Sunday, 24 November 2019

PAPER 1

The text is a passage in Harper Lee’s novel To Kill A Mockingbird. The purpose of the text is
to show and understand the different classes pithing Maycomb. However, it should be noted that
although this may be the primary purpose of the text, there are other aims of this text which the writer
tries to achieve by using stylistic, formal, literary devices. In order to understand the concepts of the
text, the purpose that the writer aims to achieve, context, audience, and devices will be discussed in
this essay.

In order to gain a true understanding of the text and to which particular audience it appeals, its
context must be understood. The book was published in 1962 and set in Alabama from 1933-35. This
was during the time of slavery in the US. The Great Depression was also happening. Racism, power,
sexism and inequity were all very real issues that the people of the time and place struggled with.
Harper Lee illustrated this on her novel greatly. In terms of the targeted audience, Harper Lee
aimed To Kill a Mockingbird at young adults, however it is not limited to that audience. The book’s
overall theme and how relatable that theme is, that determines the target audience. In this case racism
would be an extremely relatable topic for adults as they would be touched one way or another by it,
whether it be see it or directly affected. Children on the other hand would be the last audience that
would be able to relate to this theme as they would never neglect a fellow child by rejecting the idea
of being friends with them just for the simple fact of the colour of their skin. This idea is further
followed through the writing of Harper Lee as the words she uses to tell the story from would not be
understood by a child which makes it clear that children are not her target audience. An understanding
of the context and audience points towards the purpose that the writer has in this text. Although it can
be determined from the text the different classes of Maycomb, there are critical undertones to the text
where Scout learning important life lessons is revealed. Thus, it can be seen how there is a primary
and a secondary purpose in this text. The primary purpose is made explicit whereas the secondary
purpose is more implicitly shown to the reader. How this is achieved will be explored further on in
this essay.

Scout betrays how uncomfortable she is with difference of any sort when she calls Walter out
for pouring syrup over his entire plate. This is something she’d never do but, presumably, is
something normal in the Cunningham home. When Calpurnia is the primary one to scold Scout for
this, it situates her in more of a parental role, not just the role of the Finches’ cook. In this sense,
Calpurnia is one of the most important people in Scout’s life, as she’s one in charge of helping Scout
develop her moral compass and figuring out how to deal with difference when she encounters it.

Along with the analysis of the passage, it should be noted that throughout this text, the use of
register, tone and mood also greatly gives insight into how Orwell achieves his purpose of the text.
The register in the passage is formal, but in 1984 Orwell uses slightly informal, violent language in
order to remain unequivocal. The tone of the main narrative is thus very black, suggesting it is meant
as a warning of how miserable and boring life will be if forces of totalitarianism are allowed to
prevail. In the passage the mood is sombre and oppressive. This represents how register, tone and
mood create a certain effect in the text and on the audience.

In conclusion, it can be seen Orwell tries to imply to the audiences that the Party does not
want Science and creation of advanced technology because it evokes independent thought. Individuals
are manipulated and they become perfectly willing to believe whatever the Party tells them. By
controlling the present, the Party is able to manipulate the past. And in controlling the past, the Party
can justify all of its actions in the present.

 Sunday, 24 November 2019

Alliteration

This chapter has several examples of alliteration—Miss Caroline’s “sudden shriek,” the
Finches’ “silver saucer,” and Burris Ewell’s threat, “Make me, missus,” to name a few.

Allusions

The Dewey Decimal System. Jem erroneously refers to this as a teaching method when it is, in fact, a
classification system that libraries use to arrange their books. It was first employed in the 18th
Century and was already in use in many schools by the 1930s, when the novel is set.

Conflict

The conflict in this chapter is largely benign, as it was in Chapters 1 and 2. Both Scout’s conflicts with
Calpurnia and Walter stem from the conflict with Miss Caroline in Chapter 1, which in itself
demonstrates Scout’s often quarrelsome nature. When she describes Calpurnia as “fractious,” it’s clear
that Scout is really talking about herself and isn’t, as a child, the best judge of her actions.

