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Relevant bibliographies by topics / To kill a mockingbird (Lee, Harper)

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Academic literature on the topic 'To kill a mockingbird (Lee, Harper)'

Author: Grafiati

Published: 4 June 2021

Last updated: 29 July 2024

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Journal articles on the topic "To kill a mockingbird (Lee, Harper)"

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Hartsell-Gundy, Arianne A. "Book Review: Reading Harper Lee: Understanding To Kill a Mockingbird and Go Set a Watchman." Reference & User Services Quarterly 58, no. 4 (October 25, 2019): 267. http://dx.doi.org/10.5860/rusq.58.4.7169.

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Reading Harper Lee: Understanding To Kill a Mockingbird and Go Set a Watchman by Claudia Durst Johnson is meant to assist students studying the work of Harper Lee by providing context for her life and work and examining key topics such as race, class, and gender. It functions in some ways as an update to Johnson’s Understanding To Kill a Mockingbird: A Student Casebook to Issues, Sources, and Historic Documents (Greenwood, 1994) since it includes analysis of Go Set A Watchman. Rather than being a replacement for the 1994 reference work, it functions as a great complement for a student studying Harper Lee. While Understanding To Kill a Mockingbird provides numerous primary documents to help a student understand the historical context, Reading Harper Lee provides a more concise analysis of themes, which potentially makes it more accessible to a student new to literary criticism.

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Lin, Li. "A Corpus-based Comparative Analysis of Linguistic Features in Silent Spring and To Kill a Mockingbird." International Journal of Linguistics, Literature and Translation 6, no. 7 (July 2, 2023): 45–50. http://dx.doi.org/10.32996/ijllt.2023.6.7.5.

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Silent Spring and To Kill a Mockingbird are two novels written by two American women - Rachel Carson and Harper Lee, respectively. The study attempts to comparatively uncover the linguistic features in the two novels by means of the corpus tool Multi-dimensional Analysis Tagger and the statistical tool SPSS. It is found that the text of Silent Spring is quite different from the text of To Kill a Mockingbird, among which Silent Spring is classified into the register of “general narrative exposition”, and To Kill a Mockingbird is classified into the register of “Imaginative narrative”. Besides, the text of Silent Spring is characterized by more structures of that relative clauses on subject position, prepositions, attributive adjectives, long words, downtoners, phrasal coordination, agentless passives and conjuncts. However, the text of To Kill a Mockingbird is featured by more structures of past tense, verbs, analytic negation, direct WH-questions, first person pronouns, subordinator that deletion and predictive modals.

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Mohammed, Mushtaq A., and May H. Abd Alhadi. "Child Narration in Harper Lee’s “To Kill a Mockingbird”." Koya University Journal of Humanities and Social Sciences 3, no. 1 (June 27, 2020): 150–55. http://dx.doi.org/10.14500/kujhss.v3n1y2020.pp150-155.

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Children's stories have a significant role in American literature. Such a role is regarded as both instructive and entertaining. A child narration, to Harper Lee (1926–2016), the American novelist, reveals some hidden messages about how a child can develop and can succeed to conform to society. A narrator, to her, could or could not be a character in the events. If a child narrates the events of a novel, he/she will definitely simplify the topics he/she narrates. Hence, Lee’s To Kill a Mockingbird portrays a world that is exotic to the reader. The present paper aims to explore how the novel introduces the struggles and the disadvantages of Western society through a child’s narration, which includes the point of view and language. It also tackles how the capacity of childhood innocence shows people’ behavior clearly. This study tries to find some answers to the following questions: Why did Lee use child narration? What is the aim of using first-person narration? Was the narrator successful in reflecting the truth of events as adults did? The paper also aims at shedding light on the western problems through the child’s eyes. It attempts through child narration to expose people’s deceptive appearances, racism, and class distinction.

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Jayaputri, Herlandri Eka. "The Educational Values as Reelected in Harper Lee Novel’s to Kill A Mocking Bird." Acuity: Journal of English Language Pedagogy, Literature and Culture 7, no. 1 (February 6, 2022): 123–35. http://dx.doi.org/10.35974/acuity.v7i1.2483.

