Journal articles: '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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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.

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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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Abdul Aziz, Azlina, and Nurul Shahira Mohd Raffi. "Developing board games to teach literary elements in ‘To Kill a Mockingbird’." Religación. Revista de Ciencias Sociales y Humanidades 4, no. 22 (December 30, 2019): 186–95. http://dx.doi.org/10.46652/rgn.v4i22.569.

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The purpose of this research is to interrogate the effectiveness of developing board games to teach literary elements such as characters, setting and themes based on the literary text ‘To Kill a Mockingbird’ by Harper Lee. The development of board games in teaching English literature aims to help student teachers to critically examine their understanding of the approaches to teaching literature. It will further develop critical appreciation and cultural awareness for students whose English is a second language. This study is based on a course ‘Teaching of literature: Reading the word and the world’ taught to 45 Year 2 TESL undergraduate student teachers at the Faculty of Education, UKM. This case study was designed with four methods of data collection namely questionnaire, interview, student teachers’ board games and reflective essays. In this study, the student teachers had formed six groups and then had chosen either a theme or a character such as ‘Tom Robinson’, ‘Atticus Finch’, ‘Boo Radley’, ‘Scout Finch’, ‘Gender stereotyping’ and ‘Racism’ to be developed further into board games. They later reflected on the whole process of developing board games, identifying its strengths, weaknesses and suggestions on how to improve it. Generally, the participants perceived that developing board games helps them to teach the literary elements such as characters, setting and themes to the pupils.

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Kilian, Fazny Rahmawati. "THE ENGLISH – INDONESIAN TRANSLATION ANALYSIS OF FIGURATIVE LANGUAGE IN THE NOVEL “TO KILL A MOCKINGBIRD” BY HARPER LEE." JELLT (Journal of English Language and Language Teaching) 3, no. 2 (October 31, 2019): 57. http://dx.doi.org/10.36597/jellt.v3i2.5995.

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Tapilatu, Terweline, and August Lewaherilla. "KESEPADANAN PENERJEMAHAN DEIKSIS I KE DALAM BAHASA INDONESIA PADA NOVEL TO KILL A MOCKINGBIRD." DINAMIS 20, no. 1 (July 21, 2023): 14–26. http://dx.doi.org/10.58839/jd.v20i1.1267.

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This qualitative research aims at understanding how first person deixis ‘I’ is translated into Indonesian and in what ways it differs from its equivalents. The method used is content analysis. The data were collected using purposeful sampling from the English novel To Kill a Mockingbird by Harper Lee and its Indonesian translation. The findings reveal that deixis ‘I’ was translated into deixis ‘saya’, ‘aku’, ‘ku-‘ and ‘-ku’ which are in the pronominal category and the kinship term ‘ibu' which belongs to the noun category. ‘I’ was also translated into phrases, adverbs, adjectives, nouns, second person deixis ‘you’ which was ellipsed, and ‘I’ which was not translated into the target language. Deixis ‘I’ differs from ‘saya’, ‘aku’, ‘ku-’, ‘-ku’ and ‘ibu’ in social relations between the speaker and the addressee, their social status, the speech context, and the cultural background of both texts. Other equivalents are different from ‘I’ in terms of their status as non-deictic expressions. The use of various forms of equivalent aside from ‘saya’, ‘aku’, and ‘ku-’, either deictic or non-deictic, indicates that the results of translation are not always predictable. The reason for using those equivalents is to maintain the acceptability and naturalness of the target text. To maintain equivalence between both texts, certain procedures or strategies are applied, i.e., unit shifts, class shifts, modulation, and translation by omission. This research may contribute to enriching translation studies, in particular of deixis, by providing information about the translation of first person deixis ‘I’ into Indonesian.

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Gonzáles Groba, Constante. "Is It Gender or Is It Race? To Kill a Mockingbird and Its Film Adaptation." Polish Journal for American Studies, no. 16 (2022) (December 22, 2022): 11–28. http://dx.doi.org/10.7311/pjas.16/2022.02.

