Name: ___________________________________________________ Date Due:____________

ENGLISH 9

Character Analysis Journal and Essay: To Kill a Mockingbird

The character analysis journal is a tool to help you slow down while reading and pay closer attention to a character of your choosing in the
novel. Specifically, you will want to record parts of the text that reveal information about the character. As you read, pay careful attention to
the words and actions of the character, as well as other characters’ actions or words about him or her.
Directions:

1. First, choose a character to analyze throughout your reading of To Kill a Mockingbird. Of course, you will read the entire book and read about all
characters, but choose one to analyze for this assignment. Suggested characters: Scout Finch, Jem Finch, Atticus Finch, Dill, Miss Maudie.
2. In the left-hand column, copy a part of the text that reveals something significant about that character (evidence).
a. Copy it word for word and note it correctly (use quotation marks and include page number in parentheses – see example for format).
3. In the right-hand column, write what you think the portion of text reveals about the character (your inference).
a. Add a couple of sentences explaining how the quote reveals your inference (explain how you came up with your inference – this is your
commentary).
4. At the end of the novel, you will analyze all of your collected evidence to decide on a fitting description of that character (two suitable character traits).
You will select the best evidence (4 pieces) and construct a character analysis essay explaining your choice and supporting it with your evidence and
commentary.

**You will submit this assignment in three stages.**

1. You will submit the first four quotations on December 10. (16 points total)
2. You will submit all eight quotations (the first four plus the final four) on December 17. (16 additional points)
3. You will submit the essay (using some of these quotations) on January 7. (65 additional points)
(97 Points Total)

Quotation & page number (evidence) What this quote reveals about the character (inference & commentary) About 3-4 sentences

Scout: “’ He ain’t company, Cal, he’s just a Cunningham---‘”
Calpurnia: “ ‘Hush your mouth! Don’t matter who they are,
anybody sets foot in this house’s yo’ comp’ny, and don’t
you let me catch you remarkin’ on their ways like you was
so high and mighty! Yo’ folks might be better’n the
Cunninghams but it don’t count for nothin’ the way you’re
disgracin’ ‘em—if you can’t act fit to eat at the table you
can just set here and eat in the kitchen!” (27).
Scout asks Walter what the sam hill he was doing when he poured molasses all over his food.
Calpurnia’s blistering response in this quote shows that she is very strict and insistent in her
belief that Scout needs to treat all people with respect regardless of who they are. Atticus has
entrusted Calpurnia to care for Jem and Scout after their mother died. Calpurnia takes this
responsibility much further than just cooking and cleaning for the children. The fact that she
pulled Scout out of the room and into the kitchen to “teach her a lesson” shows that she feels
an obligation to explain to Scout that all people need to be treated with decency.
Quotation & page number (evidence) What this quote reveals about the character (inference & commentary) About 3-4 sentences
1)

2)

3)

4)

5)

6)

7)

8)
 Character Analysis Graphic Organizer & Essay
You will write an in-depth essay that describes the character you’ve chosen to analyze in the novel.
 Analyze all of your collected evidence above
 Decide on a fitting description of the character (two suitable character traits – your inference about the character).
 Select the best evidence (2 pieces per character trait) that support your inference.
 Use the information to write an in-depth character analysis (follow the format suggested below)

Prewriting:
1. I understand that my English class has a plagiarism detector built into the assignment dropbox called Turnitin.com and this tool matches all assignment
submissions against millions of papers on the Internet. I understand that I should not use any outside sources to help me with this assignment and my
teacher will know if I did. I will only use my literature text and my smart brain to write the character analysis. (Add “Yes, I understand this” on the line.)
___________________________

2. What is the name of the main character that you will analyze from the story listed above? ________________________________

3. BRAINSTORMING: List below as many character traits (adjectives or descriptive words) that come to mind when you think about the main character’s
personality. (Examples: quick-witted, experienced, opinionated, arrogant, maniacal, brutal, adventurous, intelligent, methodical, thrill-seeker, cunning,
compassionate, open-minded, devious, etc.)

4. Look at your list of character traits above in step #4. Which two of those character traits could you easily explain and prove to someone else by pointing to
direct evidence in the story? Select those TWO-character traits from your list above and put them on the lines below. You will focus your writing on these
traits in the two body paragraphs of your character analysis. Consider choosing two adjectives that are different from each other and not synonyms
because I do not want you to use the same text evidence in both paragraphs.

