...Harper Lee’s To Kill a Mockingbird is a novel centered around a few years in Jean Louise “Scout” Finch’s childhood, featuring her experiences and the lessons that she learns growing up in the 1930s. Scout and her brother, Jeremy “Jem” Finch, mature in the small town of Maycomb, Alabama, in a one-parent home. Their father and aunt, Atticus and Alexandra, raise them with help from Calpurnia, their African American maid. Harper Lee weaves several different themes throughout the novel, but some are more prominent than others. Lee develops the main themes of growth, protection of innocence, and perception throughout To Kill a Mockingbird, disguised in the form of lessons learned during the narrator’s childhood. Harper Lee reveals her theme of growth...
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...“Any time you want to,” she said. “We’d be glad to have you.” We were on the sidewalk by the Radley Place. “Look on the porch yonder,” Jem said. I looked over to the Radley Place, expecting to see its phantom occupant sunning himself in the swing. The swing was empty. “I mean our porch,” said Jem. I looked down the street. Enarmored, upright, uncompromising, Aunt Alexandra was sitting in a rocking chair exactly as if she had sat there every day of her life. Contents - Prev / Next Chapter 13 “Put my bag in the front bedroom, Calpurnia,” was the first thing Aunt Alexandra said. “Jean Louise, stop scratching your head,” was the second thing she said. Calpurnia picked up Aunty’s heavy suitcase and opened the door. “I’ll take it,” said Jem, and took it. I heard the suitcase hit the bedroom floor with a thump. The sound had a dull permanence about it. “Have you come for a visit, Aunty?” I asked. Aunt Alexandra’s visits from the Landing were rare, and she traveled in state. She owned a bright green square Buick and a black chauffeur, both kept in an unhealthy state of tidiness, but today they were nowhere to be seen. “Didn’t your father tell you?” she asked. Jem and I shook our heads. “Probably he forgot. He’s not in yet, is he?” “Nome, he doesn’t usually get back till late afternoon,” said Jem. “Well, your father and I decided it was time I came to stay with you for a while.” “For a while” in Maycomb meant anything from three days to thirty years. Jem and I exchanged glances...
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...Lee, Harper—To Kill a Mockingbird 1960 TO KILL A MOCKINGBIRD by Harper Lee DEDICATION for Mr. Lee and Alice in consideration of Love & Affection Lawyers, I suppose, were children once. Charles Lamb PART ONE 1 When he was nearly thirteen, my brother Jem got his arm badly broken at the elbow. When it healed, and Jem’s fears of never being able to play football were assuaged, he was seldom self-conscious about his injury. His left arm was somewhat shorter than his right; when he stood or walked, the back of his hand was at right angles to his body, his thumb parallel to his thigh. He couldn’t have cared less, so long as he could pass and punt. When enough years had gone by to enable us to look back on them, we sometimes discussed the events leading to his accident. I maintain that the Ewells started it all, but Jem, who was four years my senior, said it started long before that. He said it began the summer Dill came to us, when Dill first gave us the idea of making Boo Radley come out. I said if he wanted to take a broad view of the thing, it really began with Andrew Jackson. If General Jackson hadn’t run the Creeks up the creek, Simon Finch would never have paddled up the Alabama, and where would we be if he hadn’t? We were far too old to settle an argument with a fist-fight, so we consulted Atticus. Our father said we were both right. Being Southerners, it was a source of shame to some members of the family that we had no recorded ancestors on either side of the Battle of Hastings...
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...during To Kill A Mockingbird is during the Great Depression and is an old town. Everything seemed to be routine as described in the book. People moved slow and took their time doing everything, so much that the day seemed longer than 24 hours. Racism occurred Blacks and Whites stuck within their race but Atticus was different. He was a lawyer that represented a black man accused of rape of a white woman. In small town everyone knows everybody and their business so it’s hard to be private. Either you fit in or you’re out. Kind of like the groups and cliques we have in society today. Themes: The Coexistence of Good and Evil The most important theme is how the book’s explores of the moral nature of human beings. The question is whether people are essentially good or essentially evil. In the beginning novel shows the innocent of the children they think that people are good because they haven’t experienced any evil. The older they become the more their eyes open to how evil people around them can be a lot of them resulting from their father’s choice to represent Tom Robinson. From an adult perspective most of them have experienced evil and incorporates it into their understanding of the world. As Scout and Jem gets older the transition from innocence to experiencing what people and the world are really like isn’t a smooth on but their father tries to keep them grounded. They experience threats, hatred, prejudice, and ignorance. As they grow they see how the evils of others affects...
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...Daisy Buchanan, the love of Gatsby’s life, represents women who are docile and fragile. She plays the damsel-in-distress, a common role for a woman. Though she is seen as a motherly figure, she is extremely dependent on her husband, Tom. Because Tom is able to support her and their child financially, she chooses him over Gatsby, despite the love they share for one another. In regards to her child, however, she says, “‘I hope she’ll be a fool- that’s the best thing a girl can be in this world, a beautiful little fool,’” (Fitzgerald 17). Through this quote, Daisy shows an understanding to how women are viewed in the world, but she advocates conformity towards gender stereotypes. Unlike Daisy Buchanan, Jordan Baker is represented as a strong and independent woman; she presents herself as a confident, unmarried athlete, who can support herself and be content without a husband. At this time, Jordan rebels against the idea of only...
