric with common categories can serve both groups if the descriptors reflect different levels of sophistication. For instance, both classes are assessed on evidence, but the honors descriptor might require synthesizing multiple passages, while the standard descriptor requires accurate and relevant use of a single strong example. This maintains alignment between groups while acknowledging differences.

• Keep the same categories, such as thesis, evidence, analysis, and organization, across tracks
• Adjust descriptors to reflect the expected complexity for each level
• Offer honors students opportunities to incorporate secondary sources or critical lenses
• Provide standard-level students with scaffolds like outlines and sentence frames
• Communicate expectations clearly so students understand what each level looks like

Feedback for Different Levels

Feedback should also be calibrated to the student's stage. Honors students may benefit from challenge questions that push their interpretation further, such as asking how a feminist reading would complicate their claim. Standard-level students often need concrete guidance on structuring paragraphs or explaining quotations.

Regardless of level, feedback should be specific, actionable, and respectful. Avoid assuming that students in a standard class cannot handle complex ideas, and avoid treating honors students as though they do not need support. Every writer benefits from clear guidance on the next step.

Managing Multiple Versions of an Assignment

Differentiated assignments can multiply the grading workload, since you may be applying different prompts and rubrics across sections. Organizing your rubrics clearly and grading each group in a single sitting helps maintain consistency. Keeping a bank of feedback comments tailored to each level saves time.

AI grading tools that support multiple rubrics can help by applying the correct criteria to each group automatically. You can then review the results for each level and add your own insights. This approach lets teachers offer tailored assessments without sacrificing their time or consistency.

Keeping Standards Rigorous for Everyone

It is easy to fall into the trap of expecting less from students in standard classes. Resist this by holding all students to the core expectation of a supported argument about the text. Scaffolding provides access to that standard without changing it.

Sharing the same anchor texts and central questions across levels can also foster a sense of equity. Students in each class engage with the same novel and the same fundamental problems, differing mainly in the supports and extensions provided. That shared experience benefits the whole school community.