1. Examine the role that social forces (gender,race,religion, social class) play in shaping
various characters in To Kill a Mockingbird.
You may either:
Select 1 social force and 2-3 characters — OR —
Select 1 character and 2-3 social forces
2. Are people naturally good or naturally evil?
Yourthesis is supported by the BOOK ONLY, not your opinion/the “real world.”
3. Analyze how 1 character comes of age within the novel. Pick 1 character and identify,
at minimum, two specific scenes to support your argument.
Besure to explain WHY these scenes are significant and HOW they help the
character come of age.
4. Identify the role that 2-3 literary devices play on the development of one of the themes
present in To Kill a Mockingbird.
Literary Devices: simile, metaphor, symbolism, imagery, allusion, hyperbole
Themes: prejudice, bravery vs. cowardice, hypocrisy vs. integrity
The Owl and the Pussy-Cat In this exposition I will investigate Edward Lear's lyric 'The Owl and the Pussy-Cat' (Appendix 1), first giving a specialized expressive examination focusing on sound designing, also finding its place in the historical backdrop of verse for kids, and thirdly how the ballad visualizes adolescence. Written in December 1867 for the little girl of a dear companion of Lear, it was first distributed in a collection by Lear entitled Nonsense Songs, Stories, Botany, and Alphabets (1871). From that point forward it has been distributed, delineated, made an interpretation of, and set to music ordinarily. In 2001 it was voted Britain's most loved sonnet. Lear utilizes straightforward, yet inventive dialect to recount the charming story of the voyaging sweethearts; the mixed up flying creature and feline. Including three stanzas, every eleven lines in length, it comprises of twin anthem quatrains and a three-line abstain, formed in an unmistakable versifying meter. The rhyme plot is 'abcbdefe' exchanging in the vicinity of four and three focused on syllables for every line, trailed by the hold back 'eee' comprising of two lines with only one focused on syllable, and a last line with three. This uniform rhyme plot gives the sonnet melodic structure, as well as adheres the altogether different parts of the story. The musical parallelism of the holds back, in which each of the three lines end with the same focused on word, is a strict example in itself and frontal areas this piece of the lyric as it goes up against an incantatory feel. In spite of the fact that the holds back are not the prevailing structure of the lyric, they do include melodic fortification. The consistent metrical example is the thing that gives the ballad its rising cadence (anapests) and sing tune frame and there is little to upset the stream of the beat, or the story. The point at that point is straightforwardness and redundancy; to be sure the principal occurrence of reiteration happens in the opening line, which includes the ballad's title words in this manner reaffirming the focal point of the sonnet. Be that as it may, in the main stanza, the most recognizable sound example is the convergence of/p/sounds; a phonological parallelism that reaches out over the content with the words 'Pussy', 'pea', 'bounty' and 'pound' and also happening in 'wrapped' and 'up'. The repeat of this plosive consonant imitates the culling of guitar strings, which improves the musicality as well as the visual impact of the serenading owl. While the plosive/p/in 'Pussy' combined with the/b/in 'delightful' isn't exactly alliterative, it is resonant and enticing of music, mirroring the profundity and enthusiasm of the owl's charms. Note that Lear likewise utilizes accentuation to stress meaning; the outcry marks toward the finish of lines ten and eleven signify a statement of the owl's emotions proposing that the relationship is without a doubt something other than fellowship. Notwithstanding reiteration and similar sounding word usage, Lear utilizes solid full rhymes to strengthen sound, which means and cadence, and they have a dynamic impact in the inclination and motivation behind this ballad. Culminate end rhymes are the most recognizable, yet there are additionally solid inner rhymes, to be specific happening in each third line of every stanza, yet in addition in the fifth line in the second and third ones. This blend of one and two syllable rhymes go about as a sub-abstain bringing the tune sound 'all around' again to our ears while the content turns out to be increasingly unconventional. Sound and musicality are additionally drawn out into the open by the tolling end rhyme amongst 'sing' and 'ring' in lines thirteen and fifteen. The words are brilliant and short, just like the vowel sound, however took after by the consonant/ng/the sound is broadened, and the reiteration of 'ring' in the abstain mimickes the ringing of a chime where we may hear the onomatopoeic reverberation of 'bong' (from 'bong-tree'). The third stanza comes full circle in a grouping of inner and harmonious rhymes which invoke a visual and aural devour to coordinate the wedding dinner itself, with the last lines inspiring the who-o-o, who-o-o of an owl through the long vowel/oo/in 'moon'. Every one of the characteristics of melody are available: delight, simplicity of redundancy, memorability, musicality, rhyme and abstains. The obvious suddenness of these components rise up out of exceptionally customary standards and Lear's clever association. Other than musicality, the other principle highlight of the sonnet is 'word-play' with Lear joining intermittent created words: 'bong-tree', 'Piggy-wig' and the gibberish descriptive word 'runcible'. And also having a funny impact, they present components of unconstrained dream that accentuate the dreamlike voyage of the