Chapter: Key moment : Is presented as… Character: Is presented as … Theme: Is presented as...

Chapter:Key moment: Is presented as…Character: Is presented as…Theme: Is presented as…

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The Writer’s voice = 60 %

The Writer’s voice grade boundary Nov 2013:

A* A B C D ERaw 64 48 40 32 25 18 14

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Section A – TKAM/OMAMWorth 40 marks- 6 paragraphs minimum = 2 for a) and 4 for b)- 5 minutes reading extract and planning- 20 minutes writing- 5 minutes finding an extract (Just 1) and planning- 30 minutes writingRequirements:Language featuresClear opening point about the topicMultiple comments/interpretations – LayersInfluence on the reader

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Section AIncluding ‘the GOOD’ and avoiding ‘the BAD’ elements.

Check your paragraphs for ‘the GOOD’ and ‘the BAD’

GOOD1. A clear opening point about the topic.2. The ‘best’ quotes from the extract.3. Identifying the language feature.4. Re-quoting the key words.5. Multiple comments and interpretations –

language lift.6. Clearly stating the influence of the

language.7. An original evaluation.8. Writing enough.

BAD1. Mono-syllabic adjectives.2. Missing the best quotes.3. Missing or incorrectly identifying the feature.4. Giving a definition of the language feature.5. Basic comments – explaining what the quote

means.6. Forgetting the audience and the author.7. Incompleteness.

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Chapter 9

Francis grinned at me. “You’re mighty dumb sometimes, Jean Louise. Guess you don’t know any better, though.” “What do you mean?” “If Uncle Atticus lets you run around with stray dogs, that’s his own business, like Grandma says, so it ain’t your fault. I guess it ain’t your fault if Uncle Atticus is a nigger-lover besides, but I’m here to tell you it certainly does mortify the rest of the family—” “Francis, what the hell do you mean?” “Just what I said. Grandma says it’s bad enough he lets you all run wild, but now he’s turned out a nigger-lover we’ll never be able to walk the streets of Maycomb agin. He’s ruinin‘ the family, that’s what he’s doin’.” Francis rose and sprinted down the catwalk to the old kitchen. At a safe distance he called, “He’s nothin‘ but a nigger-lover!” “He is not!” I roared. “I don’t know what you’re talkin‘ about, but you better cut it out this red hot minute!” I leaped off the steps and ran down the catwalk. It was easy to collar Francis. I said take it back quick. Francis jerked loose and sped into the old kitchen. “Nigger-lover!” he yelled. When stalking one’s prey, it is best to take one’s time. Say nothing, and as sure as eggs he will become curious and emerge. Francis appeared at the kitchen door. “You still mad, Jean Louise?” he asked tentatively. “Nothing to speak of,” I said. Francis came out on the catwalk. “You gonna take it back, Fra—ancis?” But I was too quick on the draw. Francis shot back into the kitchen, so I retired to the steps. I could wait patiently. I had sat there perhaps five minutes when I heard Aunt Alexandra speak: “Where’s Francis?” “He’s out yonder in the kitchen.” “He knows he’s not supposed to play in there.” Francis came to the door and yelled, “Grandma, she’s got me in here and she won’t let me out!” “What is all this, Jean Louise?” I looked up at Aunt Alexandra. “I haven’t got him in there, Aunty, I ain’t holdin‘ him.” “Yes she is,” shouted Francis, “she won’t let me out!” “Have you all been fussing?” “Jean Louise got mad at me, Grandma,” called Francis. “Francis, come out of there! Jean Louise, if I hear another word out of you I’ll tell your father. Did I hear you say hell a while ago?” “Nome.” “I thought I did. I’d better not hear it again.” Aunt Alexandra was a back-porch listener. The moment she was out of sight Francis came out head up and grinning. “Don’t you fool with me,” he said. He jumped into the yard and kept his distance, kicking tufts of grass, turning around occasionally to smile at me. Jem appeared on the porch, looked at us, and went away. Francis climbed the mimosa tree, came down, put his hands in his pockets and strolled around the yard. “Hah!” he said. I asked him who he thought he was, Uncle Jack? Francis said he reckoned I got told, for me to just sit there and leave him alone. “I ain’t botherin‘ you,” I said. Francis looked at me carefully, concluded that I had been sufficiently subdued, and crooned softly, “Nigger-lover…” This time, I split my knuckle to the bone on his front teeth. My left impaired, I sailed in with my right, but not for long. Uncle Jack pinned my arms to my sides and said, “Stand still!”

