When students read a book by a well-known public figure, such as Kristopher Schau's "På vegne av venner," their opinions of the author can overshadow their reading of the text. Essays may discuss whether the writer is funny, likable, or controversial rather than how the book works. Teachers who want analytical writing need to structure the assignment to keep the focus on the text.

At the same time, a public persona can be a legitimate subject for media literacy assignments. Students might analyze how an author constructs an image through writing and how that image shapes the reader's expectations. The key is to be explicit about whether the assignment is about the text, the persona, or the relationship between them.

A rubric that distinguishes between claims about the author and claims about the text helps students stay on track. Claims about the text must be supported by passages, while claims about the persona must be supported by specific features of the writing. This prevents essays from relying on hearsay or personal opinion.

Separating Text From Persona

Students can be taught to ask what the page itself shows rather than what they already know about the author. This habit mirrors the discipline of close reading. It also protects against assumptions that may not be supported by the book.

• Require every claim about the author to be tied to a specific passage
• Discourage reliance on rumors, gossip, or unsourced online commentary
• Ask students to distinguish between the narrator and the real person
• Encourage analysis of how the writing shapes a public image
• Value reasoning over personal like or dislike of the author

Evaluating Sources Responsibly

If students use outside sources such as interviews or articles, the rubric should require evaluation of reliability. Entertainment media often mixes fact and opinion, and students should learn to distinguish them. Teachers can ask for a brief note explaining why each source is trustworthy.

This skill transfers beyond literature, supporting broader critical thinking. Students who learn to question sources become more careful readers of all media. The assignment thus serves multiple educational goals.

Grading Opinion Fairly

Students will have strong opinions, and teachers must avoid rewarding agreement or penalizing disagreement. The rubric should evaluate the quality of reasoning, not the position taken. A student who dislikes the book can earn a top mark with a well-supported critique.

Grading by criterion across the full set helps limit personal bias. A second read of borderline essays offers additional protection. These practices keep the assessment focused on skills.

Feedback That Moves Students Toward Analysis

Useful comments ask students to show where the text supports their view of the author. Pointing out that a sentence is an assertion rather than evidence encourages more careful writing. Over time, students learn to anchor their claims.

Consistent, criterion-based feedback, whether drafted by hand or with AI assistance, helps students see the pattern in their own habits. They can then work on specific improvements. The result is stronger, more disciplined writing.