anthropomorphised creatures. Despite the fact that these words seem made-up regardless they stay, just, inside our typical desires of English. Be that as it may, the way that they do go amiss from the ballad's encompassing straightforward dialect implies they are foregrounded, hence, the peruser/audience gives careful consideration to them since they are fulfilling to state without fundamentally making sense. Despite the fact that 'runcible' has no genuine importance (in spite of the fact that it has since been prominently characterized as a three-pronged fork bended like a spoon) it has a phonological liveliness with the moving of the 'r' in 'run' trailed by the two syllables in 'cible'. The hyphenation of 'Piggy-wig' really joins the phonemes and implications of two words, 'pig' and 'wig', managng to prevail as an inner rhyme. While the consideration of these words doesn't generally add anything to the significance of the expression, they do at any rate maintain, and conceivably fortify the musicality. It isn't until the last stanza that the musicality is disturbed somewhat by the 'running over' of line twenty-three into twenty-four immediately. The impact of this enjambment is that we are rushed on to a critical stage in the story, the time when an exchange happens. The caesura at the word 'ring' makes an interruption, as well as a short strain as we anticipate the pig's answer. Note that the immediate discourse in these lines references customary marriage promises strengthened by the weight on the words 'willing' and 'will'. Besides, this exchange additionally brings the 'genuine' world closer to the surface. Without a ring the marriage can't happen. Just when the 'arrangement' has been done can the story, and in this way the lyric, proceed as previously. Once the consistent beat resumes it drives the account forward, finishing with cat and fowl moving 'as one, on the edge of the sand… by the light of the moon'. Symbolism made by the moonlight (generally conjured as being sentimental) implies the charm of the scene moves on with the dream sweethearts and is the place the peruser/audience needs to abandon them. Regardless of the eccentric account and word-play the lyric is decidedly tied down by the solid rhyming 'step' woven through the conventional song type of tetrameter and trimeter. The rising rhythms move the lyric along while being controlled by the full and stable rhymes, making it extremely fulfilling. Lear's ability first observed the light of day in A Book of Nonsense (1846) containing an accumulation of his limericks and entertaining outlines which demonstrated a prompt accomplishment with perusers and commentators. Lear's work, alongside that of Lewis Carroll, created and advanced drivel writing, particularly as to their utilization of 'garbage' words, in this manner, it is frequently observed as an unmistakably 'Victorian kind'. In any case, scholarly drivel existed some time before this and, as Styles calls attention to in her article about the historical backdrop of verse for kids, can be followed back to the 'ferocity of the nursery rhyme' (Styles, p. 211). These antiquated and customary rhymes from the oral convention, recognizably known as 'Mother Goose' rhymes, are an accumulation of verses, children's songs, rhymes and tunes offering amusingness, redundancy and narrating, albeit few were initially made or proposed for youngsters. Eighteenth century verse considered appropriate for kids was for the most part instructional or moralistic, and regularly dastardly. Its central points were worried about sparing the spirit and making great character and, as other youngsters' writing, for the most part mirrored the thoughts that grown-ups held about what kids ought to be keen on. However, as Puritanism melted away and new thoughts regarding adolescence developed, wonderful accumulations composed particularly for kids started to show up. Tommy Thumb's Song Book (1744) was the principal endeavor to put nursery rhymes from the oral custom into print, and two accumulations from William Blake in 1789 and 1794, in spite of the fact that not particularly composed for kids, captured the quintessence of adolescence. Different volumes of tyke focused verse showed up in the early piece of the nineteenth century, and despite the fact that artists as of now kept on following in the same moralistic convention there was a developing enthusiasm for kids' feelings and encounters. The mid and late nineteenth century delivered Stanzaan wealth of verse for youngsters, including that of Lear, which corresponded with the changing perspectives on adolescence. In spite of the fact that the underlying foundations of hogwash verse are sooner than the nineteenth century, this is the period the most celebrated and eminent illustrations show up. Lear's limericks and gibberish rhymes were delighted in by youngsters, as well as by grown-ups, who discovered them an appreciated help from the prohibitive lessons of the Church and Victorian culture all in all. These clever and amusing rhymes were enjoyable to peruse resoundingly and simple to recollect. In any case, Lear's work isn't simply recognized by his semantic play; it additionally included flighty and diverting illustrations. In spite of the fact that his delineations for 'The Owl and the Pussy-Cat' are to some degree traditionalist in that the creatures are portrayed practically and seem vacuous, they do offer an interpretative impact and would have incredibly improved the impression of the lyric at the season of distribution. By differentiate, the single delineation in 100 Best Poems for Children (Puffin, 2002) is unsophisticated and honest. While the little splendidly shaded picture offers a small portion of I>GET ANSWER