Burris Ewell vs. Miss Caroline. Once again, Miss Caroline’s lack of familiarity with Maycomb’s
ways leads to conflict, this time with Burris Ewell, who has been showing up for the first day of first
grade for three years and is just about to leave when Miss Caroline sees a cootie on his head and
screams. Burris’s attack of Miss Caroline and school in general is mean-spirited and ugly and leaves
her in tears. Scout and all the other children have to comfort her and explain that it’s just his way. As
we’ll see later, the Ewells are all like that.

Scout vs. Calpurnia. This conflict flares up in the middle of the chapter, when Calpurnia punishes
Scout for criticizing Walter’s fondness for syrup. Their fight is so contentious that Scout actually
wants Atticus to fire Calpurnia because of it. He of course does no such thing, and Scout is left
smarting for the rest of the afternoon, until she comes home to find that Calpurnia has made her
favorite cracklin’ bread. When Calpurnia tells Scout she missed her, the girl is so befuddled that she
doesn’t know what to think. Their conflict isn’t over yet, but will begin to ebb after this chapter.

Scout vs. Walter Cunningham. 1

Diction

Lee’s use of diction is most apparent when Scout’s narrative voice breaks to allow Atticus’ use of
legal jargon to seep through. Whenever this happens, the distinctly Southern character of Scout’s
voice is enhanced, while Atticus’ formal speech and mannerisms become more apparent.

Idioms

 Sunday, 24 November 2019

Scout’s narrative voice makes use of many idioms, including: “I’ll be dogged,” “what in the Sam hill
are you doing?” and Scout’s warning that she would “fix” Calpurnia or get back at her. These idioms
contribute to the authenticity of Scout’s voice and emphasize her Southern roots.

Repetition

In addition to the alliterative phrases “sudden shriek” and “silver saucer,” Scout uses repetition in the
scenes at school when she refers to the character Little Chuck Little, who appears, contrary to his
name, to be something of a scrappy fighter, capable of scaring the bigger (and meaner) Burris Ewell.
Lee uses repetition to trick the reader into thinking Little Chuck isn’t capable of violence.

Symbols

Harper Lee uses the symbols in this chapter to indicate social status. Later in the novel, symbols will
be used as tools of character development, as elements of moral and logical arguments, and,
collectively, as a method of emphasizing key themes (for example, innocence and justice).

Atticus’ Pocket Watch. Unsurprisingly, Atticus’ pocket watch is a symbol of time and its passing. He
tends to take it out of his pocket when he wants to think, and in so doing imparts the watch with a sort
of ruminative power, as if it were a talisman.

Cooties. When we say someone has cooties, we typically mean that they’re dirty and shouldn’t be
touched or associated with (often, this is said of young boys). That Burris has a literal cootie in his
hair is a symbol of his self-imposed social isolation, which he cultivates with vicious satisfaction.

Themes

Compromise. Atticus and Scout strike a bargain at the end of this chapter: if she goes back to school,
then they can continue reading together in secret. He uses this as an opportunity to teach her about the
idea of compromise, which he defines as two or more parties making concessions in order to reach an
agreement. There will be many compromises in this novel, some more balanced than others.

Courage. The Finch children, being kids, have an underdeveloped idea of what constitutes real
bravery. As such, Jem believes that running up and touching the Radley house was an act of great
courage on his part, though Scout is quick to point out that he’s obviously still afraid of the Radleys.
Later in the novel, their idea of courage will develop and become less childish.

Education. As in Chapter 2, education is a major theme and a source of some disillusionment for
Scout. Her conflict with Miss Caroline sours her on formal education and makes her long for Atticus
to take Miss Caroline’s place and homeschool her instead. This doesn’t happen, but from here on out
the elementary school and the teachers there will be a source of frustration and amusement for Scout,
who holds many of their teaching methods in disdain.

