Callum McBride builds its plot on an unusual premise: a boy who can occupy the mind of an animal and control its actions while his own body lies still. That premise raises ethical questions that middle school students can reason about, including whether it is acceptable to use another living creature to reach a goal. These are the kinds of questions that turn a novel study into a real argumentative writing unit.

Argumentative writing differs from persuasive writing in its reliance on evidence and reasoning rather than emotional appeal. Students should learn to state a claim, support it with specific moments from the text and relevant real-world reasoning, and address a counterclaim. The ethical setting provides a low-stakes space to practice because no one in the classroom is personally implicated in the debate.

Before drafting, hold a structured discussion where students explore both sides. A simple format asks half the class to defend Callum's use of his ability and half to challenge it, then switch sides. Arguing a position they disagree with helps students understand opposing views, which strengthens their later counterclaims.

Building a claim worth defending

A strong claim in an ethics essay is specific about conditions. Rather than writing "Controlling animals is wrong," a student might argue that it is acceptable only when no harm comes to the animal and when the purpose is protecting people. Conditional claims invite more thoughtful reasoning and make the essay harder to dismiss.

• State a claim that includes a condition or limit rather than an absolute
• Use at least two moments from the novel where the ability is used for different purposes
• Bring in a real-world comparison, such as how people treat working animals
• Present the strongest opposing argument fairly before responding to it
• Finish with a conclusion that explains why the issue matters beyond the story

Scoring reasoning rather than agreement

The central rule for grading ethical essays is to evaluate the quality of reasoning, not the position taken. Make this explicit in the rubric so students feel free to argue what they truly believe. A student who defends an unpopular view with careful evidence should outscore one who repeats a popular view without support.

Pay attention to whether students distinguish between fact, opinion, and inference. Many essays state opinions as if they were facts, such as claiming animals always suffer when controlled. Comments that ask "How do you know this?" teach students to qualify claims and to separate what the book shows from what they assume.

Cross-curricular opportunities

This topic connects naturally to science class. The author spent years teaching science, and the novel includes technical language, so a collaboration with a science teacher can enrich the unit. Students might research how animals respond to stress and use that information to support or challenge an ethical claim.

Collaboration also lets you share assessment responsibilities. A science teacher can evaluate the accuracy of researched claims while the English teacher focuses on argument structure and style. Splitting the work this way gives students a fuller picture of how disciplines overlap.

Feedback on argument structure

Argument essays benefit from comments that name structural moves. If a student's counterclaim is missing, a note such as "What would someone who disagrees say here?" prompts the addition without writing it for them. Likewise, if a rebuttal is weak, ask what evidence could answer the objection more directly.

Because argument essays tend to follow a recognizable pattern, many of the necessary comments repeat across papers. Rubric-aligned feedback tools can draft those repeated comments quickly so that teachers can focus on the strongest and weakest writers. This approach delivers timely feedback while preserving time for individual conferences.