Final Composition for To Kill a Mockingbird
Having completed Harper Lee’s novel, To Kill a Mockingbird, you
will write a five paragraph analytical expository essay. In this essay, you
will choose from one of the seven approved topics/ thesis statements
(unless you choose to submit and have approved a topic of your own
choosing. The following lists are the typical required components of this
type of essay:
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A typed 5 paragraph double spaced essay with 12 pt., using Times New Roman font
MLA format which includes the header (last name and page on the right corner), and
name, date, class on the left hand side
An original title for the essay
An introductory paragraph, which includes a general opening statement or two, title,
author, concise summary/set up and a thesis statement.
Three body paragraphs--- each with topic sentences (that connect to the thesis), at least
three clear examples, 2 specific well chosen and explained quotes from the novel, and
conclusion sentences.
A solid conclusion essay that restates the thesis, completes the essay, and shows a
relevance or connection to today
A Works Cited page for the citation of version of novel used
Approved topics include the following:
1. Explain the significance of the novel’s title and the symbolism of the mockingbirds by
referring to three characters from the book: Tom Robinson, Mayella Ewell, and Boo Radley.
2. Explain how Atticus Finch exemplifies heroism as shown through his beliefs (conversations
with his children and members of community), relationships (with his family and
community), and his actions (through his deeds throughout the novel).
3. Show the significant impact of three women in Scout’s life: Ms. Maudie, Aunt Alexandria,
and Calpurnia.
4. Consider the many roles of the character of Boo Radley. Show how throughout the novel the
relationship between the children and Boo Radley changes from fear to fascination (mystery
and suspense), to trust and friendship (conflict and foreshadow), and to respect and gratitude
(theme).
5. Show how Jem matures (come of age) as show by changes in behavior, relationships, and
values.
6. Show how the novel’s theme about the necessity of sympathy, compassion, and tolerance, the
ability to know another person by walking in his or her shoes, is developed.
Standard 8-1
The student will begin to read and comprehend a variety of literary text in print and nonprint formats.
1.3
Interpret devices of figurative language (including extended metaphor, oxymoron, and paradox).
1.4
Analyze a given literary text to determine its theme.
1.5
Analyze the effect of the author’s craft (including tone and the use of imagery flashback, foreshadowing, symbolism, irony,
and allusion) on the meaning of literary texts.
Standard 8-4, 7-4, & 6-4
The student will begin to create written work that has a clear focus, sufficient details, coherent organization, effective use of voice,
and correct use of the conventions of written Standard American English.
4.1 Organize written works using prewriting techniques, discussion, graphic organizers, models, and outlines.
4.2 Use complete sentences in a variety of types (including simple, compound, complex, and compound-complex).
4.3 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between
paragraphs.
4.4 Use grammatical conventions of written Standard American English including the reinforcement of conventions previously taught.
4.5 Revise writing to improve clarity, tone, voice, content, and the development of ideas.
4.6 Edit for the correct use of written Standard American English including the use of ellipses and parentheses.
4.7 Spell correctly using Standard American English.
6+1 Trait Writing Model: To Kill a Mockingbird Essay
CATEGORY
4
3
2
1
Introduction
(Organization)
The introduction
begins generally,
includes author and
title, briefly
summarizes the book,
and features a thesis
statement.
The introduction
clearly states the main
topic and previews the
structure of the paper,
but is not particularly
inviting to the reader.
The introduction states
the main topic, but
does not adequately
preview the structure
of the paper nor is it
particularly inviting to
the reader.
There is no clear
introduction of the
main topic or structure
of the paper.
(10-9 points)
(8-7 points)
(6-5 points)
(4 points or less)
All paragraphs include
clear, complete details
and at least 2 properly
cited quotations from
the book.
Almost all paragraphs
include ample support
and properly cited
quotations from the
book.
Paragraphs include
examples from the
story, but not all are
relevant or effective,
and/or cited properly.
Too few examples
and/or relevant quotes
are used in the body
paragraphs.
(38-36 points)
(35 or less)
(45-42 points)
(41-39 points)
Each one of the
paragraphs features a
clear topic sentence
and conclusion
sentence, which relate
to the thesis.
Most of the paragraphs
feature a clear topic
sentence and
conclusion sentence,
which relate to the
thesis.
Some of the paragraphs
feature a clear topic
sentence and
conclusion sentence,
which relate to the
thesis.
Hard to follow thesis
because too few
sentences in body
paragraphs contain
topic sentence and/or
conclusion sentence.
(10-9 points)
(8-7 points)
(6-5 points)
(4 points or less)
The conclusion is
strong and leaves the
reader with a strong
sense of the writer’s
purpose.
The conclusion is
recognizable and ties
up almost all the loose
ends.
The conclusion is
There is no clear
recognizable, but does conclusion, the paper
not tie up several loose just ends.
ends.
(15-13 points)
(12-10 points)
(9-7 points)
(6 points or less)
Writer makes no errors
in grammar or spelling
that distract the reader
from the content.
Writer makes 1-2
errors in grammar or
spelling that distract
the reader from the
content.
Writer makes 3-4
errors in grammar or
spelling that distract
the reader from the
content.
Writer makes more
than 4 errors in
grammar or spelling
that distracts the reader
from the content.
(20-19 points)
(18-17 points)
(16-15 points)
(14 points or less)
10%
(IDEAS)
45%
(Organization &
Fluency))
10%
Conclusion
(Organization &
Ideas)
15%
(Conventions)
GUMPS: grammar,
usage, mechanics,
punctuation, & spelling
20%
Total Points
Essay Specifics and General Reminders
To Kill a Mockingbird is a title of a novel so it must be punctuated correctly. I WILL
EXPECT that you will all include the correctly punctuated title of the work in your
essay’s introductions.
