Asking students what a title means is one of the most accessible ways to begin literary analysis. The phrase Till Tomorrow suggests waiting, endurance, and a future that has not yet arrived, which connects to David Mugisha's struggle to move forward after losing the life he had planned. A prompt about the title lets students bring their own reading to the table while still demanding evidence from the text. It also works well as a unit-opening or unit-closing assignment.

The challenge is that title essays can easily become vague. A student might write that the title means "hope for the future" and then offer a few general statements about David without grounding them in specific scenes. Teachers need prompts and rubrics that push students toward precise interpretation. The goal is to turn an intuitive reaction into a supported argument.

Open prompts invite more varied responses, but they also require more careful scoring. A prompt such as "How does the title Till Tomorrow reflect the novel's central ideas?" allows students to focus on resilience, patience, or the difficulty of letting go of the past. Because the interpretations will differ, the rubric must focus on the quality of reasoning and evidence rather than on a single expected answer. This is a good opportunity to practice evaluating interpretation fairly.

Prompt variations worth trying

Different prompts target different skills, so the choice depends on what the teacher wants to assess. Some focus on interpretation, asking what the title suggests about the story's message. Others focus on change over time, asking whether the meaning of the title shifts from the beginning of the novel to the end. Still others ask students to propose an alternative title and defend it.

• How does the title connect to David's struggle to move on from his past?
• Does the meaning of the title change by the end of the novel?
• What does the title suggest about how the story treats time and recovery?
• Propose a new title and argue why it captures the book better
• How does the title relate to the failed attempt to expose the corruption scandal?

Scoring interpretation with fairness

When many interpretations are valid, the rubric must define quality without defining the answer. The main criteria should be whether the interpretation is clearly stated, whether it is supported by specific moments from the novel, and whether the student explains the connection. An essay that proposes an unusual reading can score highly if it is well supported. An essay that offers a common reading with no evidence should not.

It helps to give graders a few sample responses at different levels before they begin. Reading a strong, a middling, and a weak response side by side clarifies where the boundaries lie. Teachers working in a department can score the same samples independently and compare results to catch disagreements early. This practice makes interpretive grading far more reliable.

Giving feedback that deepens interpretation

Good feedback on a title essay asks the student to look more closely at the text. A comment might note that the essay claims the title represents patience but never points to a scene where David practices patience, then ask which moment best shows it. Another might suggest considering how his temptation to slip back into depression complicates the idea of simply waiting for a better day. These questions push students toward richer readings.

AI-supported review can help by identifying essays that make claims without evidence or that stay at a general level. It can generate prompts like those above based on the teacher's rubric, which the teacher can adjust before returning the work. This speeds up the first pass without removing the teacher's authority over interpretation. The result is quicker turnaround and more targeted comments.

Using the title prompt at different points in the unit

Assigning the same title prompt at the beginning and end of the unit can reveal how student thinking develops. Early responses are often based on first impressions, while later ones can draw on the complete story. Comparing the two allows students to reflect on their own growth as readers. It also gives teachers evidence of learning that goes beyond a single score.

A short reflection comparing the two responses can be a rewarding final task. Students explain what changed and what in the novel prompted the change. That reflection often shows deeper insight than the essays themselves. Used this way, a simple title prompt becomes a powerful tool for both teaching and assessment.