Asking whether Neddy Merrill is responsible for his own downfall turns a literary analysis into an argumentative essay, which changes how teachers should grade it. Students must take a position, support it with textual evidence, and address opposing views. The question is rich because the story leaves room for several answers, from personal failure to the impersonal pressures of the world around him.

The first thing to clarify is what counts as an argument in this context. A student cannot simply state an opinion, such as that Neddy is foolish; they must make a claim that can be supported and challenged with evidence from the text. Your rubric should state this expectation plainly and give examples of claims that are arguable versus merely descriptive.

It also helps to note that the story provides limited information about what actually happened to Neddy. Students must work with hints, such as other characters' remarks and the state of his house, rather than a complete record of his past. A strong essay acknowledges this uncertainty rather than pretending the text gives a definitive answer.

Assessing the Quality of the Claim

The best claims are specific and qualified. Instead of arguing that Neddy is entirely to blame, a student might claim that his refusal to confront reality contributes to his isolation, even though forces beyond his control played a role. Qualified claims tend to produce nuanced essays that are easier to support and more interesting to read.

• Takes a clear position that could reasonably be challenged
• Supports the position with specific moments from the story
• Acknowledges what the text leaves unexplained or ambiguous
• Addresses at least one counterargument and responds to it
• Maintains a fair, academic tone when discussing the character

Counterargument and Rebuttal

Counterargument is where many argumentative essays falter. Students may mention an opposing view in a single sentence and move on, or ignore it entirely. A strong essay presents the opposing position fairly, explains why it has merit, and then shows why the student's own claim remains more convincing.

When grading this element, look for specificity. A student who argues that the story does not clearly show Neddy causing his own losses, and then responds by pointing to his repeated dismissal of warnings, demonstrates real engagement. Reward this kind of reasoning even if you find the conclusion debatable.

Evidence in Argumentative Writing

Because the text leaves gaps, students sometimes fill them with speculation, inventing details about Neddy's past or the reasons for his downfall. Feedback should distinguish between inference grounded in the text and conjecture beyond it. An inference, such as the reading that unspoken troubles lie behind neighbors' sympathy, is supported by evidence, while a detailed backstory is not.

Encourage students to treat uncertainty as an opportunity for careful reasoning. Phrases that signal limits, such as the text suggests or it appears that, help writers stay honest about what they can claim. Credit this precision in your scoring, since it reflects mature analytical thinking.

Giving Feedback on Argumentative Structure

Argumentative essays benefit from clear structure, with a position, supporting points, a counterargument section, and a conclusion. Feedback can focus on whether each section serves the claim and whether the order builds momentum. Marking where the argument is strongest and where it weakens gives students a map for revision.

To keep grading efficient, prepare comments linked to the rubric for typical issues like missing counterarguments or unsupported claims. Adding a personal note about the student's most compelling point keeps the feedback human. Tools that draft comments can help provided you review them against the actual paper.

Encouraging Respectful Disagreement

A class discussion on this question tends to be spirited, and that energy can carry into writing. Remind students that disagreement is welcome as long as it is grounded in evidence and expressed respectfully. This norm builds skills that matter far beyond the English classroom.

Consider sharing anonymized excerpts of strong arguments on opposing sides. Seeing multiple well-supported positions reinforces that grades depend on reasoning, not agreement with the teacher. Students learn that persuasive writing can be rigorous and open-minded at once.