Because Murder City is so closely tied to how Chicago's newspapers covered crime in the Twenties, it fits well in journalism and media studies courses. Instructors may ask students to write analytical essays about press coverage, but they may also assign news-style pieces that imitate or respond to period reporting. These two kinds of assignments need different rubrics, and mixing them up leads to confusing feedback.

An analytical essay should be graded for thesis, evidence, and reasoning, just as in any humanities course. A news-style writing assignment, by contrast, should be graded for accuracy, clarity, structure, and adherence to the conventions of reporting. Students who are asked to rewrite a sensational account in a neutral modern style need to be evaluated on whether the facts are preserved and the tone is genuinely restrained.

A useful exercise is to have students compare a period-style headline with a modern equivalent and explain the differences. This lets you grade analytical thinking about word choice, emphasis, and framing in a short, focused format. It also reveals which students notice how language shapes the reader's reaction to violence.

Grade Accuracy and Attribution Strictly

In journalism, accuracy is non-negotiable, and the rubric should reflect that by penalizing invented details or unattributed claims. When students write a mock news story based on a case from the book, they should be able to point to the source of each fact. A paper that embellishes the narrative to make it more dramatic has failed the central test of the assignment, even if it reads well.

• Facts match the source material without embellishment or invented detail.
• Claims are attributed to a clear source within the text.
• The lead paragraph states the most important information first.
• Tone is neutral and avoids sensational or judgmental language.
• Headline accurately reflects the content of the story.

Evaluate Critical Analysis of Sensationalism

Many journalism instructors want students to examine how sensationalism worked in the 1920s press and what it did to public attitudes. A strong essay on this topic identifies specific techniques, such as dramatic headlines, emotional adjectives, and the elevation of certain victims or suspects over others. It then explains the effect of those techniques on readers and on the cases themselves.

Weak essays tend to say only that newspapers were biased or exaggerated. Feedback should ask students to name a particular passage, identify the technique, and explain what response it was likely to produce. That sequence mirrors the close reading skills that journalism and communications programs often emphasize.

Offer Feedback That Sounds Like an Editor

Journalism students respond well to feedback framed the way an editor would give it, with attention to cuts, clarity, and structure. Comments such as "your second paragraph buries the main point" are direct and actionable, and they teach habits that carry into professional writing. This style also fits naturally with a rubric that values concision and precision.

Revision is especially valuable in these courses because editing is part of the craft. Letting students resubmit after feedback, with a note explaining what they changed, rewards the process rather than just the first attempt. It also gives you a clearer picture of how well each student understands the conventions they are being asked to master.

Manage the Workload of Short, Frequent Assignments

Journalism courses often assign many short pieces, which creates a steady stream of grading. Using a compact rubric and a consistent comment structure keeps the pace manageable. Many instructors find that giving fewer, more targeted comments on each piece produces better results than trying to correct everything.

AI grading tools can support this workflow by checking structural elements like lead placement, attribution, and headline accuracy against the rubric. Instructors then focus on judgment-heavy questions such as tone, fairness, and the quality of the analysis. The result is faster turnaround, which matters in a discipline where timely feedback is part of the training.