Persepolis has been the subject of book challenges in some school districts, and that history makes it a compelling topic for argument writing. Students can examine questions about censorship, age-appropriateness, and the purposes of literature in school. These are real issues that connect to their own education, which increases engagement. They are also sensitive issues, so teachers need a careful approach to designing and grading the assignment.

Before assigning the essay, check your district's policies and consider communicating with families about the purpose of the task. Make clear that the goal is to teach argumentation, not to push a particular viewpoint. Students should be free to argue either side, and grading should never depend on which position they choose. That principle needs to be explicit from the start.

Provide students with balanced background materials so they can build informed arguments. This might include excerpts from articles about book challenges, statements from librarians and educators, and perspectives from parents on different sides. Students should also have the memoir itself as evidence for what it actually contains. An argument about a book is stronger when the writer has read it closely.

Evaluating Argument Quality, Not Opinion

The central grading principle is that you evaluate the quality of the reasoning, not the conclusion. A student who argues that the book should remain in the curriculum and one who argues it should be restricted can both earn top marks if their arguments are well supported. Look for a clear claim, relevant evidence, and thoughtful engagement with opposing views. This standard keeps grading fair and defensible.

• Claim: takes a clear position on a specific question rather than a vague stance
• Evidence: uses accurate details from the memoir and credible outside sources
• Reasoning: explains how the evidence supports the claim and addresses possible objections
• Counterargument: fairly represents an opposing view before responding to it
• Tone: writes respectfully and avoids personal attacks or sweeping generalizations

Watching for Bias in Your Own Grading

Teachers have their own views on censorship, and those views can influence how they read essays. It is easy to score an essay more generously when it agrees with you. To guard against this, grade with the rubric in front of you and consider anonymizing papers when possible. Rereading a few essays from the opposing side helps check that you are applying the same standard.

Comparing scores across positions after grading can also reveal patterns. If essays supporting one side consistently score higher, examine whether the difference reflects genuine quality or unconscious bias. Discussing samples with a colleague can offer another perspective. These checks strengthen the fairness of your assessment.

Checking Accuracy About the Book

Arguments about a book should reflect what the book actually says and shows. Some students may repeat claims they have heard about the memoir without verifying them. Encourage them to cite specific scenes and to describe them accurately. Feedback should address any misrepresentation, since an argument built on a mischaracterization is weak regardless of position.

Similarly, evaluate how students use outside sources. Are they credible, current, and relevant, and are they represented fairly. Students should distinguish facts from opinions and note the perspective of each source. These habits are essential for responsible argument writing in any subject.

Grading Consistently and Efficiently

Argument essays on contested topics can be emotionally charged, and reading many of them in a row can be draining. Take breaks and rely on your rubric to keep your judgments steady. Grading one criterion at a time across all essays can also help you stay objective. AI-assisted tools that apply the rubric consistently can offer a useful check, provided the teacher reviews the results.

When returning the essays, share a few examples that show strong reasoning on different sides, with names removed. Discuss what makes them effective and how each engages with opposing views. This shows students that good argument is about quality of thinking, not winning. A well-run assignment on Persepolis and book challenges can teach lessons about evidence, civility, and the value of reading that last well beyond the unit.