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This article begins by exploring the national climate in which Lee’s novel appeared, at the height of the civil rights movement in the South, which had a crucial impact on its composition and reception. The major film studios were not initially interested in the novel, but independent filmmakers Alan Pakula (producer) and Robert Mulligan (director), influenced by existentialism, felt attracted to stories with strong dramatization over the spectacular. The film is famously characterized by the voice-over narration of the adult Scout, which embodies a paradoxical duality of perspective: the events are seen from the perspective of the young Scout but described in the language of a mature and articulate adult Scout. In the novel, the destabilization of gender norms is the central theme, and the protagonist is clearly Scout going through the pains of growing up female in a South with very strict definitions of gender roles. This dimension is not prominent in the film version, which gave in to the demands of the Hollywood star system and made the girl’s father, played by Gregory Peck, the main character, and made racism the main issue. The article concludes with a necessary reconsideration of Atticus Finch, subjected in recent years to the complaint that both the novel and the film convey the historically inaccurate message that heroic whites, instead of blacks, were the leaders of the anti-racist movements of the twentieth century. Atticus Finch no doubt remains tied to the accommodating values of his class and he never openly questions the structural racism of which he himself is part, but moral horizons of previous eras are often narrow in comparison with our own, and we should avoid the excesses of presentism and maintain the historical perspective that allows us to celebrate the courage and success of fictional white liberals like Atticus and real ones like Harper Lee herself, who could only speak as whites, not as black victims. Despite all its limitations, Mockingbird did contribute to making hearts and minds reconsider race in America, and it remains a socially and historically important film. Thus, we should at least acknowledge its merit in taking a stand during a period when many films avoided controversial racial matters.

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Korshunova, Elena Sergeevna. "Phraseological Analogue as the Basic Technique to Translate American Literary Phraseologisms (by the Example of the Novel “To Kill a Mockingbird” By Harper Lee)." Filologičeskie nauki. Voprosy teorii i praktiki, no. 10 (July 2021): 3100–3104. http://dx.doi.org/10.30853/phil210501.

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Hoang, Van Van. "THE TRANSLATION OF THEMES FROM ENGLISH INTO VIETNAMESE: THE CASE OF THE AMERICAN NOVEL “TO KILL A MOCKINGBIRD” AND THE VIETNAMESE TRANSLATION “GIẾT CON CHIM NHẠI”." VNU Journal of Foreign Studies 39, no. 6 (December 31, 2023): 1–49. http://dx.doi.org/10.63023/2525-2445/jfs.ulis.5197.

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This paper attempts to examine how Themes in English are translated into Vietnamese. The data for the study are taken from the novel ‘To Kill a Mockingbird’ written by the eminent American novelist Harper Lee and the Vietnamese version ‘Giết con chim nhại’ translated by two Vietnamese translators Huỳnh Kim Oanh and Phạm Viêm Phương. The theoretical framework employed in the study is Systemic Functional Linguistics (SFL). The unit of analysis is independent major clause simplexes in the source text (ST) and their corresponding major independent clause simplexes in the target text (TT). The aspects of analysis and comparison are simple and multiple Themes in declarative, imperative and interrogative clause simplexes. The study shows that most Themes in English clause simplexes are closely translated and retained as Themes in corresponding Vietnamese clause simplexes. The study also indicates that there are a number of translation shifts which are partly due to the differences in clause structure of English and Vietnamese, partly due to the semantic complexity (ambiguity) of some ST question words, and partly due to the translators’ negligence of the role of Theme and its delicate choices in constructing textual meaning in the clause and developing meaning in the texts. It is clear from the study that SFL is highly relevant to translation theory and translation practice: It can stand to benefit the translator from analysis of the ST, to discussion of translation problems, to explanation for establishment of points of translation equivalence and translation shift between the choices in the TT and those in the ST, and to synthesis of the TT – the final product of the translation process.

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Horwitz, Jennifer. "Place-Based Learning in Three Bildungsromane: To Kill a Mockingbird; Roll of Thunder, Hear My Cry; and Under the Feet of Jesus." MELUS 46, no. 2 (June 1, 2021): 131–52. http://dx.doi.org/10.1093/melus/mlab023.

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Abstract This article, which focuses on Harper Lee’s To Kill a Mockingbird (1960); Mildred Taylor’s Roll of Thunder, Hear My Cry (1976); and Helena María Viramontes’s Under the Feet of Jesus (1995), argues that the American bildungsroman is a genre that is uniquely situated to challenge and recast dominant assumptions about education in the United States. Although mainstream forms of education are often presented as neutral and inevitable, or what education scholar Kevin Kumashiro deplores as “commonsensical,” the three young protagonists positioned on the margins of dominant society in Lee’s, Taylor’s, and Viramontes’s texts know otherwise. Drawing on the work of bell hooks and Edward Soja, this article analyzes the educational geographies that the protagonists must move through to show that these geographies are structured through choices that center the white, ruling class and disadvantage poor white children and children of color. While formal schooling in the novels conceptually and materially reinforce a power structure of marginalization and domination—the same power structure that has led to the current climate crisis—the three novels also offer a corrective. It is only when the three protagonists stand outside institutional sites of education and center themselves in the local community that they are able to counter their oppressive schooling with place-based knowledge. The transformative educations across these bildungsromane demonstrate relational, or, in environmental terms, ecological, ways of thinking as the means to combat a status quo that obscures our material connection to each other and to the earth.

