Professors who assign The Great Divorce in philosophy or theology courses usually want students to wrestle with free will, not to write book reports. The book is unusually well suited to that goal because every conversation between a ghost and a Solid Person turns on whether the ghost is willing to let something go. The difficulty for graders is separating rigorous argument from passionate but unsupported opinion.

A strong paper distinguishes between what Lewis shows in the narrative and what philosophical position that narrative implies. Students should be able to state the claim, such as that damnation is the final result of persistent self-preference, and then test it against objections. Papers that simply report the plot or declare agreement or disagreement rarely reach that level.

Because philosophy graders value logical structure, a rubric for these essays should look different from one used in a literature class. It should weigh clarity of premises, fairness to opposing views, and precision of terms more heavily than lyrical prose. Setting those weights clearly at the start keeps grading defensible.

Grade the Argument, Not the Conclusion

A frequent grading trap is rewarding students whose conclusions match the instructor's or the author's. A fair rubric focuses on whether premises are stated, whether the reasoning follows, and whether the strongest objection is addressed honestly. A student who argues that the ghosts lack meaningful freedom because of their habits can earn a top score if the case is well built.

• The central claim about freedom and choice is stated precisely
• Key terms such as free will, grace, and self-deception are defined before use
• At least one serious objection is presented in its strongest form
• Textual evidence from specific encounters supports the philosophical points
• The conclusion follows from the argument instead of merely repeating the thesis

Watch for Category Errors

Students commonly treat the book as a literal map of the afterlife rather than as an imaginative work with a stated purpose. Lewis himself frames the story as a dream and cautions against taking its details as doctrine. Feedback should nudge students to argue about the ideas the fiction dramatizes without confusing the story with a systematic treatise.

A related error is quoting a ghost's speech as though it were Lewis's own view. The Tragedian and the bishop are portrayed critically, and their words often illustrate the very habits Lewis wants readers to notice. A rubric line about distinguishing character from author saves you from repeating the same margin comment thirty times.

Build Efficient Feedback for Large Sections

Philosophy and theology intro courses frequently enroll sixty or more students, which makes detailed argument feedback hard to deliver. A tool that drafts comments against your argument rubric can point out undefined terms, missing objections, and unsupported leaps quickly. You then review the comments, add course-specific insight, and return papers while the discussion is still fresh.

Keep some comment categories for yourself, especially those that involve tone, sensitivity to belief, or original readings. Students often bring deeply held convictions to this text, and a thoughtful response from the professor signals that disagreement is welcome when it is well argued. That trust makes students more willing to take intellectual risks in later assignments.

Connect the Essay to Course Outcomes

Link each rubric row to a learning outcome, such as analyzing an argument or communicating a position clearly in writing. When outcomes are visible, students understand why the assignment exists and departments can collect meaningful assessment data. It also makes the essay feel like part of a coherent course rather than a standalone hurdle.

Revisit the rubric each term based on where students actually struggled. If most essays stumbled on defining terms, add a short workshop on definitions before the next assignment. Over time, the grading process becomes a feedback loop that improves both your teaching and student writing.