Higher5 Answer all parts of the following question.(a) Explore how the language in the extract influences your view of Scout.You must include examples of language features in your answer.(16)(b) In the novel Scout has several moments of conflict.Explore what you learn about Scout in one other part of the novel.You must use examples of the language the writer uses to support your ideas.(24)

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Section B – Writing for different audiences and purposes

Worth 24 marks- 5 paragraphs minimum- 5 minutes planning- 35 minutes writing- 5 minutes checkingRequirements:PAFContentStructureSkillsAccuracy

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Section B

Including ‘the GOOD’ and avoiding ‘the BAD’ elements

Check your paragraphs for ‘the GOOD’ and ‘the BAD’#BAD to GOOD

GOOD1. Attention grabbing opening.2. Starting sentences in different ways –

adjective, adverb, subject, connective, verb.3. Range of sophisticated punctuation – question

mark, exclamation, colon, semi colon.4. Persuasive techniques – AFORREST etc.5. Interesting vocabulary.6. Connectives so build a structure – secondly,

moving on, in conclusion etc.

BAD1. Mono-syllabic adjectives.2. Boring introductions – “I am writing this

letter…”3. Sentences all the same length.4. Slang, informal or basic language.5. 4 line paragraphs.6. 15 line paragraphs.7. Don’t take the piss.

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Harper Lee uses language in this extract to present the verdict as physically and mentally damaging to Jem, almost like a violent act. For example, “Judge Taylor was polling the jury: “Guilty… guilty… guilty… guilty…” I peeked at Jem: his hands were white from gripping the balcony rail, and his shoulders jerked as if each “guilty” was a separate stab between them.” The simile comparing the verdict to a ‘stab’ emphasises how painful this moment is to Jem. The idea of a ‘stab’ links to the mental scarring that Jem is experiencing. Similarly the word ‘jerked’ suggests the character’s realisation that nothing can overcome prejudice in Maycomb is being awoken and the pain is heightened by Jem’s admiration for Tom and Atticus. In addition, the adjective ‘white’, used to describe Jem’s hands, suggests that Jem is pale and weakened by the verdict, portraying the idea that his hope is dying. The ‘white’ features could even create a link to Boo Radley, as Jem also becomes a ghost-like victim of prejudice. This language influences the reader to feel anger towards the verdict as they realise, like Jem, that Maycomb has been unfair and unjust all along. Also the reader feels despair that despite all the danger and prejudice Atticus and his family has faced they still end up defeated.

Topic: The verdict a) Explore how the language in the extract influences your view of the verdict.

Persuasive languageEmotive languageRhetorical questionsFactsOpinionsOpinions disguised as factExaggeration StatisticsImperativesPersonal experienceRule of threeRepetitionPersonal pronouns

Sentence Starters1. The subjectFacebook is changing the world we live in.2. A participle (-ing or –ed word)Pressing the ‘like’ button lead me into a new networking world.Worried about your Facebook addiction? Don’t be.3. A conjunctionAs with Facebook, Twitter also has its problems.4. An adverbExcitedly I waited for my next friend request.5. An adjectiveAngry and upset, I deleted the offensive wall post.

Sophisticated punctuation

? – rhetorical questions.

! – emotional or commands (don’t over use)

: - used to list things.

; - Like a comma, used to pause. (replaces the word because)

… - To show a dramatic pause or an incomplete idea.