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This study aims to describe the good characterizations of the main characters, the plot, and the educational values in the novel To Kill a Mockingbird by Harper Lee. This current study employed the qualitative method. The research provided the secondary data derived from To Kill a Mockingbird Novel by Harper Lee. For the data collection, document analysis was used as the researcher read the novel, collected suitable data, made sense of the data, and selected the unit of analysis (Satu Elo et al., 2014). The results of this research are as follows; the first, the good characterization of the novel is curious, diligent, wise, caring, creative, and brave. The second, plot of the novel is the regressive plot because the novel talked about the experience of Scout and Jem and it is described using the theory of Tennyson in Subhan as follows; exposition, rising action, crisis, falling action, and resolution. Third, the educational values of the novel are divided into four elements namely; values of religious education, values of moral education, values of social education, and values of cultural education.

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Sastrawijaya, Meity Dhaliani. "THE CHARACTER AND MORAL VALUES IN “TO KILL A MOCKINGBIRD” BY HARPER LEE." INFERENCE: Journal of English Language Teaching 3, no. 1 (April 19, 2021): 81. http://dx.doi.org/10.30998/inference.v3i1.6070.

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<p class="Penulis">The purpose of the research is to find out the character and the moral values in the novel “To Kill a Mockingbird” by Harper Lee. This research is designed as qualitative research. The approach that the writer uses is qualitative. The data are collected by analyzing the data found in the novel. The analysis of the novel is undertaken on the dialogues. The result of the research is the form of character and moral values. 1) The character that emerges in the novel “To Kill a Mockingbird” is the protagonist, antagonist, and foil characters. The protagonist is 70 %, the antagonist is 18 %, and the foil character is 12 %. It means that the character who dominates in the novel is the protagonist. This novel's point is to lead the readers to appreciate others 2) There are seven moral values in the novel: respect, kindness, conscience, self-control, empathy, tolerance, and fairness. The moral value in the novel, respect gets 28 %, kindness is 10 %, conscience is 15%, self-control is 5 %, empathy is 15%, tolerance is 13%, and fairness is 15%. It means that moral values that dominate in the novel convey particularly to the readers is respect.</p>

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Zakharov, D. V. "Posthumous baggage. Harper Lee’s letters." Voprosy literatury, no. 4 (August 19, 2021): 194–214. http://dx.doi.org/10.31425/0042-8795-2021-4-194-214.

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The article is devoted to the epistolary legacy of Nelle Harper Lee, the author of the American cult classic To Kill a Mockingbird (1960). The researcher examines a collection of Nelle’s letters written from 1956 to 2009, provides a detailed list of sources and makes suggestions about the potential new discoveries that could shed light on the life of ‘America’s most reclusive author.’ This short study of ‘posthumous baggage,’ as Lee referred to her private correspondence, offers an insight into the interests of the author, who insisted on keeping her personal life to herself. The letters included in the study concern the writer’s relationship to her father Amasa Coleman Lee, on whom she based the character of Atticus Finch, her attitude to her own biography published by Charles Shields, and personal anxieties of her final years. The author also details Lee’s opinions of literature, from the 19th-c. classics to contemporary authors, and shows how much she valued communication with her numerous fans.

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Baranova, Kseniya M., and Nadezhda S. Shalimova. "The theme of maturation in the novel “To Kill a Mockingbird” by Nelle Harper Lee." Vestnik of Kostroma State University 29, no. 4 (March 29, 2024): 85–91. http://dx.doi.org/10.34216/1998-0817-2023-29-4-85-91.

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The article is devoted to the study of narrative and genre features of the famous work of Nelle Harper Lee ‟To Kill a Mockingbird”. It considers such categories of poetics as composition, chronotope and a system of characters. The study analyses the theme of maturation and the traits of ‟southern noir”, traditional and innovative characteristics of the initiation novel. Due to these peculiarities the American writer is not only able to focus on the inner life of the main heroine, but also to present the historical and cultural background of the narrative, as well as to create expressive psychological portraits of the characters. The conclusion is made about the transfer of ideas from human personality formation and maturation to the ethno-racial context, the formation of a specific model of initiation in the American literature. The process of migration of adult literature in children’s literature is noted both at the level of individual storylines and entire narratives. The novel by Harper Lee contains the traits of the initiation novel, as the main semantic dominant theme is maturation through overcoming challenges (social injustice, cruelty, ambivalence of the categories of good and evil). The concept of becoming a person in the work of the writer refers to the origins of the national consciousness: the interaction of nature and civilization, natural and artificial, as well as aesthetic categories of fiction and reality.

