To Kill a Mockingbird by Harper Lee

Context

In this unit, you have explored the novel, To Kill a Mockingbird by Harper Lee with a particular focus on how perspectives of being an outsider are represented through the manipulation of generic conventions. You have also considered how this text has shaped your own and others' perspectives of outsider experiences.

To share the insights you have gained from your close study of this text, you have been invited to contribute to Y.A. LitOnline's special edition on 'Outsiders in Literature'.

Task

Write an on-line literary article which analyses how Harper Lee - in 'To Kill a Mockingbird'- conveys an outsider perspective through an individual or group. Choose one of the following concepts to focus your analysis:

·        Race

·        class

·        gender

·        Another concept of your choosing (to be negotiated with your teacher)

To complete this task, you must:

• Analyse how the concept of being an outsider is constructed in the novel through the use of generic conventions such as characterisation, aesthetic features and stylistic devices

• Analyse the values, attitudes and beliefs that underpin the text and the invited reading they prompt

• Use your analysis to prompt readers to consider the insights you have gained from the text.

Stimulus

• To Kill a Mockingbird by Harper Lee

Assessment objective/s

1. use patterns and conventions of a literary article to achieve particular purposes in a specific context

2. establish and maintain the role of the writer and relationship with an identified public audience

3. analyse perspectives and representations of concepts, identities, times and places in a text

4. analyse the ways attitudes, values and beliefs underpin a text and invite audiences to take up positions

5. analyse the effects of aesthetic features and stylistic devices in a text

6. select and synthesise subject matter to support perspectives

7. organise and sequence subject matter to achieve particular purposes

8. use cohesive devices to emphasise ideas and connect parts of a text for a public audience

9. make language choices for particular purposes and contexts

10. use grammar and language structures for particular purposes

11. use written features, and complementary features if appropriate, to achieve particular purposes.

 Instrument-specific marking guide (Unit 1 FA1) – written response for a public audience (25%)

Criterion: Knowledge application

Assessment objectives:

3. analyse perspectives and representations of concepts, identities, times and places in a text

4. analyse the ways attitudes, values and beliefs underpin a text and invite audiences to take up positions

5. analyse the effects of aesthetic features and stylistic devices in the text.

• To Kill a Mockingbird by Harper Lee