Remember the rules

1. Grab their attention.2. Be precise.3. Variety.4. Danger words.5. Shiny words.6. Reading for writing.7. Don’t be silly.

A/A*OxymoronIronyParallelismMetaphor/simile/analogyAntithesis

A) 16 marks B) 24 marksTopic: Lennie’s death Another extract for a death.Point 1: Evidence:Language feature(s):Comments/interpretations:Influence:

Language lift

Lennie begged, "Le's do it now. Le's get that place now.""Sure, right now. I gotta. We gotta."And George raised the gun and steadied it, and he brought the muzzle of it close to the back of Lennie's head. The hand shook violently,but his face set and his hand steadied. He pulled the trigger. The crash of the shot rolled up the hills and rolled down again. Lenniejarred, and then settled slowly forward to the sand, and he lay without quivering.

“The crash of the shot rolled up the hills and rolled down again.”

A) 16 marks B) 24 marksTopic: Lennie’s death Another extract for a death.Point 1: Evidence:Language feature(s):Comments/interpretations:Influence:

Topic: Curley’s Wife – End of chapter 4The girl flared up. “Sure I gotta husban’. You all seen him. Swell guy, ain’t he? Spends all his time sayin’ what he’s gonna do to guy she don’t like, and he don’t like nobody. Think I’m gonna stay in that two-by-four house and listenhow Curley’s gonna lead with his left twice, and then bring in the ol’ right cross? ‘One-two,’ he says. ‘Jus’ the ol’ one-two an’ he’ll go down.’” She paused and her face lost its sullenness and grew interested. “Say—what happened to Curley’s han’?”There was an embarrassed silence. Candy stole a look at Lennie. Then he coughed. “Why . . . . Curley . . . . he got his han’ caught in a machine, ma’am. Bust his han’.”She watched for a moment, and then she laughed. “Baloney! What you think you’re sellin’ me? Curley started som’pin’ he didn’ finish. Caught in a machine —baloney! Why, he ain’t give nobody the good ol’ one-two since he got his han’ bust. Who bust him?”Candy repeated sullenly, “Got it caught in a machine.”“Awright,” she said contemptuously. “Awright, cover ‘im up if ya wanta. Whatta I care? You bindle bums think you’re so damn good. Whatta ya think I am, a kid? I tell ya I could of went with shows. Not jus’ one, neither. An’ a guy tol’ me he could put me in pitchers . . . .” She was breathless with indignation. “—Sat’iday night. Ever’body out doin’ som’pin’. Ever’body! An’ what am I doin’? Standin’ here talkin’ to a bunch of bindle stiffs—a nigger an’ a dum-dum and a lousy ol’ sheep—an’ likin’ it because they ain’t nobody else.”Lennie watched her, his mouth half open. Crooks had retired into the terrible protective dignity of the Negro. But a change came over old Candy. He stood up suddenly and knocked his nail keg over backward. “I had enough,” he saidangrily. “You ain’t wanted here. We told you you ain’t. An’ I tell ya, you got floozy idears about what us guys amounts to. You ain’t got sense enough in that chicken head to even see that we ain’t stiffs. S’pose you get us canned. S’pose you do. You think we’ll hit the highway an’ look for another lousy two-bit job like this. You don’t know that we got our own ranch to go to, an’ our own house. We ain’t got to stay here. We gotta house and chickens an’ fruit trees an’ a place a hunderd time prettier than this. An’ we got fren’s, that’s what we got. Maybe there was a time when we was scared of gettin’ canned, but we ain’t no more. We got our own lan’, and it’s ours, an’ we c’n go to it.”Curley’s wife laughed at him. “Baloney,” she said. “I seen too many you guys. If you had two bits in the worl’, why you’d be in gettin’ two shots of corn with it and suckin’ the bottom of the glass. I know you guys.”Candy’s face had grown redder and redder, but before she was done speaking, he had control of himself. He was the master of the situation. “I might of knew,” he said gently. “Maybe you just better go along an’ roll your hoop.We ain’t got nothing to say to you at all. We know what we got, and we don’t care whether you know it or not. So maybe you better jus’ scatter along now, ‘cause Curley maybe ain’t gonna like his wife out in the barn with us ‘bindlestiffs.’”She looked from one face to another, and they were all closed against her. And she looked longest at Lennie, until he dropped his eyes in embarrassment. Suddenly she said, “Where’d you get them bruises on your face?”Lennie looked up guiltily. “Who—me?”“Yeah, you.”Lennie looked to Candy for help, and then he looked at his lap again. “He got his han’ caught in a machine,” he said.Curley’s wife laughed. “O.K., Machine. I’ll talk to you later. I like machines.”

