One of the most engaging assignments connected to Touching Spirit Bear asks students to take a position on Circle Justice. Cole could have been sent to a juvenile facility, yet the community instead sent him to a remote island under the guidance of Garvey. Students naturally have opinions about whether that was fair, effective, or too lenient. Turning those opinions into well-built arguments is the real skill being assessed.

Argument essays call for a different rubric than character analysis. The central question is whether the student can state a clear position, support it with evidence, address another viewpoint, and reason logically. Students often have strong feelings about Cole that leak into the writing as emotional statements rather than evidence. A rubric helps separate passion from proof.

Teachers should decide whether the assignment requires outside research or relies only on the novel. If students may cite real-world examples of restorative justice programs, the rubric needs a row for source quality and accuracy. If the essay is text-based only, the grading focus stays on how well the student uses details from the book. Clarity about this up front prevents inconsistent expectations.

The Core Elements of a Strong Argument

A strong argument begins with a debatable claim, such as that Circle Justice gave Cole a better chance at change than detention would have. The student then supports it with specific events, for example Cole's reactions after being left alone on the island. A good essay does not stop there, though. It also considers the reasonable objection that Cole escaped real punishment and explains why that concern does not overturn the claim.

• Claim: takes a clear position on whether Circle Justice was the right choice for Cole
• Evidence: uses specific events from the novel instead of general statements about justice
• Counterargument: acknowledges at least one reasonable opposing view with fairness
• Reasoning: explains how the evidence leads to the conclusion in logical steps
• Tone: stays respectful toward Peter, Cole, and the community involved

Grading Counterarguments Fairly

Counterargument is where many students lose points, not because they lack ideas but because they treat the other side as a straw man. A weak counterargument might say some people think Cole should go to jail, but they are wrong. A stronger one acknowledges that Peter suffered serious harm and explains why accountability can still be achieved without incarceration. Reward the second approach explicitly in your rubric language.

It helps to teach this skill before the essay is due. A short warm-up where students write the strongest case against their own position builds the habit. When they later include a counterargument, you can grade it against a clear description of what a fair one looks like. This turns a difficult skill into something measurable.

Keeping Grades Separate From Opinions

Because this topic touches on crime, punishment, and justice, teachers may find themselves reacting to the stance a student takes. The rubric should protect against that by scoring only the quality of the argument. A student who believes Cole deserved harsher consequences can earn full marks if the claim is supported and the reasoning is sound. Saying so aloud to students encourages honest participation.

Anonymous grading, where possible, adds another layer of fairness. So does scoring one criterion at a time across the whole set. AI grading tools that apply the same rubric to every essay can help reduce drift as you tire during a long session. You still review borderline cases and make the final call.

Turning Feedback Into Better Arguments

Comments on argument essays should push students to strengthen the weakest link. If the claim is clear but the evidence is thin, point to a scene they have not used, such as the aftermath of Cole's most serious setback. If the reasoning jumps, ask them to explain the step between the event and the conclusion. These targeted prompts are more useful than general praise.

Finally, consider letting students revise after feedback and comparing the drafts. The change between versions often shows more growth than a single grade can capture. It also reinforces that argument is a skill built through practice. Teachers who include a revision step report stronger final essays and better class discussions.