Neddy Merrill is a gift to teachers who assign character analysis, because he is charming, deluded, and quietly tragic all at once. Students often begin by listing adjectives, calling him confident, athletic, and proud, and then wonder why the essay earns a modest grade. The difference between a description and an analysis is the heart of grading character essays well.

A strong character analysis explains how an author reveals character and what that revelation means. For Neddy, this might include his decision to turn a lazy afternoon into a grand journey, his refusal to acknowledge troubling remarks, and the way his physical vigor fades as the day goes on. The student connects these details to a larger claim about his psychology or the world he inhabits.

Before grading, decide whether the prompt asks students to focus on change, motivation, or contradiction. Neddy does not develop in a traditional sense, so a prompt asking how he grows may confuse students. A prompt asking how his self-image conflicts with reality produces more focused and productive writing.

Moving From Traits to Interpretation

The most common weakness is the trait list, in which each paragraph names a quality and offers one example. A better structure uses a central idea about Neddy, such as his dependence on a flattering story about himself, and explores how different scenes complicate it. Feedback can ask students to choose the single most significant tension in his character and organize the essay around it.

• Makes a central claim about Neddy rather than listing separate traits
• Supports the claim with specific moments from different parts of the story
• Explains how Cheever reveals character through action, setting, and dialogue
• Considers contradictions or changes in Neddy over the course of the day
• Connects the analysis to the story's larger meaning

Assessing Evidence of Characterization

Characterization happens through many channels, including what a character says, does, thinks, and how others respond. In this story, the reactions of neighbors are especially revealing, since their discomfort or pity often signals what Neddy cannot see. Reward students who analyze these indirect clues rather than relying on the narrator's direct description.

Watch for essays that treat characterization as static. A student who notes how Neddy's energy and optimism change between the opening pool and the later encounters shows careful reading. Credit analysis that tracks these shifts, even when the student's explanation of their cause differs from yours.

Handling Moral Judgment in Student Writing

Students often slip into judging Neddy as foolish, arrogant, or pitiable without analyzing the text. Encourage them to move from judgment to explanation by asking what in the story leads readers to feel that way. This reframing produces more analytical writing and discourages simplistic labels.

It is also fine for students to argue that Neddy deserves sympathy, as long as they support that claim with evidence. Some of the most compelling essays complicate the easy assumption that he is simply a deluded snob. The rubric should reward well-supported interpretations on all sides.

Feedback That Pushes for Depth

Feedback on character essays works well when it asks why. Why does Neddy insist on continuing his journey even as it grows harder, or why do others respond to him as they do? These questions steer students toward motive and meaning rather than description.

To manage a large class set, create a handful of reusable prompts tied to the rubric and tailor each to the student's chosen evidence. Tools that suggest comments can save time, provided you review them for accuracy. The final comment should reflect what you know about the student's argument.

Using Student Examples in Class

After grading, share anonymized excerpts that show the difference between trait lists and interpretive paragraphs. Seeing real examples makes the abstract distinction concrete and gives students a model to emulate. Short, focused discussions can improve the next round of writing significantly.

Consider letting students revise one paragraph using what they learned and resubmit it for additional credit. This invites them to apply feedback and shows growth over time. Revision is where character analysis skills actually develop.