In The Shadow of the Past, Frodo learns how Bilbo came by the Ring and hears about Gollum. Frodo says it was a pity Bilbo did not kill the creature when he had the chance. Gandalf's answer sets up one of the novel's biggest ethical questions.

Gandalf argues that it was pity that stayed Bilbo's hand, and that this pity may matter a great deal before the story ends. He adds that deciding who deserves death is not something he would do lightly. Students can argue about whether he is right, and they should use the text to do it.

Gollum keeps returning. At the Council, Gandalf tells how he was captured and held by the Elves of Mirkwood, then escaped. In Book II, the company senses that something is following them through Moria, and Frodo later catches sight of Gollum's eyes.

An assignment on mercy asks students to build an ethical argument from evidence. It is not enough to say killing is wrong. They need to say why the novel treats mercy as significant, and what it costs or risks.

Elements of a strong moral argument

Moral reasoning essays are easy to turn into opinion. The rubric should reward reasoning and evidence, not the position chosen. Use these five elements.

• A clear position on whether mercy toward Gollum is wise, just, or dangerous
• Evidence from The Shadow of the Past and later scenes where Gollum appears
• A reason that explains why the position follows from the evidence
• Consideration of the strongest argument on the other side
• Recognition of what the novel itself seems to suggest, distinct from the student's own view

Keeping personal opinion in check

Students have strong views on justice and mercy, and they will share them. That is fine, but the essay must show that the text supports the view. Ask for references to specific moments, not general moral statements.

Separate what the student thinks from what the novel suggests. An essay can argue that Bilbo's mercy would be foolish in real life and still show that the novel treats it as valuable. Reward students who can hold both.

Handling sensitive topics

Discussions of killing and punishment can touch on personal experiences. Set ground rules for respectful discussion and remind students that the topic is a fictional situation. Give an alternative prompt if needed.

Grade the argument, not the values. A student who disagrees with the novel's stance is welcome to say so, provided they engage with it. Your job is to assess the reasoning.

Keeping the feedback timely

Moral reasoning essays can be long, with several layers of argument. A rubric with rows for claim, evidence, counterargument, and reasoning helps you locate each element quickly. AI tools like GraideMind can apply the rubric and draft comments, and you can add your own on the depth of thinking.

Plan a short follow-up discussion after the essays are returned. Students often want to keep arguing, and that energy is worth using. The essay becomes a starting point for a better conversation.