First-year composition instructors often look for texts that are short, accessible, and open to argument, and "A&P" meets all three criteria. Students can read it quickly, discuss it energetically, and write about it without needing extensive background knowledge. The story's central decision invites claims that can be supported or challenged with evidence. This makes it a good vehicle for teaching the fundamentals of academic argument.

In a composition course, the emphasis shifts from literary terminology toward the writing process itself. Students practice forming a thesis, organizing evidence, and revising for clarity. The story provides common material so that class discussions about writing choices are grounded in a shared example. Instructors can then focus on the structure of arguments instead of explaining plot details.

A typical unit might begin with a short response paper, move to a draft of an argumentative essay, and conclude with a revised final version. Each stage allows for feedback that targets a different aspect of writing. Early comments might address the clarity of the claim, while later ones focus on organization and style. This staged approach mirrors how experienced writers develop their work.

Designing Assignments for Argument and Revision

A strong composition assignment gives students a real question to answer. Asking whether Sammy's action is best understood as principled protest or as a bid for attention requires them to weigh evidence and take a position. The assignment should also require them to consider a counterargument, since that skill is central to college writing. Clear criteria help students understand how their work will be judged.

• A thesis that takes a clear, debatable position on Sammy's motives
• Evidence drawn from the text and explained in the student's own words
• A paragraph that engages a competing interpretation
• Organization that moves logically from claim to support
• A revision memo describing what changed between drafts and why

Grading Large Sections Fairly

College instructors, especially adjuncts and graduate teaching assistants, frequently handle sections of twenty-five to fifty students or more. Providing detailed feedback on multiple drafts for every student quickly becomes unsustainable. A rubric aligned with the learning outcomes allows the instructor to give consistent scores and focus comments on the most important issues. Without that structure, grading quality tends to fall as the semester progresses.

Program-wide norming sessions also help. When several instructors teach the same assignment, comparing scores on sample essays reduces variation between sections. Shared rubrics and annotated examples make expectations clear to students and instructors alike. AI tools that apply the same criteria to every submission can supplement this effort by flagging patterns that merit discussion.

Making Draft Feedback More Effective

Feedback on a draft should be forward looking. Telling a student that the thesis is vague is less useful than showing how they might narrow it, such as by specifying which motive they believe is most significant. Similarly, a comment about organization should point to the paragraph where the logic breaks down. This approach gives students concrete actions they can take in revision.

Conferences remain valuable even in large courses, but they must be used strategically. Reserving them for students who need the most help, or for a single stage of the process, makes the time count. Written feedback can handle the more routine observations. Together, these methods give each student the support they need without overwhelming the instructor.

Connecting the Unit to Broader Writing Skills

The skills students practice with this story apply across disciplines. Forming a defensible claim, supporting it with evidence, and acknowledging objections are expectations in history, sociology, and the sciences. Instructors can make that connection explicit by asking students to reflect on how the same moves might appear in other courses. This increases the perceived value of the assignment.

At the program level, using a common text for part of the curriculum produces useful data. Writing directors can compare outcomes across sections and identify where students struggle most. Those insights inform professional development and curriculum design. A simple short story can therefore contribute to meaningful improvement in a writing program.