Character trait/adjective I will describe in body paragraph #1: ______________________.

Character trait/adjective I will describe in body paragraph #2________________________.

5. Now, let’s begin with the end in mind and read an example of a character analysis below. (NOTE: this is for a different story. You will be analyzing a
character in To Kill a Mockingbird). This former student analyzed Rainsford from the story “The Most Dangerous Game” in Unit 3. She said he was
adaptable and had good problem-solving skills. I’ve only color-coded her paragraphs for instructional purposes, so you could see how they relate to her
thesis sentence and two character traits. You do not color-code your analysis. Read her example and then follow the steps in the graphic organizer to
complete your analysis that will include (A) an introduction with a thesis sentence (B) one paragraph to explain the first descriptive word (C) a second
paragraph to explain the second descriptive word and (D) a conclusion paragraph.
 Student Example Again (larger font and easier to read but without boxes and labels in the margin)

In “The Most Dangerous Game”, a short story by Richard Connell, a well-known, big game hunter, Sanger Rainsford, falls overboard and follows

the sound of gunshots to an island, where he anticipates civilization. Instead, he encounters a man who supposedly hunts the biggest game in the
world. As the story unfolds, Rainsford shows he is both an adaptable and intelligent character. He must use his adaptability and problem-solving

skills to survive in an environment where he becomes hunted by the murderer, General Zaroff.

Throughout the story, Sanger Rainsford proves he is adaptable and stays calm during events in which he must quickly handle the situation.

Rainsford adapted to his environment when he fell overboard and swam towards the sound of gunshots. The narrator informs the reader that “a

certain cool-headedness had come to him; it was not the first time he had been in a tight place” (Connell 381). When Rainsford managed to get on the

island, he found a ‘palatial chateau’. He knocked on the door and expected a kind face to greet him. Instead, the door opened and “in his hand the

man held a long-barreled revolver, and he was pointing it straight at Rainsford’s heart... ‘Don’t be alarmed,’ said Rainsford, with a smile which he

hoped was disarming. ‘I’m no robber. I fell off a yacht. My name is Sanger Rainsford of New York City’” (Connell 383). This shows how Rainsford

adapted to the sticky situation by responding to the gun in a friendly, harmless manner. Rainsford’s quick adaptability helped him through situations

in which, if he had acted differently, could have ended less fortunately for him.

Secondly, Rainsford shows he is also intelligent and has great problem-solving skills during his attempt to survive on the island where he is

hunted by a man he met in the house, General Zaroff. Rainsford had a friendly dinner and chat with Zaroff. He learned that Zaroff was also a hunter.

He then pieced together information to find out what Zaroff’s ‘biggest game’ was. Rainsford could not believe it and questioned Zaroff’s sanity.

‘Why should I not be serious? I am speaking of hunting’ (said Zaroff) ‘Hunting? Good God, General Zaroff, what you speak of is murder.’

(exclaimed Rainsford)” (Connell 388). After finding out that Zaroff is a murderer, even if he denied it, Rainsford was challenged to a hunt. But there

was a catch; Rainsford was the hunted not hunter. Because of this, he had to use his intelligence and problem-solve many things to survive. “ ‘Nerve,

nerve, nerve!’ he panted, as he dashed along. A blue gap showed between the trees dead ahead. Ever nearer drew the hounds. Rainsford forced

himself on toward that gap. He reached it. It was the shore of the sea. Across a cove he could see the gloomy gray stone of the chateau. Twenty feet

below him the sea rumbled and hissed. Rainsford hesitated. He heard the hounds. Then he leaped far out into the sea…” (Connell 399). In this
example from the text, it shows how Rainsford had to make a quick decision whether he would jump or continue on land. He problem-solved by

thinking how swimming was easier than walking, and he would not leave a trail behind him in which Zaroff could track him.

In conclusion, Rainsford used his adaptability, intelligence and problem-solving skills to become the person he needed to be to defeat Zaroff and

get off the island alive. His adaptability helped him adjust to the environment and to interact with Zaroff. His problem-solving skills helped him

make quick, smart decisions that his life depended on. As the reader finishes the story, it is obvious Rainsford’s character has changed perspective at

a fundamental level. As he returns to civilization, he wouldn’t be the same person who originally left.

