The four old Indians in Green Grass, Running Water, who go by the names Lone Ranger, Ishmael, Robinson Crusoe, and Hawkeye, are a gift to teachers who want students to write about intertextuality. Each name pulls in another story, and King uses those borrowed identities to comment on how Western literature and film have cast Indigenous people. Essays on this topic can be sophisticated, but they depend on students recognizing the allusions. Grading must account for both knowledge and analysis.

A strong essay does more than identify the sources of the names. It explains what the borrowing accomplishes, such as exposing the way colonial narratives assign roles to Indigenous characters. The student should connect that observation to the novel's larger argument about storytelling and power. Identification without interpretation is only the first step.

Many students will not know the original references, so the course should provide basic background. A short handout on each source, or a guided reading, ensures everyone has the same starting point. The assignment can then assess how well students use that knowledge rather than whether they happened to encounter it before. This makes grading fairer.

Defining Strong Intertextual Analysis

Intertextual analysis requires a student to compare the original source with its use in the novel and explain the difference. For example, a student might argue that the old Indians reclaim names that once defined them as sidekicks or savages, turning them into agents. The strongest papers support such claims with specific scenes from the novel and accurate details from the source texts. Precision matters on both sides.

• Accurately identifies the source of each allusion and its original meaning
• Explains how King changes or challenges the original through the novel's context
• Connects the allusion to a larger argument about representation and power
• Supports claims with specific scenes from the novel
• Avoids treating the allusions as trivia without interpretation

Common Weaknesses in Allusion Essays

A common problem is the list essay, where a student catalogs allusions in order without developing an argument. A comment asking which allusion best supports the thesis can reorient the paper. Encourage students to select two or three and analyze them thoroughly. Depth leads to better claims.

Another weakness is inaccurate or superficial knowledge of the source text. A student who misdescribes the original story undermines the comparison. Feedback should point this out and suggest a quick check of the source. Treating accuracy as a research skill helps students improve.

Giving Feedback That Deepens Comparison

Effective comments ask about difference. "What changes when this name appears in a story about the reservation instead of its original setting" prompts the student to articulate the effect of the borrowing. That question can be adapted to any allusion. It keeps the focus on analysis.

When many papers address the same allusions, note common patterns and respond in class. If most students overlook a particular connection, a short mini-lesson can address it. Class-wide feedback saves time and benefits everyone. It also signals which skills the course values.

Scaffolding the Assignment

Before the essay, give students a chart with columns for the allusion, its original meaning, how the novel uses it, and what it suggests. Filling it out ensures they have the raw material for analysis. They can then choose their strongest examples. The chart also makes grading easier because students arrive with organized evidence.

Offer a short workshop where students discuss one allusion together before writing independently. Hearing different interpretations expands their sense of what is possible. They often discover ideas they would not have reached alone. This collaborative step improves the originality of the final essays.