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Andri, Harianto, and Yohanes Tuaderu. "Racism in Harper Lee’s To Kill A Mockingbird." LINGUA LITERA : journal of english linguistics and literature 4, no. 1 (June 4, 2019): 13–27. http://dx.doi.org/10.55345/stba1.v4i1.3.

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This article presents Harper Lee’s concern on racism reflected in the novel To Kill A Mockingbird. This research aims to scrutinize the view point of the main character – Scout – about racism. There are two problems to discuss: first, the society’s influence to the development of racism, and second, the social relation between Whites and Blacks. The discussion is begun with the description of the social conflict in America in 1930s at a glance using habitus theory and symbolic violence by Pierre Bourdieu. Habitus theory is used to analyze the influence of society to the emergence of racism, and the symbolic violence is used to highlight the social relation of whites and blacks. The analysis is conducted by applying library research method to collect information and data related to the discussion. After finishing the research, the writers find that the social condition in 1930s supported the growth of racism in Southern part of the USA. The great depression in economic field also made racism grew faster. Consequently, the blacks became the victims of white prejudice and discrimination.

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Lambaiga, Nadia Deibi, Mister Gidion Maru, and Tirza Kumajas. "COURAGE IN HARPER LEE’S TO KILL A MOCKINGBIRD." KOMPETENSI 1, no. 04 (December 15, 2022): 447–55. http://dx.doi.org/10.53682/kompetensi.v1i04.1871.

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This research is entitled Courage In Harper Lee’s To Kill A Mockingbird. The aim of this study is to find out the courage in the novel. Objective approach is applied in analysing the data to find out the courage in the novel. Qualitative research is descriptive. The data collected are in the form of words and pictures rather than numbers. The objective approach is applied because the analysis only focused on the novel itself. The results showed that the portrait of courage is detected through the reflections of the way that Atticus dare to defend blacks, and Atticus' attitude and actions who worked diligently and painstakingly to prove Tom Robinson's accusations untrue, This novel tries to demonstrate how the world and the people in it live a harmonious life together, through basic moral attitudes and actions, namely treating others with respect and kindness.

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Dunphy, Graeme. "Meena's Mockingbird: from Harper Lee to Meera Syal." Neophilologus 88, no. 4 (October 2004): 637–59. http://dx.doi.org/10.1007/s11061-004-5674-8.

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M. Daikh, Hameed. "RACIST MANIFESTATIONS IN HARPER LEE'S “TO KILL A MOCKINGBIRD”." International Journal of Research in Social Sciences and Humanities 10, no. 4 (December 20, 2020): 445–50. http://dx.doi.org/10.37648/ijrssh.v10i04.042.

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Baba, Maria C., Febe F. I. Wanggai, and Maksimilianus Doi. "COURAGE IN HARPER LEE’S NOVEL TO KILL A MOCKINGBIRD." Lantern: Journal of Language and Literature 8, no. 2 (September 1, 2022): 119–27. http://dx.doi.org/10.37478/lantern.v8i2.3960.

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Creswell, J. (2014). Research design: qualitative, quantitative and mixed methods approaches. Los Angeles: University of Nebraska-Lincoln. Elmes. G. (2012). Research methods in psychology. Canada: Nelson Education. Klarer, M. (2013). An introduction to literary studies. New York: Routledge. Larrson, L. & Woolf, V. (2017). Walking Virginia Woolf’s London: An investigation in literary geography. London: Palgrave Macmillan. Mays, K. J. (2015). The Norton introduction to literature. New York: W. W. Norton & Co. Putman, D. (2010). The psychology of courage: modern research on an ancient virtue. Washington, DC: American Psychological Association. Turco, L. (2020). The book of literary terms: the genres of fiction, drama, nonfiction, literary criticism, and scholarship. Albuquerque: University of New Mexico Press.

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Nataša V., Ninčetović. "Harper Lee’s To Kill a Mockingbird as a Bildungsroman." British and American Studies 30 (May 30, 2024): 51–59. http://dx.doi.org/10.35923/bas.30.05.

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Potyk, Darryl, and Cicely W. White. "Another Lesson from the Mockingbird: Institutional Racism in Harper Lee's To Kill A Mockingbird." American Journal of Medicine 133, no. 11 (November 2020): 1360–61. http://dx.doi.org/10.1016/j.amjmed.2020.07.008.

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Potyk, Darryl, and Judy Swanson. "A Lesson from the Mockingbird: Patient Autonomy in Harper Lee's To Kill a Mockingbird." American Journal of Medicine 127, no. 1 (January 2014): 100. http://dx.doi.org/10.1016/j.amjmed.2013.08.015.

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Dare, Tim. "Virtue Ethics, Lawyers and Harper Lee's To Kill a Mockingbird." Journal of Interdisciplinary Studies 19, no. 1 (2007): 81–100. http://dx.doi.org/10.5840/jis2007191/25.