***As modeled above, you will use the TLQ method to incorporate your quotations smoothly into your writing.

TLQ stands for (1) transition, (2) lead-in, (3) quotation. Start with a (T) transition word, then (L) lead-in to the quotation by explaining the context or where in the
story the quotation takes place, and end with the (Q) quotation.

Suggested transitional phrases to blend your quotes and elaboration in your analysis: For example, at the beginning of the story the
character says” … One way this trait shown is when…. First, … From this scene the reader can infer that…. Next, …
Furthermore, …
Another way the character shows this personality trait is when he…. Finally, …
Additionally, (insert character’s name) displays (personality trait) when she…
It’s clear from the passage… This evidence shows that…
Secondly, …. This proves that… In the final scene of the story, the character says…
Finally, the character displays (state personality trait) when he acts foolishly as in this scene:

6) Now, go to the next page and complete the graphic organizer for your analysis.
Create your character analysis rough draft below within the graphic organizer/ shaping sheet.
Paragraph #1: Introduction:

Introduction with THESIS SENTENCE. A thesis statement summarizes the Optional Sentence Starter for the THESIS statement:
conclusion that the writer has reached about the topic. It makes a claim that
the writer will prove is valid or reasonable after showing the reader the In the novel To Kill a Mockingbird, by Harper Lee, ________ (character name)
evidence from the text. The thesis in this character analysis should include demonstrates the traits ________ and ________.
TWO personality traits or descriptive words (as well as the story title and
author’s name)

Example thesis sentences to study:

1) In the novel To Kill a Mockingbird, by Harper Lee, Dill is both . . .

2) In the novel To Kill a Mockingbird, by Harper Lee, Atticus is both . . .

Body Paragraph #1:

Topic Sentence: This is what you are going to The first trait that ____________ exhibits is _______________.
prove in the paragraph. What is the first
character trait your character exhibits?

#1 EVIDENCE- Include a direct quotation from

the story that proves the character
demonstrates this character trait. Add the
page number in parentheses after the quote.
Use the TLQ method to transition and lead into
the quotation with a brief explanation of the
context—what’s happening in the story.

Example: “For example, toward the beginning

of the story when (character name) is (doing
something specific), she states, “quotation”
(page number).

REASONING – How does that first piece of

evidence prove that the character
demonstrates the first character trait? Explain
in detail.

#2 EVIDENCE- Include a direct quotation from

the story that proves the character
demonstrates this character trait. Add the
page number in parentheses after the quote.
Use the TLQ method to transition and lead into
the quotation with a brief explanation of the
context—what’s happening in the story.

Example: “For example, toward the beginning

of the story when (character name) is (doing
something specific), she states, “quotation”
(page number).

REASONING – How does that second piece of

evidence prove that the character
demonstrates the first character trait? Explain
in detail.

CONCLUDING SENTENCE – Wrap up your

paragraph and make it feel complete. This is
often a restatement of the topic sentence (in
different words).

Body Paragraph #2:

Transition and Topic Sentence: This is what Additionally, ____________ also demonstrates the character trait _______________.
you are going to prove in the paragraph. What
is the second character trait your character
exhibits?

#1 EVIDENCE- Include a direct quotation from

the story that proves the character
demonstrates this character trait. Add the
page number in parentheses after the quote.
Use the TLQ method to transition and lead into
the quotation with a brief explanation of the
context—what’s happening in the story.

Example: “For example, toward the beginning

of the story when (character name) is (doing
something specific), she states, “quotation”
(page number).

REASONING – How does that first piece of

evidence prove that the character
demonstrates the second character trait?
Explain in detail.
 #2 EVIDENCE- Include a direct quotation from
the story that proves the character
demonstrates this character trait. Add the
page number in parentheses after the quote.
Use the TLQ method to transition and lead into
the quotation with a brief explanation of the
context—what’s happening in the story.

Example: “For example, toward the beginning

of the story when (character name) is (doing
something specific), she states, “quotation”
(page number).

REASONING – How does that second piece of

evidence prove that the character
demonstrates the second character trait?
Explain in detail.

CONCLUDING SENTENCE – Wrap up your

paragraph and make it feel complete. This is
often a restatement of the topic sentence (in
different words).

