Literary Analysis Essay To Kill a Mockingbird

The Essay:  In a multi-paragraph piece of writing, demonstrate an understanding of the plot lines, character development, themes, and cultural influence in Harper Lee’s To Kill a Mockingbird.  Choose one prompt and elaborate on the subject focusing your work around a well-developed thesis statement.  Use text evidence to support your claims about the characters and their connection to the chosen theme.  The final product should be your best work: essay quality.  The final draft should follow basic MLA guidelines.

 Standards Measured:  Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.  Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.  Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.  Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.  Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.  Provide a concluding statement or section that follows from and supports the argument presented.  Draw evidence from literary or informational texts to support analysis, reflection and research.  Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]”).  Apply grades 9–10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning”).  Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.  Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.  Use parallel structure  Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.  Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.  Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.  Use a colon to introduce a list or quotation.  Spell correctly.  Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.  Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type.

1. Innocence (loss of) Over time, various experiences with the realities of the world eventually result in a person’s loss of innocence.  Choose a character who experienced a loss of innocence over the course of the novel.  Which experiences contributed to their loss of innocence?  What are their reactions, feelings, or observations?

2. Racism Judging a person based on their ethnicity – saying that one race is superior or inferior to another –is morally reprehensible.  Choose one-three characters from the novel who display multiple instances of racism or prejudice.  How do they demonstrate this and how does it affect the people around them?

3. Class Despite the American philosophy that “all men are created equal,” historically, this statement has not rung true for everyone.  Choose one-three characters (or families) and explain how their poor social standing directly affects or informs their actions, circumstances, or experiences in the novel.  What factors contribute to their inferior status?  Why might these factors influence what they say or do, how they treat others, or why they end up in certain situations?

4. Gender Gender is defined as the behavioral, cultural, or psychological traits typically associated with one sex.  Explain how the defined gender roles of the society of To Kill a Mockingbird directly affect Scout, her decisions/actions and experiences in the novel.

5. Conformity Conformity is to act in accordance with prevailing standards or customs. It is a fear change or being different, a desire to belong.  Choose one-three characters who were negatively affected by prevailing standards or customs of society.  Which experiences contributed to them negatively? Why?  What are their reactions, feelings, or observations?

6. Justice Over the course of the novel, various characters had a hand in trying to make their world more “just” or fair and others experienced a lack of justice.  Choose one-three characters who worked to bring more justice to the world or who experienced a lack of justice.  What are their reactions, feelings, or observations?

7. “ Mockingbird” “Mockingbirds don’t do one thing except make music for us to enjoy.” Mockingbirds may symbolize innocence.  Choose two or three characters who symbolize innocence or the idea of innocence.  In what ways were they unfairly persecuted?  What are their reactions, feelings, or observations?

8. Courage True courage means doing the right thing, even in the face of seemingly impossible challenges or obstacles.  Choose three characters from the novel that displayed courage in the face of adversity.  How did they demonstrate this courage (i.e. words, actions, beliefs, etc.)?  What motivated their individual acts of courage and bravery?