Many classrooms include multilingual learners who read The Death of Ivan Ilych in English while still developing academic writing skills. Some may have read the novella in translation in their home language or in Russian, which gives them a distinctive perspective. Grading their essays fairly means separating the quality of their thinking from the surface features of their English.

A rubric with separate strands for ideas, organization, and language conventions makes this distinction possible. Teachers can then reward a strong argument about Ivan's isolation even if the grammar contains errors. The language strand still receives attention, but it does not overshadow the intellectual substance of the essay.

Feedback on language should be targeted and manageable. Rather than correcting every error, identify two or three patterns that appear repeatedly, such as article usage or verb tense in literary analysis. Present tense is the convention for discussing literature, and many multilingual writers benefit from explicit reminders about this practice.

Supporting Ideas Before Language

Comments on content should acknowledge the student's insights and invite development. If a student's phrasing is unclear, ask a clarifying question instead of assuming the idea is weak. A note such as "I think you are saying that Gerasim shows honesty; can you explain how in one more sentence?" respects the student's thinking while encouraging clarity.

• Score ideas and organization separately from language conventions
• Focus language feedback on two or three recurring patterns
• Provide sentence frames for common analytical moves
• Allow students to draft outlines or key points in their home language
• Offer revision opportunities to apply language feedback

Scaffolds That Help

Sentence frames give students a starting point for analytical writing. Examples include "Tolstoy uses the detail of ___ to show that ___" or "This moment reveals ___ because ___." These frames model academic structures without dictating content and gradually become part of the student's own repertoire.

Vocabulary support also matters, since the novella includes terms related to law, illness, and social rank. A short glossary of key words helps students focus on interpretation rather than decoding. Teachers can extend the glossary with words the class identifies as difficult.

Using Technology Thoughtfully

AI feedback tools can provide immediate, private language suggestions that reduce anxiety for multilingual students. When the tool applies the teacher's rubric, students receive guidance aligned with class expectations. It is important that students still do their own revising rather than accepting every suggestion without thought.

Teachers should review generated feedback for bias and accuracy, since automated tools may misinterpret unconventional phrasing. Personalizing comments ensures that the student's voice is respected. The technology works best as an assistant that expands the amount of feedback a student can receive.

Celebrating Growth

Tracking progress over time helps multilingual students see how far they have come. Compare early and later essays, noting improvements in structure and clarity as well as content. Specific praise, such as "your use of evidence has become more precise," builds confidence.

Encourage students to share their perspectives in class discussion, particularly if they can compare translations or cultural contexts. Their insights can enrich the whole class's understanding of the text. Valuing multilingual perspectives is part of building an inclusive writing classroom.