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Jay, Gregory. "Queer Children and Representative Men: Harper Lee, Racial Liberalism, and the Dilemma ofTo Kill a Mockingbird." American Literary History 27, no. 3 (May 17, 2015): 487–522. http://dx.doi.org/10.1093/alh/ajv023.

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Ario Masai, M. Erwinsyah. "An Analysis Moral Values In Novel “To Kill A Mockingbird” By Harpeer Lee’s As An Alternative Teaching Material In High School." Griya Cendikia 7, no. 2 (August 1, 2022): 434–46. http://dx.doi.org/10.47637/griya-cendikia.v7i2.354.

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Moral value is important in general or values that can drive people to act or do something, and are a source of motivation. Moral values are extrinsic elements in novels that are useful for life and suitable for teaching material. This means that the material detailed for learning activities must be material that really supports the achievement of Core Competencies and basic competencies. Therefore, the researcher examines moral values as a reference in the novel "To Kill A Mockingbird". The term moral is often also referred to as morality, character, or morals. Moral is a person's actions, behavior, words in interacting with other humans. This research discusses moral values in the novel “To Kill A Mockingbird” by Harpeer Lee. The purpose of this study is to find the moral values contained in the novel "To Kill A Mockingbird" by Harpeer Lee. The results of this study discuss several elements contained in the extrinsic elements. The intrinsic elements discussed in this study are moral values related to the value of justice, moral values related to the value of honesty, and moral values related to the value of responsibility. . In this study, the researcher used a descriptive method is used to describe the moral values contained in the novel "To Kill A Mockingbird". The results of this study discuss several elements contained in the extrinsic elements. The intrinsic elements discussed in this study are moral values related to the value of justice, moral values related to the value of honesty, and moral values related to the value of responsibility. On moral values related to justice, the researcher managed to find 31 quotes related to justice. Then, related to the moral value of honesty, the researcher managed to find 18 quotes related to the moral value of honesty. Then and the last is the moral value related to responsibility, the researcher managed to find 31 quotes related to the moral value of responsibility.

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Rezazade, Faeze, and Esmaeil Zohdi. "The Power of being Color-Blind in To Kill a Mockingbird." International Letters of Social and Humanistic Sciences 71 (July 2016): 47–53. http://dx.doi.org/10.18052/www.scipress.com/ilshs.71.47.

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Discrimination and racial injustice towards Blacks have existed among the groups of people since the very beginning of their gatherings as a communication and society. Throughout history, people of colored skin, especially Blacks, were not accepted in the Whites’ communities due to the Whites’ thought of supremacy over them. Regardless of their positive role and doing manual labor in keeping the wheels of the Whites’ industry turning, Blacks were always treated as nonhuman and “clownish” creatures born to serve Whites. African Americans are the main groups of Blacks who suffer from discrimination and racial injustice because they are living among Whites, though segregated from the Whites’ society. However, there are many white individuals who do not consider the skin color and treat Blacks as human beings and only humanity and good nature of the people matters to them. Nelle Harper Lee in her masterpiece, To Kill a Mockingbird, written in 1960, introduces three children (Scout, Jem, and Dill) and Atticus, who is Scout and Jem’s father, as color-blind characters who fraternize with Blacks as humans without paying attention to their skin color. Therefore, using W. E. B. Du Bois’ thoughts- regarding prejudice, discrimination, and racial injustice- in this article it has been tried to investigate Atticus’ and three children’s color blindness in the case of racism in To Kill a Mockingbird.

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Dissertations / Theses on the topic "To kill a mockingbird (Lee, Harper)"

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Price, Ellen. "Recognition ethics and cultural work in Harper Lee's "To kill a mockingbird" /." Bowling Green, Ohio : Bowling Green State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1186775706.

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Dunne, Lindsay. "Beyond the sentimental text the practice and pedagogy of critical literacy in Harper Lee's To kill a mockingbird /." Diss., Connect to the thesis, 2004. http://hdl.handle.net/10066/643.

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Norris, Aine M. "From Watchman to Mockingbird: Tay Hohoff’s Editorial Influence on Harper Lee." VCU Scholars Compass, 2016. http://scholarscompass.vcu.edu/etd/4593.