Higher5 Answer all parts of the following question.(a) Explore how the language in the extract influences your view of Curley’s wife.You must include examples of language features in your answer.(16)(b) In the novel there is several isolated characters.Explore what you learn about another lonely character in one other part of the novel.You must use examples of the language the writer uses to support your ideas.(24)

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SECTION B: WRITING - 24 marksAnswer ONE question in this section.EITHER

9 Your local newspaper is publishing a special edition about the 2012 London OlympicGames. The newspaper wants to include young people’s views.Write a contribution which gives your views about the 2012 London Olympic Games.OR10 Write a magazine article which explains the importance of one modern invention thatyou think has really changed people’s lives.

9 Write an article on personal safety for a website for young people.OR10 Your local newspaper has published an article with the title ‘Mobile phones areessential for modern life’.Write a letter to the newspaper giving your views on this topic.

*9 There have been a number of serious traffic accidents involving children on a busyroad in your area.Write a letter to your local Council, suggesting ways in which such accidents could beavoided.OR*10Write an article for a teenage magazine in which you explain what changes teenagerscould make to their lives and why.

*9 ‘Young people spend too much money on clothes and are too often influenced bybrands and designer labels.’Write an article to be included in an online magazine, giving your views on this topic.OR*1 0 Your School or College Council wants to appoint new student members to make surestudents’ views are represented.Write the text of a speech you would deliver to the Council giving reasons why youshould be appointed.

*9 A teenage magazine is including articles on the topic ‘Everybody needs a role model’.Write an article for the magazine describing your chosen role model.OR*1 0 Many schools and colleges help a charity by having a ‘Make a Difference Day’.Write the text for a speech to give to a class or group, explaining your ideas for such aday in your school or college.

PAF

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Grabbing attention

9. Your local newspaper has written an article criticising young people.

Write a letter to the editor expressing your views on the subject.

Write 3 opening sentences for this task. Grab the reader’s attention!

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Grabbing Attention

Options:

1. Rhetorical devices.2. Emotive language.3. Punctuation for effect.4. Sentence structure.5. Sentence starter.

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Grabbing AttentionOptions:

1. Rhetorical devices: Ask yourself, where would we be without young people?

2. Emotive language: I am sickened by your unprovoked attack on young people.

3. Punctuation for effect: Young people are the future; our abilities should not be underestimated

4. Sentence structure: Pathetic. This sums up my view of your article.5. Sentence starter: Interestingly your article has ignited a fire in one

young person. Me.

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Write a letter to the editor expressing your views on the subject.

Plan 5 paragraphs of content and skills for this question.

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Planning


Write a letter to the editor expressing your views on the subject.For example:P1 - Rhetorical devices to grab attention. Introduce myself, background + thoughts on the article. Use exclamation mark and emotive language. Start sentence with adverb.

