Bullying is a visible thread in The Body, most clearly in the threat posed by Ace Merrill and the older boys who confront the group. This makes it a strong topic for argumentative essays, because students can take positions on why bullying happens, how the characters respond, and what the story suggests about power. The challenge for teachers is that students often have strong feelings and personal experiences with the topic. Grading must therefore focus on the quality of the argument rather than on whether the teacher agrees.

A good argumentative prompt asks a question with more than one defensible answer. For example, students might debate whether the boys are right to stand up to the older gang or whether avoiding conflict would have been wiser. Both positions can be supported by moments in the story, and the best essays acknowledge the strength of the opposing view. This structure teaches students that argument involves weighing evidence, not simply shouting a position.

Teachers should make clear that evidence comes from the text, not just from opinion or personal experience. A student may feel strongly that bullies should always be reported, but the essay must show how the story supports that view. This keeps the assignment grounded in literary analysis and prevents it from turning into a general discussion. Personal examples can be allowed as brief support, as long as the main proof comes from the book.

Grade the Structure of the Argument

An argumentative essay has identifiable parts, and a rubric can name them. These include a claim, reasons, evidence for each reason, a counterargument, and a response to that counterargument. Grading each part separately helps students see which piece needs work. A student who has strong evidence but no counterargument can be told precisely what to add.

• A clear claim that answers the prompt and can be reasonably debated.
• Two or three reasons, each supported by a specific moment from the story.
• A counterargument that is stated fairly rather than dismissed.
• A rebuttal that explains why the claim still holds despite the opposing view.
• Language that is respectful and avoids sweeping statements about real people or groups.

Keep the Discussion Safe and Fair

Because bullying is personal for many students, teachers should set ground rules for how the topic is discussed and written about. Students should focus on characters and ideas rather than naming classmates or describing specific incidents from their own school. A reminder that the essay is about the story, and that strong writing does not require private disclosure, helps keep the work academic. Teachers should also know their school's procedures if a student reveals ongoing harm.

Fair grading also means resisting the urge to reward the position the teacher prefers. A well-argued essay that concludes the boys should have avoided confrontation deserves the same credit as one that praises their courage if the evidence and reasoning are equally strong. A rubric that does not mention a preferred conclusion supports this fairness. Students tend to trust assessments that clearly judge the argument rather than the opinion.

Teach Counterarguments Explicitly

Counterarguments are the hardest part of argumentative writing for many students, who worry that acknowledging another view weakens their case. A short lesson showing how a counterargument actually strengthens credibility can change that attitude. Provide sentence frames such as some readers might argue that and however the story suggests, and invite students to practice with a sample claim. With repeated practice, these moves become natural.

A debate activity before writing gives students a chance to hear the strongest version of each side. Assign positions at random so that students must argue a view they may not hold. This builds empathy and prepares them to write a fair counterargument. The skills carry over to many other subjects, including history, science, and civics.

Use Results to Guide Instruction

After grading, look for the most common weakness across the class. If many essays lack a rebuttal, plan a mini-lesson on responding to opposing views. If evidence tends to be thin or inaccurate, practice selecting and explaining precise moments from the text. Each cycle of assignment and feedback should improve one specific skill.

Argumentative writing is a skill that develops over years, so recording progress matters. Keeping a simple log of rubric scores for each student shows whether counterarguments, evidence, and reasoning are improving. This information is useful for conferences and for planning support. It also helps teachers show administrators that their instruction leads to measurable growth.