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Atticus Finch, the lawyer-hero of Harper Lee's To Kill a Mockingbird, played by Gregory Peck in the classic 1962 film version, has been adopted as an exemplar by advocates of a virtue ethics approach to legal ethics. When Atticus condones a departure from the rules of law in order to spare Boo Radley a trial, these theorists argue, he displays practical wisdom, or phronesis, and shows that the good lawyer gives priority to judgement and character over rules and principles. Yet Atticus can be understood in a quite different way as a tragic figure who, when faced with the possibility of a tragedy in Boo's case, abandons the commitment to law which earlier was a central part of his character. From this perspective, Atticus' lesson for legal ethics is not about the priority of judgement and character, but instead about the value of the rules and principles he abandons.

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Kowalska, Magdalena. "Shadows and Songbirds: Unraveling the Layers of Harper Lee's Masterpiece." Media i Społeczeństwo 19, no. 2 (December 29, 2023): 125–31. http://dx.doi.org/10.5604/01.3001.0054.2233.

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This review of Harper Lee's classic, 'To Kill a Mockingbird,' highlights its remarkable ability to intertwine an engaging narrative with profound thematic depth. Set in the American South of the 1930s, the novel presents the story of young Scout Finch, growing up amidst racial injustice and moral integrity. I particularly praise Lee's skill in presenting complex themes through the innocent eyes of a child, making the book accessible and relatable to a broad audience. The character of Atticus Finch is highlighted as an embodiment of morality, with his relationship with his children serving as a conduit for values of empathy and justice. Despite minor criticisms regarding character development and plot resolution, I deem 'To Kill a Mockingbird' an important and significant work in American literature. Recommended for a wide range of readers, especially those interested in American literature, social justice, and moral philosophy, the book scores a solid 9 out of 10. It is recognized as a timeless classic, continuing to resonate with new generations of readers and maintaining relevance in contemporary discussions about social and ethical issues.

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Islamy, Jiaul Haque. "THE IMPACT OF RACISM ON CHARACTERS IN HARPER LEE’S NOVEL TO KILL A MOCKINGBIRD." Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching) 11, no. 1 (March 30, 2023): 33. http://dx.doi.org/10.35194/jj.v11i1.2724.

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The study entitled The Impact of Racism on Characters in Harper Lee's Novel To Kill a Mockingbird was analyzed using descriptive qualitative method to describe the data. This study aims to describe the impact of racism experienced by the characters in the novel To Kill a Mockingbird, namely Atticus and two of his children. The impact of racism that occurs in society in the novel is a reflection of the actual condition of society at that time. This study shows the impact of racism on Atticus and his family, i.e. the psychological impact and social impact. White Supremacy that the people of Maycomb believe in and the defence by Atticus (a white man) against blacks who are accused of raping white girls. This defence caused conflict between Atticus and the community, which resulted in the suppression of Atticus and his two children.Keywords: Character, racism, impacts, white people, black people

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Cook, Trevor. "“Well, Heck”: Confounding Grace in Harper Lee’s To Kill a Mockingbird." Christianity & Literature 66, no. 4 (September 2017): 656–74. http://dx.doi.org/10.1177/0148333117697453.

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Lawyers love to write about To Kill a Mockingbird, which they believe to have been written by one of their own, but as the recent publication of an early draft of Harper Lee’s best-selling novel reveals, there is more to her Pulitzer Prize-winning story of the American South than an exhilarating trial scene and an exemplary lawyer. This article attends to the importance of grace in the development of Lee’s artistic vision through a close reading of the novel’s morally compromised conclusion, where an incarnational ethic of love ultimately (though perhaps imperfectly) fulfills the purpose of the law.

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Rezazade, Faeze, Esmaeil Zohdi, and Sohila Faghfori. "Negro’s “Double Consciousness” in To Kill a Mockingbird." Theory and Practice in Language Studies 6, no. 12 (December 1, 2016): 2292. http://dx.doi.org/10.17507/tpls.0612.08.

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Living among the Whites has caused many problems for the Blacks throughout the history. African Americans, who are African in their roots and American in their life, as opposite races, are segregated from the White’s societies due to their colored skin. They are considered as uncivilized and lowbrow people who do not have equal rights to the Whites. Thus, racial segregation acting like a veil, as Du Bois refers to, brings African Americans a dual identity which leads to their double consciousness. Harper Lee’s To Kill a Mockingbird, written in 1960, further to its depiction of racial prejudice and discrimination issues of American society in 1930’s, pictures the life of a minor character named Calpurnia as a black woman who lives with a white family and has the role of a mother for the white children. Therefore, living among the Whites and the Blacks at the same time leads her to a double consciousness, which is the result of segregation. Thus, using W. E. B. Du Bois’ concepts of “veil” and “double consciousness”, in this study it has been tried to investigate the inner as well as the outer truth of African Americans’ life and their merged identity under the impact of racism.