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PAF

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1 1-3 • Expresses ideas that are generally appropriate.• Generally sound grasp of the purpose and audience.• Generally sound evidence of control in the choice of vocabulary and sentence structures.• Organisation shows generally sound grasp of text structure, with opening and development, and broadly appropriate paragraphing.2 4-6• Expresses and develops ideas appropriately.• A clear sense of the purpose of the writing and audience.• Well-chosen vocabulary, and shows some evidence of crafting in the construction of sentences.• Organisation is sound, with a clear text structure, controlled paragraphing to reflect opening, development and closure, together with successful use of cohesive devices.3 7-9• Effectively presents ideas in a sustained way.• A secure sustained realisation of the purpose of the writing task and its intended audience.• Aptly chosen vocabulary and well controlled variety in the construction of sentences.• Organisation is secure, with a well-judged text structure, effective paragraphing and use of cohesive devices between and within paragraphs4 10-12• Assured presentation of fully developed ideas.• A consistent fulfilment of the writing task and assured realisation of its intended audience.• Aptly chosen, reasonably extensive vocabulary and assured control in the construction of varied sentence forms.• Organisation is assured, with sophisticated control of text structure, skilfully sustained paragraphing and the effective application of cohesive devices.5 13-16• Achieves precision and clarity in presenting compelling and fully developed ideas.• A strong, consistent fulfilment of the writing task sharply focused on the writer's purpose and audience.• An extensive vocabulary and mature control in the construction of varied sentence forms.• Organisation is convincing, with sophisticated control of text structure, skilfully sustained paragraphing and the effective application of cohesive devices.

CONTENT and Structure

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Control and Accuracy1 1-3• Sentences are generally clearly structured, with generally sound controlof expression and meaning. A reasonable selection of sentencestructures are used.• Generally sound control of a range of punctuation devices, enablingintended emphasis and effects to be conveyed for most of the response.• Spelling is mostly accurate, with some slips which do not hindermeaning.2 4-6 • Sentences are purposefully structured, with sustained control ofexpression and meaning. A wide and varied selection of sentencestructures is used.• Thorough control of the full range of punctuation, enabling intendedemphasis and effects to be conveyed.• Spelling is almost always accurate, with occasional slips.3 7-8• Sentences are convincingly structured, with sophisticated control ofexpression and meaning. A convincing selection of sentence structuresis used.• Control of the full range of punctuation is precise, enabling intendedemphasis and effects to be conveyed.• Spelling is consistently accurate.

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Planning


Write a letter to the editor expressing your views on the subject.Now execute your plan – 5 minutes to write your opening paragraph.

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Section B

Including ‘the GOOD’ and avoiding ‘the BAD’ elements

Check your paragraphs for ‘the GOOD’ and ‘the BAD’#BAD to GOOD

GOOD1. Attention grabbing opening.2. Starting sentences in different ways –

adjective, adverb, subject, connective, verb.3. Range of sophisticated punctuation – question

mark, exclamation, colon, semi colon.4. Persuasive techniques – AFORREST etc.5. Interesting vocabulary.6. Connectives so build a structure – secondly,

moving on, in conclusion etc.

BAD1. Mono-syllabic adjectives.2. Boring introductions – “I am writing this

letter…”3. Sentences all the same length.4. Slang, informal or basic language.5. 4 line paragraphs.6. 15 line paragraphs.7. Don’t take the piss.

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PAF

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Section A – TKAMWorth 40 marks- 6 paragraphs minimum = 2 for a) and 4 for b)- 5 minutes reading extract and planning- 20 minutes writing- 5 minutes finding an extract (Just 1) and planning- 30 minutes writingRequirements:Language featuresClear opening point about the topicMultiple comments/interpretations – LayersInfluence on the reader

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A) 16 marksTopic: The verdictEvidence:Language feature(s):Comments/interpretations:Influence:

