Literature and Composition To Kill a Mockingbird Expository Essay Analysis Student Objectives: * to demonstrate knowledge of reading and discussion of To Kill a Mockingbird * to develop a three-point thesis based on a topic of literary merit from the novel * to apply this thesis to a five-paragraph essay, using appropriate techniques for developing an introduction, body, and conclusion * to support examples with relevant and revealing quotations which are properly documented * to follow the writing process of pre-writing, writing, revising, and proofreading What does it mean to analyze a piece of literature? Novels can be very complex with many layers of meaning. Your task is not to retell the story (you must assume that the audience of your paper has just read the same book). You want to focus your attention on a theme (an important idea or message) that comes from having read To Kill a Mockingbird. You have spent much time reading the novel; now it is time to explore your thoughts about a specific topic that forces you to analyze, or break down, information about the novel in a thoughtful and creative way. Once you have decided on the focus of your analysis, it is then time to become the literary detective to hunt down the evidence you will need to investigate, examine, and interpret this important topic (such as examples and quotations from the To Kill a Mockingbird). Student Task: Each student will develop a five-paragraph essay from an idea which extends from the reading and discussion of To Kill a Mockingbird. Choose one of the essay topics listed on the following page and begin by formulating a proper thesis statement. A literary thesis should include the following: title of the piece of literature you are analyzing, the author s full name, the topic, your attitude, and three areas that you will develop about the topic. Additional hints and suggestions for how to develop your essay are found in this handout along with an evaluation rubric. Your final draft should be at least three typed pages, doubled spaced. This paper will be worth 0 points. Consult your syllabus for deadlines. Remember, the final copy must be typed (I will not accept any handwritten papers). Use the standard Valley Southwoods styleguide to format your paper. Give me your best effort! Remember that the goal is not perfection, but excellence!
Topic Selection The answers you get from literature depend on the questions you pose. (Margaret Atwood) To Kill a Mockingbird is a novel that exemplifies a unique regional writing style and a phenomenal story structure. In addition, the novel incorporates an almost unlimited number of themes to think about as you read. Below is a list of possible topics for this essay. You may also use a topic of your own, as long as you have it approved by your teacher. * the narrator * revenge * Atticus willing to defy tradition * pity * Scout s learning experiences * lasting effect of public actions * seeing from another point of view * disillusionment * Boo Radley as a symbol * revenge against children * Miss Maudie as a person * individual worth * Scout s innocence * sibling relationships * symbolic gestures * foils * pestering Boo Radley * bridging generations, races * intellectual growth * education * prejudice * cowardice * fighting * treatment of women * Atticus as a father * values * women and men * climax of the novel * losing causes * the development of Scout * reacting to insults * tradition in Maycomb * groups vs. individuals * Cunningham s and Ewell s * power of good over evil * Scout s reactions to life * Dolphus Raymond * gifts in Boo s tree * Tom Robinson as a person * relationship between Dill and Scout * Miss Maudie and the children * controlling emotions * respect for individuality * Atticus and Uncle Jack * the fire * Miss Maudie and Miss Stephanie * sealing up the tree * courage * fear of the unknown * trash according to Alexandra; Atticus * class structure * raising children * Jem s learning * responsibility * sympathy * Calpurnia and the children * irony * double standards * dynamic characters * trial by law * mother figures * hypocrisy * justice * lies * Mayella * loneliness * Atticus taking Tom s case * mockingbirds * Scout s effect on the lynch mob * Aunt Alexandra * Miss Dubose s addiction * moral growth, understanding * sociology of Maycomb * mobs
How to Structure Your -Paragraph To Kill a Mockingbird Literary Essay Introduction 3 1 A. Catch Material - Begin your essay with something that will hook your reader s attention (be careful about confusing the readers with a story that uses names other than those in the novel). B. Transition - Make some broad statements about your topic and/or the significance of To Kill a Mockingbird. C. Thesis - Include the title of the piece of literature you are analyzing, the author s full name, the topic, your attitude, and three areas of how you are going to develop that topic. *** begin each body paragraph with a topic sentence that reflects one of your three points mentioned in the thesis from the introductory paragraph Body Paragraph #1 Body Paragraph #2 *** make two or three main points per paragraph (primary support sentences) *** support your primary support sentences with secondary support; use specific examples from the novel to illustrate your points; use short quotations (at least one per paragraph) to support your points *** summarize only when necessary and then only to familiarize your reader with the context of your discussion; assume that your readers have also just finished reading the same novel, so that you don't have to retell the whole story (you only summarize to let the reader know what scene you are discussing) *** remember to put a concluding sentence at the end of each body paragraph that summarizes your whole paragraph *** remember that every paragraph should have a minimum of five sentences (eight to ten will be better) Body Paragraph #3 *** do not use contractions of any kind in formal writing *** avoid I think, in my opinion, or any use of the word I in your writing *** be sure to check your conventions when editing; eliminate any errors in spelling (run the spell-check on your computer), grammar, punctuation, and usage 1 3 Conclusion A. Restate thesis as your first sentence of the conclusion!!! (don t word exactly as original) B. Summary (make overall comments as to the importance or significance of the topic) C. Reverse Catch Material (make some connection back to the catch material you used to begin your essay)