 To Kill a Mockingbird
Notice within that title that the “a” is NOT capitalized. With good reason and grammar
specifics, the title adheres to grammar rules and conventions capitalizing the key words
and using lower case for articles or insignificant words in longer titles.
Notice that the title does not appear “To Kill a Mockingbird” since it is not a piece of a
whole like a short story, poem, or essay.
Notice also it is NEVER quoted and underlined, “To Kill a Mockingbird.”
*Do expect to have to read very closely, and edit carefully on any test with a grammar
component.
This essay MUST be MLA format, which requires some specific essentials such as Calibri 12
pt. font, double space, set margins. Do not super-size fonts or double the double space. You
must include a Work Cited and use whatever edition of the book you have used to locate quotes.
Some of you are using newer version.
Everyone will peer-edit submit a peer checklist
Reminders about Introductions
Rule of thumb with an introduction to an essay is to do the following:
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Begin generally, broad. Think about what makes the book worth the reading. Use
that attention-getter. Tug at the heart. Invite wonder. Dangle a carrot. The “A” in
ANT stands for attention-getter.
Include name of author and work. This is an N of ANT, the NECESAARY.
Briefly in 1-2 sentences summarize the book. Character clarity matters.
State your thesis. Thesis becomes the guiding light to outline paper, keeping
writers focused (on track) and clarifying readers about the purpose of the paper.
Sample introduction
During the 1930s, the Depression left the entire nation in a state of poverty and
hunger. However, Southern regions and smaller communities struggled with greater
adversities than hunger and poverty as they battled fear, ignorance, and racism. Set
during the 1930s in a small Southern town of Maycomb Harper Lee’s novel, To Kill a
Mockingbird, is the home to the Finch Family of three. Atticus Finch, an older widower
with two children tries to model for his children the values he wants them to live by. His
two children, oldest son Jem and younger daughter Scout, learn the values of tolerance,
sympathy, and compassion from people like Mrs. Dubose, Charles Baker Harris, and
Arthur Radley, whose values might have been overlooked without their father’s
guidance.
Sample Outline
Mrs. Dubose (tolerance)
Topic sentence:
Ironically, through encounters with a verbally racist aged woman, Jem and Scout learn
tolerance.
I.
Tolerance
A.
Atticus models respect and courtesy addressing and flattering Mrs.
Dubose. He responds positively to every greeting (even the negative remarks).
B.
Atticus shows his children how to ignore her unpleasant comments and
look past the surface appearance and behavior of people while respecting adults.
C.
Atticus sends Jem to read to Mrs. Dubose greeting Mrs. Respect for age
and education about her morphine dependency, her struggle, and her valor.
Dill
(sympathy)
Topic sentence:
Although the Finch children are not impressed with Dill’s boasting introduction,
they are open to his stories and perspectives, which demonstrate kindness and sympathy.
II.
Sympathy
A.
Dill shows sympathy those within the community who may be ignored
including Boo. Although at first they all share an almost perverse fascination about Boo,
curiosity is replaced by concern.
B.
Outside court, Dill is curious and open-minded, sympathetic, and
concerned, about Dolphus Raymond, a man of mixed-color, who feigns a
drunken state.
C.
In court, Dill is shocked and aches for Tom Robinson.
Boo
Compassion
Topic sentence:
Despite the restrictions of communication, the Finch children learn compassionate
tolerance from a neighbor who has remained imprisoned within his house where he has
received very little compassion from his immediate family for most of his life.
III.
Compassion
A
Boo’s sewing of pants,
anonymous act of kindness
B
Anonymous gift with a blanket over the shoulders of kids during ice storm
C
Boo’s numerous gifts for children left in the tree. Exchanging gifts made
for the children, (soap figurines) surrendering items from a childhood past, items of
priceless value: a spelling award, and a watch
D
act of compassion and courage, rescue from Ewell
Remember that introductions and conclusions go together.
Sample introduction and conclusion pairs
Topic----Show how the Jem and Scout mature and come of age throughout the book as
shown by their character changes in behavior, relationships, and values.
Leff’s sample essay
Wise Beyond Their Years
Childhood is a transitory magical state of innocence, wonder, and imagination. No
universal age signals the end of childhood and the onset of maturity. However, the
arrival of maturity, especially among the very young, is often accompanied by an
unfortunate experience. In Harper Lee’s novel, To Kill a Mockingbird, the children of
Atticus Finch, the town’s local lawyer mature at an accelerated rate when their father
accepts the case to defend a black man falsely accused of raping a white woman. The
children discover that the safety and familiarity of Maycomb have masked this old town’s
childish fear and ignorance. Although the Jeremy Finch is a young boy of nine his
maturity is demonstrated through his growth in integrity, insight, and compassion.
Although childhood is an idealized state of wonder and innocence, it is also a state of
immaturity marked with unrestrained emotions, irrational fears, and dangerous ignorance.
So while the Finch children lose much of their innocence about their understanding of
their community and themselves, they gain patience, courage, and understanding that
enrich and prepare them to confront future problems and injustices with the same
integrity, insight, and compassion their father has demonstrated. Aging is a process that
extends many years preparing youth for the challenges of a journey best traveled with
virtues that serve like armor to defeat fear, ignorance, anger, and hatred.