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Empathy. Atticus attempts to teach Scout about empathy when he tells her, “You never really
understand a person until you consider things from his point of view....” This is the equivalent of
telling her to walk in someone else’s shoes in order to understand them. Scout doesn’t know how to
do this as of yet, and it isn’t until the final chapters that she learns this lesson.

Gossip. Yet again, much of the gossip in this chapter concerns Boo Radley, whom Walter calls a
“hain’t.” (A hain’t is a ghost or a spooky person).

Humor. Much of the humor in the novel stems from Scout’s narrative voice, which is naturally sharp
and humorous, while at the same time being sensitive to the idiosyncrasies of life in Maycomb. She’s
an innately perceptive character who enjoys pointing out curious facts and behaviors, such as the fact
that sometimes Dr. Reynolds will accept payment in the form of a bushel of potatoes for his help
delivering a baby. Lee uses these comical moments to temper the more serious events of the novel and
provide some much needed levity to the narrative.

Loneliness. When Scout returns from her first day of school, she’s surprised to find that Calpurnia
missed her and was lonely without her and Jem around the house. This loneliness helps develop
Calpurnia’s character, which has been fairly flat thus far, thanks to Scout’s view of her as a
disciplinarian. As the narrative progresses, Lee will continue to use loneliness as a way of creating
empathy for her characters, particularly those who have been misunderstood.

Superstition. The children in Maycomb believe in “hain’ts,” or ghosts. That Walter calls Boo a hain’t
suggests that there’s something otherworldly about him that frightens the children. Later, Scout will
learn that this isn’t true, but for the moment, at least, the children hold onto their superstitions.

Violence. Though the conflict between Burris Ewell and Miss Caroline has its humorous moments, it
is, by and large, a frightening encounter, with Burris calling Miss Caroline a “slut” and behaving in an
inappropriate manner. There’s also a moment during this fight when Little Chuck Little threatens
Burris and sticks his hand into his pocket as if he has a knife there. Little Chuck Little was earlier
described as having infinite patience, and his sudden threat of violence here is meant to indicate that
Maycomb isn’t as safe as it would purport to be.

The thing about it is, our kind of folks don’t like the cunning hams, the cunnighams

You should be gracious to everybody dear. But you don’t have to invite him home

The mob

Now what if I talked white folks talk at church, and with my neighbours? They’d

The idea that she had a separate existence outside our household was a novel one

When you know you’re licked

 Sunday, 24 November 2019

Jem see if you can stand in bob ewell’s shoes for a minute, I destroyed his last

Mockingbirds don’t do one thing but make music for us to enjoy. They don’t eat up peoples garden.

 Sunday, 24 November 2019

The text is a passage in Harper Lee’s novel To Kill A Mockingbird. The purpose of the text is
to show how unfair court was back in the day and that black’s word can never go against white man’s
word and also to show how people were against supporting blacks. However, it should be noted that
although this may be the primary purpose of the text, there are other aims of this text which the writer
tries to achieve by using stylistic, formal, literary devices. In order to understand the concepts of the
text, the purpose that the writer aims to achieve, context, audience, and devices will be discussed in
this essay.

In order to gain a true understanding of the text and to which particular audience it appeals, its
context must be understood. The book was published in 1962 and set in Alabama from 1933-35. This
was during the time of slavery in the US. The Great Depression was also happening. Racism, power,
sexism and inequity were all very real issues that the people of the time and place struggled with.
Harper Lee illustrated this on her novel greatly. Lee maintains that To Kill a Mockingbird was
intended to portray not her own childhood home but rather a nonspecific Southern town. “People are
people anywhere you put them,” she declared in a 1961 interview.

In terms of the targeted audience, Harper Lee aimed To Kill a Mockingbird at young adults,
however it is not limited to that audience. The book’s overall theme and how relatable that theme is,
that determines the target audience. In this chapter racism and classism would be an extremely
relatable topic for adults as they would be touched one way or another by it, whether it be see it or
directly affected.