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Nazki, Dr Sameeul Haq. "Law and Literature: To Kill a Mockingbird as a Legal Thriller." June-July 2024, no. 44 (June 27, 2024): 1–11. http://dx.doi.org/10.55529/jls.44.1.11.

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This study carefully analyses J. D. Salinger’s 1951 novel The Catcher in the Rye to investigate the historical and close ties between law and literature. Law and literature both have an impact on societal norms, moral values, and notions of justice. Reading literature promotes critical thinking and empathy and challenges social norms. It serves as a mirror for examining legal ideas and moral quandaries. Literature may explore a wealth of topics related to the nature of laws and how they take preceding decisions into account. This link between law and literature is validated by Harper Lee’s To Kill a Mockingbird. Because of its legal aspects, it becomes an engaging addition to the legal thriller genre. The book is praised for its literary quality, but many find it fascinating as a legal thriller story as well. Due to its in-depth analysis of the legal system and its philosophical take on morality, bias, and justice, it has enthralled readers. Harper Lee’s masterwork goes beyond simple narrative to provide insightful analysis of the intricacies of the contemporary legal system. This research looks at how jurisdictive arrangements are rendered, examining the drama in the courtroom and the struggles of the actors against social injustices. It also demonstrates how the book enthralls readers as a gripping murder mystery in addition to being a literary masterpiece. Atticus’s defence of Tom presents a challenge to the careful scrutiny of the judicial proceedings surrounding Tom Robinson’s trial and the broader societal background of racial tensions in 1930s Alabama. In the book, Atticus stands in contrast to the darkness of prejudice and perverse social ideals as a moral beacon.

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Kim, Wook-Dong. "“Ethical” or “Ethnical”?: Some Textual Errors in Harper Lee’s To Kill a Mockingbird." Explicator 79, no. 1-2 (April 3, 2021): 18–20. http://dx.doi.org/10.1080/00144940.2021.1891013.

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Hahn, Mee-ya. "On Christian Community from Calvinistic Viewpoint in Harper Lee’s To Kill a Mockingbird." Literature and Religion 22, no. 1 (March 31, 2017): 177–98. http://dx.doi.org/10.14376/lar.2017.22.1.177.

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Stephens, Robert O. "The Law and the Code in Harper Lee's To Kill a Mockingbird." Southern Cultures 1, no. 2 (1995): 215–27. http://dx.doi.org/10.1353/scu.1995.0080.

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LĂPĂDAT, Maria-Magdalena. "Examining Fictional and Non-Fictional Judicial Mechanisms in Harper Lee’s To Kill a Mockingbird." ANALELE UNIVERSITĂȚII DIN CRAIOVA SERIA ȘTIINȚE FILOLOGICE LIMBI STRĂINE APLICATE 2024, no. 1 (July 19, 2024): 296–309. http://dx.doi.org/10.52744/aucsflsa.2024.01.33.

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In the heart of Harper Lee's „To Kill a Mockingbird,” set against the American Deep South's complex tapestry during the 1930s, lies a profound exploration of judicial mechanisms, both fictional and non-fictional. This novel, transcending mere storytelling, becomes a lens through which the intricate interplay of racial tensions, societal constructs, and ethical dilemmas are scrutinized. Within its pages, the courtroom is not just a setting for legal battles but a vivid symbol of Maycomb's tumultuous sociocultural landscape. This paper ventures into the depths of Lee's narrative to unravel the complex dialogue between the idealistic pursuits of justice and the harsh realities of ingrained prejudice. Through an English as a Foreign Language (EFL) or English for Specific Purposes (ESP) teaching lens, this analysis will highlight the courtroom scenes’ educational potential, emphasizing their value in fostering critical thinking, cultural awareness, and moral reasoning in a global learning context.

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Afzal, Emaan, Eman Fatima Dar, and Muhammad Sabboor Hussain. "Negotiating Racial Boundaries: A Critical Discourse Analysis of Racism in 'To Kill a Mockingbird'." Global Sociological Review VIII, no. II (June 30, 2023): 325–34. http://dx.doi.org/10.31703/gsr.2023(viii-ii).33.

