Early in the novel, Frankie decides that she is no longer Frankie but F. Jasmine, a name she thinks suits the person she wants to become. The change is both comic and heartbreaking, since it reveals how strongly she wants to be reborn as someone who belongs at her brother's wedding. Students find the name change memorable, and it makes a strong anchor for an essay on identity. It also exposes how easily a promising idea can turn into a shallow one.

A weak essay on the name change tends to say that Frankie wants a new identity and leaves it there. A stronger essay asks what the new name allows her to imagine and what it fails to change. For example, a student might note that Frankie can rename herself but cannot alter how others see her, including Berenice, who continues to call her Frankie. That tension between self-image and reality makes for a richer argument.

When designing the assignment, give students room to choose a focus. Some may explore the psychology of self-invention, others may consider how the name connects to her brother's fiancée Janice and the letters J and A that echo through the story, and others may examine how the ending complicates the change. Each approach can produce a strong essay if it is supported by evidence. Offering options keeps your grading pile from becoming repetitive.

What to Reward in Identity Essays

Reward essays that treat identity as something Frankie is still forming rather than something she has already decided. The novel makes clear that her transformation is more wish than fact, and careful readers notice the gap. A high-scoring paper might trace how her sense of self shifts between the beginning of the summer and its end, using specific scenes to mark each stage. That approach shows an awareness of change over time.

• Explains why Frankie chooses the name F. Jasmine and what she hopes it will accomplish
• Shows how other characters respond to the new name and what that reveals
• Connects the name change to her desire to be part of the wedding
• Notes how the final section of the novel reflects a different kind of identity formation
• Uses precise textual evidence rather than general claims about growing up

Common Weaknesses to Address

Some students overstate the change, claiming that Frankie truly becomes a new person when she renames herself. The text suggests otherwise, since her behavior remains restless and her insecurities persist. Ask students to find a moment after the name change where the old Frankie reappears, and to consider what it shows. This exercise encourages careful reading and prevents oversimplified claims.

Others fall into the trap of psychoanalyzing Frankie without evidence, making claims about her childhood or family life that the novel never supports. Remind them that literary analysis depends on what the text provides, not on speculation. A comment such as "what in the novel suggests this?" is usually enough to redirect the writer. It also reinforces the habit of grounding claims in the text.

Giving Useful Feedback

Feedback on identity essays should push students to complicate their claims rather than to make them louder. If a writer argues that the name change shows Frankie's confidence, you might ask whether her behavior in later scenes supports that reading. Questions like this encourage nuance and demonstrate that strong arguments account for evidence that pushes back. Students often produce their best work when they realize they are allowed to disagree with their own first draft.

Keep your comments specific and limited to a few high-impact points. A paper covered in notes can overwhelm students and lead them to ignore everything. If you use a comment bank or AI-supported drafting tool, choose the two or three most useful comments per paper and remove the rest. Clarity and focus are more valuable than volume.

Turning the Assignment Into a Learning Cycle

A strong identity assignment can be structured as a cycle of drafting, feedback, and revision. Students submit a thesis and outline first, receive comments, then write a full draft and revise again after a second round of feedback. This process rewards growth rather than first-try perfection. It also mirrors the way Frankie's own understanding develops across the novel.

At the end of the cycle, ask students to reflect on how their claim changed between drafts. Their reflections often reveal a deeper understanding of both the novel and their own writing process. For teachers, these reflections offer valuable evidence of learning that a final grade alone cannot capture. A well-designed assignment on names can teach lessons that go far beyond one character.