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The 2015 publication of Harper Lee’s Go Set a Watchman (2015) raised questions and concerns when it was read in the context of the author’s first novel, To Kill a Mockingbird (1960), a text with strong, direct statements related to civil rights and social injustice. This thesis examines textual similarities and differences between Watchman and Mockingbird, suggesting the likely influence of editor Thèrése “Tay” von Hohoff in Mockingbird’s published version. Additionally, the thesis examines Hohoff’s 1959 biography, A Ministry to Man: The Life of John Lovejoy Elliott, as a plausible inspiration for Lee’s Mockingbird hero, Atticus Finch. Containing corroboration from available correspondence, biographical information, interviews, and historical records, this thesis documents Hohoff’s editorial influence on Lee as the two worked together to create a lasting contribution to American literary history and culture.

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Rahman, Ishmam R. "Colorblind Liberalism in Legal Storytelling: To Kill A Mockingbird and A Time To Kill." Scholarship @ Claremont, 2014. http://scholarship.claremont.edu/scripps_theses/501.

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Harper Lee’s To Kill A Mockingbird is an iconic classic that inspired many street lawyer novels. Examining John Grisham’s A Time To Kill as a low-culture-imprint of Lee’s novel, the thesis analyzes the convergent and divergent points of rhetorical devices that promote colour-blind liberalism across the two texts seeing as they are published 30 years apart. Both pieces of legal fiction act as a reflection and critique of formal legal institutions and through this reflection, the thesis deals with how the texts reinforce, perpetuate and resist the white dominant ideology through the “progressive” race politics of colorblind liberalism.

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Sullivan, Danielle. "La traduction des métaphores et des comparaisons dans les trois versions françaises de To Kill a Mockingbird de Harper Lee." Thesis, Université Côte d'Azur (ComUE), 2018. http://www.theses.fr/2018AZUR2034/document.

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Cette thèse analyse la manière dont les métaphores et les comparaisons de Harper Lee ont été traduites dans les trois versions françaises de To Kill a Mockingbird, un des romans les plus célèbres de la littérature américaine. Comme point de départ, nous examinons les théories existantes sur la traductologie et les figures de style, ce qui nous aide à comprendre la fonction de la métaphore et de la comparaison au sein d’un texte littéraire. Par la suite, nous étudions les métaphores et comparaisons qui n’ont pas pu être traduites aisément, souvent à cause de leur charge culturel. Paradoxalement, les connotations et les références culturelles jouent un rôle important dans l’œuvre de Lee, et elles sont indispensables pour la reconstruction de son univers à l’étranger. Afin de traduire l’intraduisible, le traducteur doit recourir à des stratégies complexes et variées, parfois faisant preuve d’une grande créativité. Un chapitre entier est donc consacré aux traductions inventives où le traducteur se transforme en écrivain. En effet, on se pose des questions sur le rôle du traducteur : doit-il rester passif ou est-il libre de façonner le texte cible comme il le souhaite ? Le dernier chapitre se focalise sur les similitudes entre le français et l’anglais, grâce auxquelles un passage fluide d’une langue à l’autre est souvent possible. Dans chaque version, nous observons des tendances méthodologiques et stylistiques, qui varient selon l’époque et/ou les préférences de chaque traducteur. Étant donné que la traduction parfaite n’existe pas, nous concluons que chaque nouvelle version contribue à sa manière à l’expérience du lecteur dans la langue cible
This thesis analyses the way in which Harper Lee’s metaphors and similes have been translated in the three French versions of To Kill a Mockingbird, one of the most famous novels in American literature. As a starting point, we examine the existing theories regarding Translation Studies and stylistic devices, which helps us to understand the purpose of metaphors and similes within a literary text. We then study those metaphors and similes that could not be translated with ease, mainly owing to their cultural significance. Paradoxically, cultural connotations and references play a significant role in Lee’s work, and they are indispensable in reconstructing her universe abroad. In order to translate the untranslatable, the translator has to resort to complex and diverse strategies, sometimes demonstrating a high level of creativity. An entire chapter is therefore devoted to inventive translations where the translator becomes a writer in his or her own right. Indeed we ask ourselves several questions about the role of a translator : should he remain passive or is he free to shape the target text as he desires? The final chapter focuses on the similarities between French and English, thanks to which a swift passage between the two languages is often possible. In each version, we notice methodological and stylistic trends that vary according to the publication date and/or the preferences of each translator. Given that there is no such thing as a perfect translation, we come to the conclusion that every new version contributes in its own way to the reader’s experience in the target language

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Stiltner, MitziAnn. "Don't Put Your Shoes on the Bed: A Moral Analysis of To Kill a Mockingbird." Digital Commons @ East Tennessee State University, 2002. https://dc.etsu.edu/etd/722.