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To explore racial discrimination in Harper Lee's "To Kill a Mockingbird", we have utilized Wodak’s theoretical framework for CDA, complemented by his concentric circular model in our study. The CDA meticulously examines various textual elements, encompassing linguistic features, narrative structure, and character interactions, to discern recurrent discursive patterns perpetuating racism throughout the novel. Using Wodak’s framework highlighting context’s importance, the analysis explores the 1930s American South’s socio-political backdrop where the narrative unfolds. This contextual lens facilitates a nuanced comprehension of how language constructs and reinforces racial discrimination while illuminating the intricate dynamics of power and ideologies within the text. By delving into the social and historical backdrop, the analysis provides a comprehensive understanding of the complex interrelationships among discourse, racism, and societal structures, yielding valuable insights and adding to the novel's portrayal of racial discrimination and its broader sociocultural implications.

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Dolan, Neal. "The Class Dynamics of Antiracism in Go Set a Watchman." Twentieth Century Literature 69, no. 2 (June 1, 2023): 121–46. http://dx.doi.org/10.1215/0041462x-10580784.

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Because it portrayed Atticus Finch as a racist and a segregationist, when Harper Lee’s Go Set a Watchman was published it caused much public dismay. But the book’s classism has not yet aroused such dismay. This essay argues that the antiracism of its main character—an adult Jean Louise Finch—is articulated in part by snobbish opposition to what she deems to be “white trash” attitudes. In this way Lee’s critique of a steeply stratified southern society is compromised by her transferring the symbolic rhetoric of defilement from a racial “other” to a class “other” assumed to be racist. Studying the classist premise of Watchman, then, helps attune us to its operation in To Kill a Mockingbird.

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Davies, Susanne. "Atticus Finch – Alive or dead? A Socio-legal Question." Law in Context. A Socio-legal Journal 36, no. 1 (August 12, 2019): 36–46. http://dx.doi.org/10.26826/law-in-context.v36i1.85.

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In this article, the fictional lawyer Atticus Finch serves as a reference point for a broader discussion of socio-legal studies and its relevance today. Depicted in Harper Lee’s 1960 novel To Kill a Mockingbird, Finch came to occupy an exalted position in the cultural, political and legal landscapes of the late twentieth century. For generations of students and citizens, Finch served as a model of what it was to be just, civil, honourable and brave. However, in the politically charged and deeply divided context of 2019, this article asks if Atticus Finch is dead. Has the ‘hero lawyer’ and all that he stood for been displaced? And if so, who killed him and what does that mean for the socio-legal quest?

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Johnson, Claudia. "The Secret Courts of Men's Hearts: Code and Law in Harper Lee's To Kill a Mockingbird." Studies in American Fiction 19, no. 2 (1991): 129–39. http://dx.doi.org/10.1353/saf.1991.0021.

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Pohlhaus, Gaile. "Relational Knowing and Epistemic Injustice: Toward a Theory of Willful Hermeneutical Ignorance." Hypatia 27, no. 4 (2012): 715–35. http://dx.doi.org/10.1111/j.1527-2001.2011.01222.x.

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I distinguish between two senses in which feminists have argued that the knower is social: 1. situated or socially positioned and 2. interdependent. I argue that these two aspects of the knower work in cooperation with each other in a way that can produce willful hermeneutical ignorance, a type of epistemic injustice absent from Miranda Fricker's Epistemic Injustice. Analyzing the limitations of Fricker's analysis of the trial of Tom Robinson in Harper Lee's To Kill a Mockingbird with attention to the way in which situatedness and interdependence work in tandem, I develop an understanding of willful hermeneutical ignorance, which occurs when dominantly situated knowers refuse to acknowledge epistemic tools developed from the experienced world of those situated marginally. Such refusals allow dominantly situated knowers to misunderstand, misinterpret, and/or ignore whole parts of the world.

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Manzoor, Sohana. "Go Set a Watchman:." Crossings: A Journal of English Studies 7 (December 1, 2016): 204–6. http://dx.doi.org/10.59817/cjes.v7i.300.

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The publication of Harper Lee’s Go Set a Watchman caused a huge uproar in 2015. The critics and readers alike debated whether the author was coerced into publishing the novel which should not have seen the light at all. Some wailed over the loss of their hero Atticus Finch from To Kill a Mockingbird (hereafter, TKAM) who, from a cultural hero, seems to have turned into a bigot at old age. When I took up my pen to compose this review, I kept on wondering if it was necessary to write another one. But then I am reading it from a different world with this gnawing feeling that it could not have been published at a more perfect time, when the entire world is engulfed in meaningless terrorist activities, in bigotry.

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Fauziah, Hana. "Transposition of English Zero Derivation from Nouns to Indonesian Verbs in to Kill a Mockingbird." Lingua Cultura 16, no. 1 (March 23, 2022): 51–59. http://dx.doi.org/10.21512/lc.v16i1.7667.

