The title I denne verden er alt mulig translates roughly to in this world everything is possible, and that statement makes an excellent argumentative essay prompt. Students can agree, disagree, or qualify it, using the novel as evidence along with their own reasoning. Because the prompt is broad, the essays that come back vary enormously in quality. A well-built rubric helps you evaluate them consistently.

The first thing to check is whether students actually take a position. A surprising number write essays that discuss possibility in a vague, balanced way without ever claiming that the statement is true, false, or true only under certain conditions. Your rubric should state that a clear position is required, and your feedback should point out when it is missing. Students often assume that staying neutral is safe, so they need explicit guidance.

Next, consider how the novel is used. Strong essays treat the book as evidence for a claim rather than as the subject of a summary. They select moments that support their position, explain how they do so, and sometimes address moments that complicate it. Weaker essays mention the book briefly and then drift into general opinion.

Judging reasoning, not agreement

It is important to grade the quality of reasoning regardless of which side the student chooses. A student who argues that not everything is possible, using the novel as a counterpoint, can produce an excellent essay. Make this explicit to students so they feel free to disagree with the title. Teachers who reward only agreement tend to get repetitive, uncritical writing.

• Takes a clear position on the statement and maintains it throughout
• Uses the novel as specific evidence rather than a general reference
• Develops reasoning that goes beyond personal opinion
• Addresses at least one opposing view or limitation
• Reaches a conclusion that follows from the argument presented

Common weaknesses to watch for

Students often rely on motivational clichés, such as anything is possible if you believe, which sound confident but contain little thought. A useful comment is to ask what evidence supports the claim and what would count against it. This pushes students to examine their own assumptions. It also shows them that argument is about testing ideas, not repeating them.

Another weakness is the lack of a clear definition. Possible can mean physically possible, socially possible, or imaginatively possible, and the essay changes meaning as it goes. Encourage students to define the term early and use it consistently. This single habit often improves the logic of the whole essay.

Using AI to support consistent evaluation

Argumentative essays benefit from consistent grading because small differences in how teachers weigh reasoning can swing marks. AI can apply the same rubric to every paper and flag missing positions, thin evidence, or absent counterarguments. You then review the flagged essays and decide how to respond. This approach reduces variation without removing your judgment.

After returning the essays, hold a short class discussion on the strongest and weakest approaches without naming individuals. Hearing different positions helps students see the range of valid arguments. It also gives them a model for how to respond to ideas respectfully. The conversation can become one of the most valuable parts of the unit.