To Kill A Mockingbird Atticus Closing Argument Analysis

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To Kill A Mockingbird Atticus Closing Argument Analysis

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To Kill a Mockingbird - Atticus Finch's Closing Argument

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The more we violate, the less peace we will see, and the more we turn our backs on what is right, the more wrong we will do. If a woman came on to you, and tempted you, would you feel that your reaction to her seductive nature should be one that this man deserves? What makes this action so unspeakable? That a white woman wanted the attention of a black man? We would not be faced with this trial if Tom Robinson was a white man. And because she chose a black man for affection, we are standing here eliminating her offense, which is a human being.

This to you, my fellow jurors, should stand out as morally incorrect. Look beyond our rigid and time-honored code of our society, and look beyond to the truth. Tom Robinson stands in a difficult place, facing all you white men in an upward battle. There are no comments for this section and you do not have permission to add a comment. Edit Students will write a final unit essay that will target informative writing by analyzing the use of rhetoric in Harper Lee's To Kill a Mockingbird.

Edit Grade 11 - Discipline ELA. Section 1: What Task? Teaching Task. Edit All Standards Focus Standards. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful.

Include Shakespeare as well as other authors. Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant e. Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. Draw evidence from literary or informational texts to support analysis, reflection, and research.

Write routinely over extended time frames time for research, reflection, and revision and shorter time frames a single sitting or a day or two for a range of discipline-specific tasks, purposes, and audiences. Show 7 more. Lee, Harper. To Kill a Mockingbird. New York: Warner Books, Attempts to address prompt but lacks focus or is off task. D: Attempts to address additional demands but lacks focus or is off task. Addresses prompt appropriately but with a weak or uneven focus. D: Addresses additional demands superficially. Addresses prompt appropriately and maintains a clear, steady focus. D: Addresses additional demands sufficiently. Addresses all aspects of prompt appropriately and maintains a strongly developed focus.

D: Addresses additional demands with thoroughness and makes a connection to controlling idea. Attempts to establish a controlling idea, but lacks a clear purpose. Establishes a controlling idea with a general purpose. Establishes a controlling idea with a clear purpose maintained throughout the response. Establishes a strong controlling idea with a clear purpose maintained throughout the response. Attempts to present information in response to the prompt, but lacks connections or relevance to the purpose of the prompt. Presents information from reading materials relevant to the purpose of the prompt with minor lapses in accuracy or completeness.

For instance, when Jem and Scout get their guns for Christmas, Atticus tells them that it is a sin to kill a mockingbird. Jem and Scout do not understand the importance of this instruction, until they learn that Atticus is comparing a mockingbird to any. Atticus is the most brave character since he goes up against the test to protect Tom Robinson. This is courageous in light of the fact that in those days it required a ton of exertion and devotion to demonstrate that a dark man is not liable. Atticus didn't consider individuals to be a shading, he just observed individuals and. There are many opportunities for Jem and Scout to concede to the Southern stereotypes of the s, but with the guidance of Atticus and their housekeeper, Calpurnia, the children challenge the common stereotypes of the South- with some lessons learned.

These stereotypes are based principally on race and social class. Several cases of these stereotypes arise throughout To Kill a Mockingbird. However, somebody with a good understanding of the novel will realise that Atticus is in fact a terrific lawyer and a superb father. However, like all people, Atticus has his flaws. Atticus always made sure he made time to talk to his children and teach them valuable life skills. Atticus taught both his children to read before they began schooling. Because of this, they were able to learn from experience rather than just school alone. This also showed that Atticus treated his children as equals rather than just taking the role of the hierarchy.

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