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The research aimed to discuss and analyze the translation of English zero derivation or conversion from nouns to Indonesian verbs using transposition strategy. The research was carried out through the qualitative method by having the constant comparative analysis whose data were collected from Harper Lee’s novel ‘To Kill a Mockingbird’. The data collection was obtained by sampling to support the description based on the classification, including morphological and syntactic categories. The findings show an obvious difference between source and target languages. This occurs when the translation of English zero derivation relies on the affixes more frequently than any other criteria. Furthermore, the overall result proves that the transposition of English conversion from nouns into Indonesian verbs can be analyzed from the verb base that can be converted into nouns, which is then called a deverbal noun, and the noun base that can be converted into a verb. The translation of English zero deverbal noun is possible to be transposed into the target language verb. In a part of formal properties, the identification of English verb base converted into noun could be characterized by the irregular verb, stress pattern, intransitive verb, and semantic complexity, at the same time when the English noun base is transposed into Indonesian verb by considering the verbal interpretation and frequency of occurrence.

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Setyawati, Luthfiyah Hanim, Mangatur Rudolf Nababan, and Djatmika Djatmika. "Translation Analysis toward Expressions Mitigating Speech Act of Criticizing in Harper Lee’s to Kill A Mockingbird and Go Set A Watchman." Journal of English Language Teaching and Linguistics 3, no. 2 (July 25, 2018): 69. http://dx.doi.org/10.21462/jeltl.v3i2.113.

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Using descriptive qualitative method, this paper aims to identify the forms of mitigation of criticizing speech acts in two novels entitled To Kill a Mockingbird and Go Set A Watchman, to identify translation technique used and to describe the quality of translation of expressions mitigating speech act of criticizing in those novels. Data used were linguistic units (words, phrases, clauses, or sentences) represented mitigation types of criticizing speech act. The findings indicate that there were two mitigation types of speech act criticizing, namely external and internal. Expressions mitigating speech act of criticizing from those novels mainly had an equivalent message in Source Text (ST). Translation techniques applied to translate mitigation forms in criticizing speech act imply the translator’s competence in conveying the message of Source Text. Thus, it will impact on shifting meaning or even level of politeness.

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Hamed, Rashad Mokhtar Rashad. "The Intertextual Relationship between Sex and Crime in Richard Wright’s Native Son and Harper Lee’s To Kill a Mockingbird." مجلة کلیة الآداب جامعة الفیوم 14, no. 1 (January 1, 2022): 450–81. http://dx.doi.org/10.21608/jfafu.2022.176132.

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Qayyum, Ayesha, Meenam Mehmood, and Azka Iqbal. "ANALYZING ALL QUIET ON THE WESTERN FRONT AND TO KILL A MOCKINGBIRD: LITERATURE PROPAGATING PEACE AND HUMAN RIGHTS." Pakistan Journal of Social Research 05, no. 01 (March 4, 2023): 584–88. http://dx.doi.org/10.52567/pjsr.v5i01.1380.

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The discipline of literature is a productive way of bringing transformation in the society for building peace and achieving human rights. Cockrill, Hall (2018) in Understanding Human Rights through Literature, argues that literature can cultivate a better understanding of Human Rights through critical evaluation of characters, analysis of scenarios, and examination of diverse historical voices. The present study analyzes two novels; Erich Maria Remarque’s All Quiet on the Western Front and Harper Lee’s To Kill a Mockingbird. The former novel reveals characters’ physical and mental trauma during the war as well as the detachment from civilian life whereas the latter propagates human dignity. Through both novels, the study manifests that the aim of literature is turning blood into ink, as says T.S Eliot, for building peace among people and dissenting to war and anti-human practices. This qualitative study implies Fry’s (2007) Beyond War as theoretical framework which argues that human being has no inherited inclination for war and this is a politico-cultural creation. The study demonstrates the role of literature in promoting human rights and peace against war and racism. Keywords: Literature, Human Rights, Peace, Transformation, War, Racism.

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Whalen, D. H., Lisa Zunshine, Evelyne Ender, Eugenia Kelbert, Jason Tougaw, Robert F. Barsky, Peter Steiner, and Michael Holquist. "Validating judgments of perspective embedding." Scientific Study of Literature 6, no. 2 (December 31, 2016): 278–97. http://dx.doi.org/10.1075/ssol.6.2.05wha.

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Abstract Previous work (Whalen, Zunshine, & Holquist, 2012) has shown that perspective embedding ("she thought I left" embedding her perspective on "I left") affects reading times for short vignettes. With increasing levels of embedment 1–5, reading times rose almost linearly. Level 0 was as slow as 3–4. Embedment level was determined by the authors, but validation by others is desirable. In Experiment 1, we trained 12 literature students to make embedment judgments. Their judgments correlated highly with ours (.94 on average) and agreed exactly in the majority of cases (74.5%); almost all were within one (94.2%). In Experiment 2, judgments of the first three paragraphs of "To Kill a Mockingbird" (Lee, 1960) yielded a lower level of agreement; literature uses subtle means for introducing perspective embedment, and individuals differ about including them. Assessment of perspective embedding, and exploration of sources of disagreements, provide new tools for analyzing literature.