How to Blend Quotations into an Essay For your essay on To Kill a Mockingbird, you are required to find quotations from the novel to use as support for your points. Why? Just as Atticus Finch and all lawyers need evidence to make a convincing argument to the jury, you, as a writer, need to provide examples from the text when you are trying to make a valid point (convincing your reader, or your jury ). General Requirements for Quotations for this Essay: * use at least one quotation in each of your three body paragraphs (two is also fine) * make sure the quotations are the most relevant ones you can find * select short quotations or use an ellipsis (...) to omit unnecessary parts to the quotation * do not pad the paper with huge quotations (or too many) to stretch for more length * all quotations will come from the novel; no outside research is necessary for this paper * properly document all quotations (see techniques below) Techniques for Blending Quotations Effectively: A. Set up the quotation (introduce it): Too many students just drop quotations into their text without leading into them. Use phrases such as: -- This is demonstrated when [Scout] thinks, -- The reader can clearly see this when [Atticus] says, -- An example of this is when the reader is told, B. Punctuate the setup, quotation, and documentation correctly: For each quotation, provide the page number(s) where you found the quotation and place that in parentheses after the quotation. With normal research papers, you would also have to identify the author or title, but since all of your papers are from To Kill a Mockingbird, there is no need to tell the reader this obvious reference. Using material that is not already inside quotation marks in the book: Scout tries desperately to obey her father s lessons; this is demonstrated when Scout thinks, As Atticus had once advised me to do, I tried to climb into Jem s skin and walk around in it (7). * Notice that there is no punctuation at the end of your quoted material. Conclude with a quotation mark, leave a blank space, put your page number(s) in parentheses, and then put the period. Also notice that there is no need to use the word page or p. inside the quotation marks. Using material that is already inside quotation marks in the book: The novel shows us how children are more accepting than adults. An example of this is when Scout wonders why Dolphus Raymond would pretend to be drunk: I had never encountered a being who deliberately perpetrated fraud against himself. But why had he entrusted us with his deepest secret? I asked him why. Because you re children and you can understand it, he said (201). * Notice that the part that was quoted in the book is now put in single quotation marks and the entire section you are quoting uses the regular double quotation marks. How to eliminate unnecessary parts of a long quotation with an ellipsis: Atticus makes this point when he delivers his closing arguments, We know all men are not created equal in the sense some people would have us believe--some people are smarter than others, some people have more opportunity because they re born with it...but there is one way in this country in which all men are created equal...that institution, gentlemen, is a court...in our courts all men are created equal (20).
More Examples of Blending Quotations into an Essay: Type A: the material you want to quote is part of the general narration Original material: Summer, and he watched his children s heart break. Autumn again, and Boo s children needed him. Blended into an essay: (and documented with the page number) Even though many people of Maycomb fear Boo, the reader eventually realizes that Boo is actually a good-willed protector of the children. In fact, Jem and Scout become his remote family. This can be seen when Scout is standing on the Radley porch, attempting to stand in Boo s shoes to see how he must have experienced life: Summer, and he watched his children s heart break. Autumn again, and Boo s children needed him (279). These words show that Scout knows that Boo considered them his children. At times, it seems Boo is a father to the children when Atticus is not there. Type B: the material you want to quote is already in quotations in the book Original material: Atticus placed his fork beside his knife and pushed his plate aside. Mr. Cunningham s basically a good man, he said, he just has his blind spots along with the rest of us. Blended into an essay: (and documented with the page number) Many of Maycomb s residents, although generally good people, reveal their dark racist feelings throughout the novel. Walter Cunningham Sr., a man to whom Atticus has given much legal help, is also part of the mob that threatens Atticus if he does not let them get Tom Robinson. Atticus explains this to Scout by saying, Mr. Cunningham s basically a good man, he said, he just has his blind spots along with the rest of us (17). By this, Atticus tells Scout that no one is perfect and sometimes we do not see what we are truly doing to others.
