Fallen Angels portrays a diverse group of young soldiers, and Walter Dean Myers does not avoid the realities of race in the army and in American life. Students writing about these themes may express personal opinions, draw on family histories, or take positions that differ from the teacher's own views. Scoring such essays fairly requires awareness of how bias can enter the process, even unintentionally.

Bias in grading rarely announces itself. It can appear when a teacher gives more generous scores to essays that confirm their expectations, or when the writing style of a student from a particular background is judged less favorably. Research on grading has long shown that factors unrelated to quality, such as handwriting or prior impressions, can influence scores.

The sensitive subject matter of this novel adds another layer. An essay that argues strongly about injustice may feel more persuasive to a reader who agrees, while a more cautious argument may feel flat. Teachers need strategies to separate their reaction to the content from their evaluation of the writing.

Grade Against Observable Criteria

The strongest defense against bias is a rubric that describes observable features of the writing. Criteria such as the presence of a clear claim, the use of specific evidence from the novel, and the logical connection between them can be checked by pointing to the text. When each score can be justified with a particular sentence or paragraph, there is less room for subjective impressions to dominate.

• Write criteria in terms of what the essay does, not how it feels to read
• Require that every score be tied to at least one specific passage
• Avoid criteria like voice or sophistication without clear descriptors
• Evaluate the quality of reasoning independently of the conclusion
• Revisit scores for papers that provoked a strong personal reaction

Consider Blind or Anonymous Grading

Where possible, remove student names before grading. Many learning platforms allow anonymous submissions, and even a simple method such as folding over the name line can reduce unconscious expectations. Knowing the author, particularly when you have strong impressions of their previous work, can subtly color how you read a paper.

Anonymous grading is not always practical, especially when you want to tailor feedback. A compromise is to score first with names hidden and then add personal comments afterward. This sequence preserves the benefits of both fairness and individualized attention.

Use Consistent Tools and Audit the Results

AI grading tools apply the same rubric to every paper without being influenced by a student's reputation or handwriting. That consistency can reduce some forms of bias, though it is not a substitute for human reflection since the tool reflects the criteria it is given. Teachers should still review outputs and look for patterns that suggest a rubric is unintentionally favoring certain writing styles.

Periodic audits are valuable. Compare scores across groups of students and across different sections to check for unexplained gaps. If a pattern emerges, examine sample papers and revise the criteria or your own practices accordingly.

Create a Respectful Classroom Context

Students are more willing to write honestly about race and war when they trust that their ideas will be judged on merit. Explaining at the start of the unit how essays will be scored, and emphasizing that thoughtful disagreement is welcome, sets a tone of fairness. Clear expectations protect students and teachers alike.

Grading with attention to bias is an ongoing practice and not a one-time fix. Each assignment offers an opportunity to refine criteria and reflect on habits. The result is a classroom where students feel respected and where the grades they earn reflect the quality of their work.