Paragraph #4: Conclusion

The conclusion paragraph often

mirrors the introduction paragraph,
leading out of the essay. It should wrap
up the essay, make it feel complete,
and include NO NEW information. The
final sentence should be a restatement
of the thesis sentence, re-worded.

Type your character analysis below the line. It is OK to copy your sentences from the shaping sheet above, which is essentially your rough draft, and
paste them below. Then revise and edit those sentences below and turn your character analysis into a FINAL DRAFT. Read your work SLOWLY and
OUT LOUD to make sure all sentences are clear and correct. Use the spelling and grammar checker on your computer to help you proofread for errors.
Ask your Learning Coach or an older sibling to read your character analysis and give you feedback to make improvements on it before submitting.

_____________________________________________________________
 **Remember to format your essay correctly:

 12 point, Times New Roman BLACK font

 The entire essay is double-spaced with NO extra spaces between paragraphs
 Indent the first line of each paragraph
 Also, edit carefully by using the grammar and spellcheck (or “Review” to “Editor”)

Write your paragraph here:

 Character Analysis Rubric: To Kill a Mockingbird
100-93
Journal All entries demonstrate a keen insight
Responses: into the character and do an
exceptional job of explaining the
Quality student’s thoughts through the skillful
use of textual evidence. All responses
to passages reflect the original
thoughts and work of the student.
Journal Records 8 relevant quotations or
Responses: passages (on the left side of the
double-entry journal) from the entire
Quantity & work, not just from limited sections,
Format and includes 8 original student
responses to the recorded passages
(on the right side of the double-entry
journal).
All passages/quotes are in quotation
marks and are followed by the page
numbers in parentheses.
Mechanics Evident control of grammar, spelling,
and sentence formation. All entries
are grammatically correct.
92-83
All entries demonstrate sufficient
insight into the character and
adequately explain the student’s
thoughts through the use of
textual evidence. All responses to
passages reflect the original
thoughts and work of the student.
Records 6 relevant quotations or
passages (on the left side of the
double-entry journal) from the
entire work, not just from limited
sections, and includes 6 original
student responses to the recorded
passages (on the right side of the
double-entry journal).
Passages/quotes are frequently in
quotation marks and are followed
by the page numbers in
parentheses.
Sufficient control of grammar,
spelling, and sentence formation.
Few grammatical errors are
present in entries and do not
interfere with reading.
82-73 72-60 50
Some entries demonstrate a Entries paraphrase quotes Only copied
lack of insight into the character from the novel. No text
and do not adequately explain evidence of insights beyond submitted.
the student’s thoughts. simply identifying the
speaker and/or
circumstances of the
passages or quotes.
Records 4 relevant quotations Records 2 relevant No
or passages (on the left side of quotations or passages (on responses
the double-entry journal) from the left side of the double- to quotes
the entire work or from limited entry journal) from the submitted
sections, and includes 4 original entire work or from limited .
student responses to the sections, and includes 2
recorded passages (on the right original student responses No quotes
side of the double-entry to the recorded passages submitted
journal). (on the right side of the to assess
double-entry journal). format or
Passages/quotes are sometimes no
in quotation marks and are Most of the formatting
followed by the page numbers passages/quotes are not .
in parentheses. documented in quotation
marks and page numbers
are not listed.
Limited control of grammar, Minimal control of grammar, No
spelling, and sentence spelling, and sentence responses
formation. Confused and formation. Entries are difficult submitted
inconsistent arrangement of to read. to assess
sentences and fragments mechanics
 interferes with reading. .

Character Essay clearly identifies two unique
Analysis character traits and supports it with
relevant evidence from the text.
Essay Commentary/elaboration is articulate
and clearly links evidence with trait.
Organization aids in understanding;
transitions are sophisticated and
consistently used.
Essay clearly identifies two
character traits and supports it
with evidence from the text.
Commentary/elaboration is
sufficient to link evidence with
trait.
Organizational pattern is clear;
transitions are used effectively.
Essay attempts to identify two
character traits, though it may
not be clearly stated. Supports
are provided, but may be limited
or not specifically quoted from
the text.
Commentary/elaboration is
limited and may not make clear
the relationship of the evidence
with trait.
Organizational pattern is
unclear; transitions may not be
used.
Essay may attempt to No
identify two character traits character
but it is not clear or not trait or
supported. Very limited evidence
evidence and/or provided.
commentary is provided.
No organizational pattern is
clear; transitions may not
be used.