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Harper Lee wrote a remarkable novel which provides a great deal of moral insight for its readers; through a use of history, moral instruction, and character development, Lee establishes a foundation for how people in an often intolerant world should live peacefully together. Moreover, she reminds the reader that regardless of socioeconomic status or race everyone deserves to be treated with respect and kindness. In establishing this moral analysis one must consider the historical source of Tom Robinson’s trial, the Scottsboro Trial; the Finch children’s consistent and exemplified instruction from their widowed father, Atticus, their housekeeper, Calpurina, and other close neighbors; and the symbolic representation of the mockingbird as a peaceful and protective creature which generally gets along with other bird species.

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Gustafsson, Thän. "Ignorance v. Innocence : Go Set a Watchman’s Case against the Hegemony of To Kill a Mockingbird." Thesis, Högskolan Kristianstad, Fakulteten för lärarutbildning, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-20030.

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This paper takes a cultural materialist approach in analyzing the hegemonic purpose of using Harper Lee’s To Kill a Mockingbird in American education. Ideas from critical race theory and Lee’s second novel, Go Set a Watchman, are used to reveal obfuscated aspects of Mockingbird’s narrative. These aspects have been repurposed to fit a Eurocentric palate, and have let the book achieve success under the guise of being a progressive and multiculturalist work. Mockingbird’s narration, marked by childlike innocence, has been used to obfuscate Eurocentric ignorance of racial and economic inequality. The text has also been used to divert blame from those in power onto those oppressed by a hegemonic system. Racism is in Mockingbird inaccurately described as an individual moral issue, rather than a system of discrimination which is deeply ingrained in every aspect of U.S. society. The liberal moderate ideology which informs Atticus character has historically been ignored due to his unquestionable, near-mythical position as a moral role model. The paper finds that Mockingbird has been used as part of a greater Eurocentric narrative which positions the Civil Rights Movement as a white movement of moral improvement.

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Henriksson, Eva-Lena. "An Exploration of the American Justice System through the Trial of Tom Robinson : A New Historicist Analysis of Harper Lee's To Kill a Mockingbird." Thesis, Högskolan i Gävle, Avdelningen för humaniora, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-35422.

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Adding something new to the understanding of To Kill a Mockingbird (1960), which is considered a twentieth-century classic, would be nearly impossible if not for the outlook of new historicism. Through a new historicist analysis of Harper Lee’s literary text parallel to non-fictional texts relating to the American justice system and civil rights, this essay explores how race affects U.S. institutions and society. Lee’s novel is contextualized by delving into the American South of the 1930s, American society and politics in the1960s and the racial landscape in America today, connecting them through the experiences of racial bias within the justice system and the civil rights movement. The essay explores the racial and cultural norms that governed the American justice system at the set time of the story. It analyzes the time of publication and the American society in which the novel made such an impact on the racial debate. Finally, it looks at the impact of the novel and its connection to the civil rights movement of the 1960s, the Black Lives Matter movement and readers today. In the spirit of new historicism, the mechanisms of racism and how they affect the population, both the oppressors and the oppressed, is highlighted showing parallels between Lee’s fictional world and American society over time. Through the experiences of the characters, the structures of racism translate to a time and place where the Black Lives Matter movement has infused new life to the civil rights movement worldwide. Looking at retellings of the historical Scottsboro trials, which inspired the story unfolding in To Kill a Mockingbird in light of the justice system, Maycomb county and its inhabitants serves as guides into the racial norms that is ingrained in American society and politics. The results reveal a society where racial segregation is constantly reinforced by legal, economical, and social barriers, despite constitutional efforts to level the playing field for all American citizens.

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Price, Ellen E. "Recognition: Ethics and Cultural Work in Harper Lee’s “To Kill a Mockingbird”." Bowling Green State University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1186775706.

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Buchanan, Brenda Marie. "HARPER LEE’S PINK PENITENTIARY: TO KILL A MOCKINGBIRD, GO SET A WATCHMAN AND FEMINISM." Cleveland State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=csu1606410740885098.

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Books on the topic "To kill a mockingbird (Lee, Harper)"

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Stewart, Martin, and Lee Harper 1926-, eds. To kill a mockingbird, Harper Lee: Guide. London: Letts, 1987.

