Many teachers now ask students to read Franklin critically. The Autobiography presents a flattering self-portrait, and it is silent on parts of his life that later generations find troubling. Franklin enslaved people at various times, and only late in life, in 1787, did he become president of the Pennsylvania abolition society. Essays that engage with that record can be some of the most thoughtful students write.

They can also be the hardest to grade. Students hold strong views, and teachers do too. A paper that reaches a conclusion the grader agrees with can feel more convincing than one that argues the opposite with equal skill.

Fair grading in this situation depends on clear criteria and habits that reduce bias. The goal is to reward the quality of reasoning and evidence, whatever the student concludes.

The sections below cover how to design the rubric, what evidence to expect, and how to guard against your own leanings.

Grade the argument, not the conclusion

State in the assignment that essays will be scored on reasoning and evidence, not on which position they take. Then build the rubric around that promise. Students who argue Franklin deserves admiration, students who argue he deserves criticism, and students who argue for a mixed view should all have a path to a top score.

• Thesis: the essay takes a clear, arguable position about Franklin's legacy.
• Evidence: claims rest on specific passages and verifiable historical facts.
• Reasoning: the student explains how the evidence supports the position.
• Counterargument: the essay addresses at least one serious opposing view.
• Fairness: the writing represents Franklin and his critics accurately, without caricature.

Evidence beyond the Autobiography

The Autobiography alone cannot support claims about Franklin's whole life, since it stops around 1757 and was written for particular purposes. Students who want to discuss his record on slavery need outside sources. Provide a short packet of documents so that everyone works from the same material and claims can be checked.

Reward students who notice what the Autobiography leaves out. That observation can be more revealing than any statement in the text. But require them to support it, and not simply assert it.

Guarding against grader bias

Reduce bias with simple habits. Grade with names hidden when possible. Score each rubric criterion separately before forming an overall impression. Reread a few essays from the opposite side of the argument to check that your standards match.

Some teachers use a rubric-driven AI tool as a second reader. Because it applies the same criteria to every essay, it can flag cases where your score seems out of line with your own rubric. Treat it as a check, and remember that you make the final decision.

Clear boundaries for sensitive topics

Set ground rules for discussion and writing. Students should be able to make arguments without being attacked, and they should treat historical figures and real people accurately. Say in advance that dismissive or hateful language will not be accepted, even in service of a position.

Give feedback that stays on the writing. A comment like "you need a stronger source for this claim" is easier to hear than a comment about the position itself. That approach protects students of every viewpoint and keeps the classroom a place where hard questions can be asked.