Many first-year composition courses use a single novel as a shared text, and Song of Solomon is a strong candidate. It offers complex characters, rich themes, and enough ambiguity to fuel real arguments. It also produces a great deal of writing across sections of twenty-five or more.

Remember that the course goal is writing, not literary scholarship. The novel is a vehicle for teaching argument, evidence, and revision. Design assignments so the writing skill is the focus and the book provides the material.

Many first-year students meet Morrison for the first time in your class. Their instinct is to summarize because they are still finding their footing with the book. Early assignments should reward noticing and questioning, with formal argument coming later.

A sequence that moves from description to interpretation to argument mirrors how composition courses already work. Start with a close reading of one page, then a short interpretive essay, then a research-supported argument. Each stage adds a layer of difficulty.

Balancing depth and workload

Grading four essays for four sections adds up quickly, and the instinct to comment on everything is a trap. Decide in advance which two or three skills each assignment targets. Comment only on those, and let the rest go until later drafts.

• Assignment one: a page-length close reading focused on precise description of language
• Assignment two: an interpretive essay focused on thesis and evidence integration
• Assignment three: an argument that brings in one secondary source on Morrison
• Assignment four: a revised portfolio piece with a reflection on changes made
• Ongoing: short in-class freewrites that are never graded but always read

Grading with a shared rubric across sections

If several instructors teach the course, a common rubric is essential. Without one, students in different sections receive very different grades for similar work. Meet before the semester to align expectations using sample essays.

Norming sessions are worth the time even when schedules are tight. Grade a few essays independently, compare scores, and discuss discrepancies. The conversations reveal assumptions that would otherwise stay hidden.

Teaching revision as a skill

First-year students often think of revision as fixing typos. Show them what real revision looks like by returning drafts with comments about argument and structure, and requiring a revision memo. Asking them to explain what changed and why turns revision into reflection.

Grade the improvement between drafts, not only the final product. This rewards students who take feedback seriously and discourages last-minute submissions. It also gives you a clearer picture of how each writer develops.

Making feedback sustainable

The core problem is timing: feedback arrives late when instructors are overwhelmed. An AI grading assistant like GraideMind can produce first-pass comments aligned to the course rubric within hours, giving instructors a starting point they can edit. That speed lets students revise while the assignment is still fresh.

Be transparent with students about how feedback is generated and reviewed. Explaining that the instructor makes the final judgment builds trust. It also models the kind of responsible tool use many programs now want to teach.