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Armstrong, Jean. To Kill a Mockingbird by Harper Lee. London: Macmillan Education UK, 1987. http://dx.doi.org/10.1007/978-1-349-08255-1.

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R, Noble Donald, ed. To kill a mockingbird, by Harper Lee. Pasadena, Calif: Salem Press, 2010.

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Schede, Hans-Georg. Erla uterungen zu Harper Lee, To kill a mockingbird. Hollfeld: Bange, 2008.

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Harold, Bloom, ed. Harper Lee's To kill a mockingbird. New York: Chelsea House Publishers, 1996.

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Levine, Gloria. To Kill a Mockingbird by Harper Lee: Study guide. [Palatine, Ill: Novel Units, 1989.

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Mancini, Candice. Racism in Harper Lee's to Kill a Mockingbird. Edited by Candice Mancini. Detroit: Greenhaven Press, 2008.

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Harper, Lee. Meigang cheng gu shi: To kill a mockingbird / Harper Lee. Taibei shi: Mai tian chu ban, 2016.

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Foote, Horton, Alan J. Pakula, and Robert Mulligan. To kill a mockingbird. 5th ed. Universal City, Calif: Universal, 2012.

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Murphy, Mary McDonagh. Scout, Atticus & Boo: A celebration of To kill a mockingbird. New York: Harper Perennial, 2011.

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Book chapters on the topic "To kill a mockingbird (Lee, Harper)"

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Peterfy, Margit. "Lee, Harper: To Kill a Mockingbird." In Kindlers Literatur Lexikon (KLL), 1–2. Stuttgart: J.B. Metzler, 2020. http://dx.doi.org/10.1007/978-3-476-05728-0_5667-1.

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Armstrong, Jean. "The Author and the Background to the Novel." In To Kill a Mockingbird by Harper Lee, 1–4. London: Macmillan Education UK, 1987. http://dx.doi.org/10.1007/978-1-349-08255-1_1.

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Armstrong, Jean. "Summaries and Critical Commentary." In To Kill a Mockingbird by Harper Lee, 5–41. London: Macmillan Education UK, 1987. http://dx.doi.org/10.1007/978-1-349-08255-1_2.

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Armstrong, Jean. "Themes and Issues." In To Kill a Mockingbird by Harper Lee, 42–52. London: Macmillan Education UK, 1987. http://dx.doi.org/10.1007/978-1-349-08255-1_3.

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Armstrong, Jean. "Technical Features." In To Kill a Mockingbird by Harper Lee, 53–72. London: Macmillan Education UK, 1987. http://dx.doi.org/10.1007/978-1-349-08255-1_4.

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Armstrong, Jean. "Specimen Passage and Commentary." In To Kill a Mockingbird by Harper Lee, 73–75. London: Macmillan Education UK, 1987. http://dx.doi.org/10.1007/978-1-349-08255-1_5.

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Armstrong, Jean. "Critical Reception." In To Kill a Mockingbird by Harper Lee, 76–77. London: Macmillan Education UK, 1987. http://dx.doi.org/10.1007/978-1-349-08255-1_6.

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Warzecha, Katherina. "Förderung der aktuellen Lesemotivation im Fremdsprachenunterricht Englisch: Konzeption und empirische Untersuchung einer Globalen Simulation zu Harper Lees To Kill a Mockingbird." In Handlungsorientierter Fremdsprachenunterricht empirisch, 133–56. Göttingen: Göttingen University Press, 2021. http://dx.doi.org/10.17875/gup2021-2144.

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Nahajec, Lisa. "Negation, Expectation and Characterisation: Analysing the Role of Negation in Character Construction in To Kill a Mockingbird (Lee 1960) and Stark (Elton 1989)." In Pragmatic Literary Stylistics, 111–31. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137023278_7.

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"Religion and Morality in To Kill a Mockingbird by Harper Lee." In Opposing Censorship in Public Schools, 114–23. Routledge, 1997. http://dx.doi.org/10.4324/9781410601414-16.

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Conference papers on the topic "To kill a mockingbird (Lee, Harper)"

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Djuana, I. Nyoman, and I. Gede Kusuma Jaya. "The Extrinsic Elements of Harper Lee’s to Kill a Mockingbird." In Proceedings of the First International Seminar Social Science, Humanities and Education, ISSHE 2020, 25 November 2020, Kendari, Southeast Sulawesi, Indonesia. EAI, 2021. http://dx.doi.org/10.4108/eai.25-11-2020.2306681.

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