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...GCSE English Literature Specimen Assessment Materials 1 For assessment from 2013 GCSE ENGLISH LITERATURE SPECIMEN ASSESSMENT MATERIALS GCSE English Literature Specimen Assessment Materials 3 Contents Page Question Papers English Literature Unit 1 (H.T.) English Literature Unit 2 a and b (H.T.) English Literature Unit 1 (F.T.) English Literature Unit 2 a and b (F.T.) 5 Mark Schemes English Literature Unit 1 (H.T.) English Literature Unit 2 a and b (H.T.) English Literature Unit 1 (F.T.) English Literature Unit 2 a and b (F.T.) 93 GCSE ENGLISH LITERATURE Higher Tier UNIT 1 Specimen Assessment Materials 2 hours SECTION A Question 1. 2. 3. 4. 5. Of Mice and Men Anita and Me To Kill a Mockingbird I Know Why the Caged Bird Sings Chanda’s Secrets SECTION B 6. Poetry 12 Pages 2-3 4-5 6-7 8-9 10 - 11 ADDITIONAL MATERIALS Twelve page answer booklet. INSTRUCTIONS TO CANDIDATES Answer both Section A and Section B. Answer one question in Section A and the question in Section B. INFORMATION FOR CANDIDATES The number of marks is given in brackets after each question or part-question. You are reminded that assessment will take into account the quality of written communication used in your answers. JD*(S-2011 Higher) Turn over. 2 SECTION A 1. Of Mice and Men Answer part (a) and either part (b) or part (c). You are advised to spend about 20 minutes on part (a), and about 40 minutes on part (b) or part (c). (a) Read the extract on the opposite...
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...Teacher and Author: Teaching Middle and High School Using Literature Sandra Coleman Grand Canyon University RGD 545 Professor Karen Foster February 27, 2008 Teaching Middle and High School Student Using Literature Outline: I. Short Stories a) Activating Prior Knowledge b) Responding to the Selection c) Short Story Selections 1. Suggested Activities to use with Various Groups II. Oral Tradition Literature – Tall Tales and Folktales a) Analyze characteristics and plots of Folktales and Tall Tales b) Understanding Hyperbole c) Writing a Tall Tale d) Selections of Oral Tradition Literature III. Novel Studies a) Previewing the novel b) Defining and Understanding Elements of c) Character Analysis d) Problems and Solutions of the story IV. Historical Fiction a) Activating background/prior knowledge b) Setting a purpose for reading c) Writing about historical fiction V. Realistic Fiction a) Evaluating Realistic Fiction b) Responding to the selection c) Distinguishing between Fact and Opinion d) Summarizing the Story Chapter 1 – Short Stories: A short story is, like the name...
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...Кухаренко В.А. Практикум з стилістики англійської мови: Підручник. – Вінниця. «Нова книга», 2000 - 160 с. CONTENTS FOREWORD...............................................................................…………………………………………... 2 PRELIMINARY REMARKS.....................................................………………………………………….. 3 CHAPTER I. PHONO-GRAPHICAL LEVEL. MORPHOLOGICAL LEVEL…............................... 13 Sound Instrumenting. Craphon. Graphical Means…………………………………………………………...6 Morphemic Repetition. Extension of Morphemic Valency………………………………………………….11 CHAPTER II. LEXICAL LEVEL..............................................……………………………………….…14 Word and its Semantic Structure…………………………………………………………………………….14 Connotational Meanings of a Word………………………………………………………………………….14 The Role of the Context in the Actualization of Meaning…………………………………………………….14 Stylistic Differentiation of the Vocabulary…………………………………………………………………..16 Literary Stratum of Words. Colloquial Words…..…………………………………………………………..16 Lexical Stylistic Devices…………………………………………………………………………………….23 Metaphor. Metonymy. Synecdoche. Play on Words. Irony. Epithet…………………………………………23 Hyperbole. Understatement. Oxymoron. ……………………………………………………………………23 CHAPTER III. SYNTACTICAL LEVEL..................................…………………………………………38 Main Characteristics of the Sentence. Syntactical SDs. Sentence Length…………………………………..38 One-Word Sentences. Sentence Structure. Punctuation. Arrangement...
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...Кухаренко В. А. Практикум з стилістики англійської мови: Підручник. — Вінниця: Нова книга, 2000. — 160 с. Кухаренко Валерия Андреевна, д.ф.н., проф., кафедра лексикологии и стилистики английского языка факультетеа РГФ ОНУ им. И. И. Мечникова CONTENTS FOREWORD...............................................................................…………………………………………... 2 PRELIMINARY REMARKS.....................................................………………………………………….. 3 CHAPTER I. PHONO-GRAPHICAL LEVEL. MORPHOLOGICAL LEVEL…............................... 13 Sound Instrumenting. Graphon. Graphical Means…………………………………………………………...6 Morphemic Repetition. Extension of Morphemic Valency………………………………………………….11 CHAPTER II. LEXICAL LEVEL..............................................……………………………………….…14 Word and its Semantic Structure…………………………………………………………………………….14 Connotational Meanings of a Word………………………………………………………………………….14 The Role of the Context in the Actualization of Meaning…………………………………………………….14 Stylistic Differentiation of the Vocabulary…………………………………………………………………..16 Literary Stratum of Words. Colloquial Words…..…………………………………………………………..16 Lexical Stylistic Devices…………………………………………………………………………………….23 Metaphor. Metonymy. Synecdoche. Play on Words. Irony. Epithet…………………………………………23 Hyperbole. Understatement. Oxymoron. ……………………………………………………………………23 CHAPTER III. SYNTACTICAL LEVEL..................................…………………………………………38 Main Characteristics...
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