Point of view is one of those literary concepts that students memorize and rarely apply. They can tell you that a story is in first person or third person, but explaining why it matters is harder. Holes is a useful text for moving beyond labels.

The novel is told by a third-person narrator who moves between characters and across time. The narrator often knows things that Stanley does not, such as the history of the Yelnats family and the story of Kate Barlow. That gap between what the reader knows and what the character knows drives much of the tension.

An essay on point of view asks students to explain the effect of that choice. What would be different if Stanley told the story himself? What is gained by letting the narrator reveal the past?

These are questions students can answer with a bit of guidance. The challenge for the grader is distinguishing real analysis from vague statements about perspective. A clear rubric makes that distinction visible.

Build the Prompt Around a Thought Experiment

A useful prompt asks students to imagine a change. If the story were told only from Stanley's point of view, how would the reader's experience differ? This makes them articulate what the actual narration does.

• Identify the narrator's point of view and give a specific example from the text
• Describe a moment where the narrator reveals information that Stanley does not know
• Explain how that gap between reader and character affects tension or humor
• Imagine one scene told from a different perspective and explain what would change
• Connect the narrative choice to a larger idea in the novel

Grade the Effect, Not the Definition

Students who define third-person omniscient correctly have shown recall, but not analysis. The rubric should award most points for explaining effect. A short definition is fine, and the substance should come from what the choice accomplishes.

Watch for confusion between the narrator and the author. Students sometimes attribute the narrator's knowledge directly to Sachar without distinguishing them. A quick clarification in feedback helps.

Encourage Creative Analysis Through Rewriting

Some teachers pair the essay with a short rewrite of a scene from another character's viewpoint, such as Zero or the Warden. Students then reflect on what changed. The exercise makes perspective concrete.

Grade the reflection more heavily than the rewrite. The reflection shows whether students understand the concept. The rewrite is a way to get there.

Consistent Feedback on Abstract Skills

Abstract topics like point of view produce a wide range of responses, which makes consistent grading harder. Rubric-based tools such as GraideMind can help maintain a steady standard, while you concentrate on the essays with the most interesting or unusual thinking. That keeps your energy on the parts that require judgment.

Share a strong example with the class after grading, with the student's permission. Seeing what effective analysis of perspective looks like helps everyone. It also makes the concept feel more achievable.