An understanding of the context and audience points towards the purpose that the writer has
in this text. Although it can be determined from the text the purpose was to show how unfair the
society was towards the blacks in Maycomb, there are critical undertones to the text where the
prejudice that even whites have against each other is revealed is revealed. Thus, it can be seen how
there is a primary and a secondary purpose in this text. The primary purpose is made explicit whereas
the secondary purpose is more implicitly shown to the reader. How this is achieved will be explored
further on in this essay.

Some of the reason that Scout and Jem are so afraid is because, to a degree, they still believe
that courage and revenge happen physically. Spitting in Atticus’s face is, in their understanding, not
enough to make Mr. Ewell okay with what happened. Atticus isn’t afraid because he understands that
courage doesn’t have to be physical—it can be simply standing up to someone and refusing to engage
or retaliate. “Jem, see if you can stand in Bob Ewell’s shoes a minute. I destroyed his last shred of
credibility at that trial, if he had any to begin with. The man had to have some kind of comeback, his
kind always does. So if spitting in my face and threatening me saved Mayella Ewell one extra beating,
that’s something I’ll gladly take.,” In this quote, Atticus says he would rather Bob Ewell focus his
rage on Atticus than on one of Bob’s children. He is trying to get Jem to consider the situation from
Bob’s point of view, and understand the humiliation and rage Bob must feel as a result of the trial.
This quote is also foreshadowing. While Atticus is empathetic to Bob’s experience, he underestimates
the depth of Bob’s rage, which will affect his children more than it affects Atticus directly.

Atticus is trying to prove to his kids that the there is so much hate and bias towards black
people is because of the white people. “There’s something in our world that makes men lose their
heads—they couldn’t be fair if they tried. In our courts, when it’s a white man’s word against a black
man’s, the white man always wins. They’re ugly, but those are the facts of life,” In this quote, the
primary purpose of the text is revealed.Atticus explains how unfortunate it was that despite all of the
evidence proving Tom's innocence, people still found him guilty, because racism is such a strong and
powerful emotion that fills people with hatred and fear, and takes over all else. Atticus is referring to
how normal, decent, hard-working people are turned into men who would show up at the jailhouse in

 Sunday, 24 November 2019

great mobs, to violently attack someone just because they are black. This quote teaches the kids how
the justice system in the state in flawed.

An ongoing theme in To Kill a Mockingbird is the complicated relationship between the

abstract justice system and the individuals who participate in it. Although institutions may appear fair
on paper, each trial is in some way biased by the judge, jury, lawyers, and other individuals in the
courtroom. “The one place where a man ought to get a square deal is in a courtroom, be he any color
of the rainbow, but people have a way of carrying their resentments right into a jury box,”. The quote
is an imagery and the effect on having this element is to make you think about rainbows and that
Atticus is trying to say whatever color you are people are going to treat you that way they want.
Atticus tells Jem and Scout that an unbiased trial is realistically impossible. Overall, the book suggests
that despite this inherent bias, each individual must strive to make their participation in the trial as
free of prejudice as possible.

The secondary purpose of the text is to show that even a liberal and heroic man like Atticus is
not all perfect. “I guess it’s to protect our frail ladies from sordid cases like Tom’s. Besides,” Atticus
grinned, “I doubt if we’d ever get a complete case tried—the ladies’d be interrupting to ask
questions.” When he points out that it might not be a bad thing that women can’t serve on juries, it
suggests that even Atticus may harbor some sexist sentiments—not even he is an entirely flawless
person. The Civil Rights Act of 1957 gave women the right to serve on federal juries, but it wasn’t
until 1973 that all 50 states passed similar legislation.

Along with the analysis of the passage, it should be noted that throughout this text, the use of
register, tone and mood also greatly gives insight into how Harper Lee achieves her purpose of the
text. The register in the passage is informal. The tone of the main narrative is serious and foreboding,
suggesting the starker reality of the tensions unveiling. In the passage the mood is somber and
profound because. This represents how register, tone and mood create a certain effect in the text and
on the audience.

In conclusion, it can be seen Lee tries to imply how no one is perfect and no one is better than
other.