To Kill a Mockingbird Thesis Planning Worksheet A literary thesis should include the following: title of the piece of literature you are analyzing, the author s full name, the topic, your attitude, and three areas of how you are going to develop that topic. Example: In Harper Lee s To Kill a Mockingbird, Atticus functions as a moral absolute: he has integrity (at home and in public), is compassionate toward others, and believes in equality for all. Name: Period: Topic: Write the first draft of your thesis on the following lines: Teacher comments: Thesis approved? (teacher will sign when acceptable)
To Kill a Mockingbird Essay Evaluation Rubric Format & Style: * L.9-10.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style (conforming to style guidelines). Ideas: * RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. * RL.9-10.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details. * W.9-10.2 Write explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. Organization: * W.9-10.2 Write explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. * W.9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Voice: * W.9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Conventions: * L.9-10.1 Demonstrate command of the conventions of standard English grammar and usage. * L.9-10.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling. Exceptional Proficient Developing The essay conforms to all VSW format and style guidelines (page numbers, information lines, title, spacing, font choice, and margins). The thesis and all ideas, supporting examples, and use of meaningful quotations from To Kill a Mockingbird are appropriate and illustrate an excellent understanding of the novel. The student makes interesting and creative connections throughout the essay to the story and its meaning. Development of points is substantive, relevant, thorough, and well focused. 1 14 The essay carries out an effective, smoothly executed plan. Points in the topic sentences of the body paragraphs reflect three subpoints of the thesis (in order). The essay demonstrates a logical progression of ideas, enhanced by a variety of transitional phrases. The essay includes both an effective and well-developed introduction and conclusion. 1 14 The writing is appealing and has a definite individual style. The diction is powerful and interesting. Writing contains unique expressions, strong verbs, and vivid adjectives that resonate with the reader. This strong writing shows personality and originality. The essay demonstrates superior editing with virtually no errors in grammar, punctuation, capitalization, and/or word usage. The essay contains few, if any, spelling errors. 10 9 The essay conforms to most VSW format and style guidelines (page numbers, information lines, title, spacing, font choice, margins) but several errors remain. 4 3 The thesis and most ideas, supporting examples, and use of some quotations from To Kill a Mockingbird are appropriate and illustrate a good understanding of the novel. The student makes sufficient, but not very creative, connections throughout the essay to the story. Development of some points may lack completeness or depth, at times sounding superficial or obvious. 13 12 11 10 9 The essay carries out a plan. Points in the topic sentences of the body paragraphs mostly reflect the three subpoints of the thesis (in order). The essay demonstrates a progression of ideas, but lack of transitional phrases may cause some gaps. The essay includes both an introduction and conclusion (but more creativity or development would help). 13 12 11 10 9 The writing is appealing but has an emerging individual style. The diction is standard and appropriate. Writing contains mostly conventional expressions, verbs, and adjectives (none will resonate with the reader). Writing lacks somewhat in personality. 4 3 The essay needs additional editing because of several minor errors in grammar, punctuation, capitalization, and/or word usage. The essay contains several noticeable spelling errors. 8 7 6 The essay does not conform to most VSW format and/or style guidelines (page numbers, information lines, title, spacing, font choice, margins); vast errors. 2 1 0 The thesis and ideas, supporting examples, and use of quotations from To Kill a Mockingbird are minimal (or missing); the essay lacks focus and illustrates minimal understanding of the novel. The student makes shallow or vague connections to the story. Development lacks focus on the thesis or fails to relate to the topic, at times reading more like a list of examples. 8 6 4 2 0 The essay carries out a weak plan. Points in the topic sentences of the body paragraphs do not reflect the three subpoints of the thesis (or their order). The essay demonstrates little progression of ideas and lacks transitional phrases (jumps around or repeats ideas). The essay s introduction and/or conclusion may be missing or extremely undeveloped. 8 6 4 2 0 The writing lacks any individual style. The diction is flat and mechanical. The writing contains limited expressions, verbs, and adjectives (none will resonate or engage with the reader). This writing is lacking in personality and originality. 2 1 0 The essay needs additional editing because of vast minor and major errors in grammar, punctuation, capitalization, and/or word usage. The essay also contains several spelling errors. 4 3 2 1 0 Rubric Total: / 0