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Abdul Aziz, Azlina, and Nurul Shahira Mohd Raffi. "The Effectiveness of Utilising Drama Performance in Enhancing Student Teachers’ Engagement with Harper Lee’s Novel ‘To Kill A Mockingbird’ (1960)." Arab World English Journal For Translation and Literary Studies 4, no. 1 (February 15, 2020): 70–83. http://dx.doi.org/10.24093/awejtls/vol4no1.6.

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Nugraha, Wiweko Aksan, Fabiola D. Kurnia, and Ali Mustofa. "Personality Development Analysis of Jean Louise Scout In Harper Lee’s To Kill a Mockingbird (1960) And Go Set a Watchman (2015)." International Journal for Educational and Vocational Studies 1, no. 8 (February 5, 2020): 60. http://dx.doi.org/10.29103/ijevs.v2i1.1978.

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The study was aimed to analyze the two continued novels from the personality development of Jean Louise Scout in Harper Lee’s two novels, How to Kill a Mockingbird and Go Set a Watchman from emotional, cognitive, moral, and religious aspect using Jacques Lacan psychoanalysis theory. It was qualitative study and data of the study were taken from the two novels elements such as words, phrases, sentences, quotes, monologues, and the dialogs while the supporting data collected from books, journals, thesis as the preliminary studies and essay which relevant to the novel analysis. Based on data analysis, the result shows that in studying one literary work there are three interrelated element has to be concerned and it cannot be separated from one to another. The author writes the social phenomena into the literary work because it is a reflection of society and it gives moral values to the reader or to the society. Therefore, sociological approach is utilized in this study. Another finding was found that as a member of society, an individual cannot be separated from its society’s tradition in which they should behave in a good manner to be the good member of society as well as in family.

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Kundmueller, Michelle. "To Kill a Mockingbird and Legal Ethics: On the Role of Atticus Finch’s Attic Rhetoric in Fulfillment of Duties to Client, to Court, to Society, and to Self." British Journal of American Legal Studies 8, no. 2 (December 1, 2019): 289–325. http://dx.doi.org/10.2478/bjals-2019-0011.

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Abstract Atticus Finch, protagonist of Harper Lee’s To Kill a Mockingbird and longtime hero of the American bar, is well known, but he is not well understood. This article unlocks the secret to his status as the most admired of fictional attorneys by demonstrating the role that his rhetoric plays in his exemplary fulfillment of the duties of an attorney to zealously represent clients, to serve as an officer of the court, and to act as a public citizen with a special responsibility for the quality of justice. Always using the simplest accurate wording, focusing on reason over emotion, and speaking in the same manner whether in private or in public, Atticus’s rhetoric exemplifies the ancient Roman style known by students of rhetoric as “Attic.” Using this style to navigate the potential for conflict among his duties, Atticus reveals the power, the elegance, and the ethical necessity of Attic rhetoric. Connecting Atticus’s name to the Attic style of rhetoric for the first time, this article advances several scholarly debates by demonstrating the mutual compatibility of the duties imposed by the Model Rules of Professional Conduct and proffering a powerful tool to attorneys seeking to practice or to teach improved ethical conduct.

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Zenkov, Andrei Viacheslavovich. "Literary mystifications and the authorial use of numerals." Philology. Issues of Theory and Practice 16, no. 11 (October 31, 2023): 3696–709. http://dx.doi.org/10.30853/phil20230568.

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This study pertains to stylometry. There are cases when a writer who has achieved fame, for various reasons, begins to create under a different name, attempts to write in a different manner and sometimes achieves success again in a new incarnation. The aim of the study is to test the feasibility of intentionally making significant changes to an author’s literary style. Numerals present in the texts by a particular author are used as a style marker. Examples from English, French and Russian literature demonstrate that the use of numerals is a literary ‘fingerprint’ that manifests in all or most of sufficiently long texts by that author. The obtained results show that, contrary to an author’s attempts to write in a ‘new’ way, the usage of numerals is conservative and allows for the recognition of fictitious authorship. This conclusion is drawn based on the analysis of works by R. Gary and B. Akunin (G. Chkhartishvili), who are known for their literary hoaxes. The analysis of numerals usage is also applied to the issue of authorship regarding Harper Lee’s novel ‘To Kill a Mockingbird’. Conclusions about the similarity/difference of literary styles are made based on hierarchical cluster analysis and are supported by the Pearson chi-squared test. The scientific originality of the paper lies in taking a new approach to the search for a literary ‘fingerprint’ and text attribution.

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

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