Avarice is the obvious subject of Tvrdica, but the more interesting question is what obsession does to a person's judgment and relationships. Students who recognize this write essays that go beyond saying that Harpagon is stingy. They examine how his fixation leads him to mistreat his children, distrust his servants, and even overlook the evidence that he is borrowing from his own son. Coaching students toward this deeper level is a matter of asking the right questions.

Begin by distinguishing between greed and obsession. Greed is a desire for more money, while obsession is a fixation that distorts everything else a person does. In Harpagon's case, the fixation is so strong that he cannot recognize his own interests or the feelings of those around him. Having students articulate this distinction in a sentence or two sharpens their thesis.

Encourage them to look for the moments when the obsession produces comic consequences. The scene in which Harpagon and Cléante discover they are the lender and the borrower of the same loan is a prime example, because his need for profit blinds him to who he is dealing with. Analyzing why this is funny, and also what it shows about their relationship, leads to richer essays. Students should be able to explain both the comic mechanism and the serious implication.

Moving Beyond Character Description

Many drafts on this topic describe Harpagon's behavior in a long list. A better approach is to organize paragraphs around effects, such as how the obsession affects his role as a father, a suitor, and an employer. This structure naturally encourages analysis because each paragraph addresses a consequence. It also helps students see patterns across different parts of the play.

• Distinguish between greed as desire and obsession as distortion
• Organize paragraphs around the effects of the obsession
• Include at least one moment where obsession causes a comic reversal
• Explain how the other characters respond to Harpagon's fixation
• Consider what Molière suggests about the cost of obsession

Feedback That Pushes for Depth

When a draft stays at the surface, ask a question that requires deeper thinking. For example, you might ask how Harpagon's behavior would change if he were not obsessed, or what the other characters lose because of his fixation. These questions push students to consider consequences instead of just describing traits. They also help students discover ideas they had not yet articulated.

Praise specific insights as well, since students often do not realize when they have written something strong. If a student notes that Harpagon treats his children as possessions, say so and encourage them to build the whole essay around that idea. This kind of feedback shows students how to develop their best thinking. It also builds confidence in their ability to analyze literature.

Grading With Nuance

A rubric for this kind of essay should reward nuance and avoid penalizing students for taking an unusual angle. Criteria such as clarity of the central claim, depth of analysis, and quality of evidence allow for a wide variety of interpretations. Be especially attentive to essays that find unexpected connections, such as linking Harpagon's obsession to his treatment of the servants. These insights are often the mark of the strongest writers.

AI-assisted grading can help by handling the structural elements of the rubric consistently, such as confirming that each paragraph includes evidence and analysis. That leaves the teacher more time to appreciate and respond to original interpretation. When feedback is faster, students can revise while the ideas are still fresh. The result is a stronger understanding of both the play and the craft of analytical writing.