Language lift What happened after that had a dreamlike quality: in a dream I saw the jury return, moving like underwater swimmers, and Judge Taylor’s voice came from far away and was tiny. I saw something only a lawyer’s child could be expected to see, could be expected to watch for, and it was like watching Atticus walk into the street, raise a rifle to his shoulder and pull the trigger, but watching all the time knowing that the gun was empty. A jury never looks at a defendant it has convicted, and when this jury came in, not one of them looked at Tom Robinson. The foreman handed a piece of paper to Mr. Tate who handed it to the clerk who handed it to the judge… I shut my eyes. Judge Taylor was polling the jury: “Guilty… guilty… guilty… guilty…” I peeked at Jem: his hands were white from gripping the balcony rail, and his shoulders jerked as if each “guilty” was a separate stab between them. Judge Taylor was saying something. His gavel was in his fist, but he wasn’t using it. Dimly, I saw Atticus pushing papers from the table into his briefcase. He snapped it shut, went to the court reporter and said something, nodded to Mr. Gilmer, and then went to Tom Robinson and whispered something to him. Atticus put his hand on Tom’s shoulder as he whispered. Atticus took his coat off the back of his chair and pulled it over his shoulder. Then he left the courtroom, but not by his usual exit. He must have wanted to go home the short way, because he walked quickly down the middle aisle toward the south exit. I followed the top of his head as he made his way to the door. He did not look up. Someone was punching me, but I was reluctant to take my eyes from the people below us, and from the image of Atticus’s lonely walk down the aisle. “Miss Jean Louise?” I looked around. They were standing. All around us and in the balcony on the opposite wall, the Negroes were getting to their feet. Reverend Sykes’s voice was as distant as Judge Taylor’s: “Miss Jean Louise, stand up. Your father’s passin’.”

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The language used in this extract presents the verdict as physically and mentally damaging to Jem, almost like a violent act. For example, “Judge Taylor was polling the jury: “Guilty… guilty… guilty… guilty…” I peeked at Jem: his hands were white from gripping the balcony rail, and his shoulders jerked as if each “guilty” was a separate stab between them.” the simile comparing the verdict to a ‘stab’ emphasises how painful this moment is to Jem. The idea of a ‘stab’ links to the metal scarring that Jem is experiencing. Similarly the word ‘jerked’ suggests the character’s realisation that nothing can overcome prejudice in Maycomb is being awoken and the pain is heightened by Jem’s admiration for Tom and Atticus. The adjective ‘white’, used to describe Jem’s hands, suggests that Jem is pale and weakened by the verdict, portraying the idea that his hope is dying. The ‘white’ features could even create a link to Boo Radley, as Jem also becomes a ghost-like victim of prejudice. This language influences the reader to feel anger towards the verdict as they realise, like Jem, that Maycomb has been unfair and unjust all along.

Topic: The verdict a) Explore how the language in the extract influences your view of the verdict.

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Topic: The verdict

Now Language lift your own quote from the extract, then turn it into a paragraph

What happened after that had a dreamlike quality: in a dream I saw the jury return, moving like underwater swimmers, and Judge Taylor’s voice came from far away and was tiny.

a) Explore how the language in the extract influences your view of the verdict.

b) The verdict is a significant moment for Jem and Scout. Explore another key moment for the children in one other extract.

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it was like watching Atticus walk into the street, raise a rifle to his shoulder and pull the trigger, but watching all the time knowing that the gun was empty.

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1 1-3• Generally sound understanding of the text• Generally sound understanding of the writer’s ideas• Generally sound understanding of how the writer uses language• Mostly clear reference to the extract to support response.2 4-6• Sound understanding of the text• Sound understanding of the writer’s ideas• Sound understanding of how the writer uses language• Clear reference to the extract to support response.3 7-9• Thorough understanding of the text• Thorough understanding of the writer’s ideas• Thorough understanding of how the writer uses language• Sustained reference to the extract to support response.4 10-13• Assured understanding of the text• Assured understanding of the writer’s ideas• Assured understanding of how the writer uses language• Pertinent reference to the extract to support response.5 14-16• Perceptive understanding of the text• Perceptive understanding of the writer’s ideas• Perceptive understanding of how the writer uses language• Discriminating reference to the extract to support response.

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1 1-5• Generally sound understanding of the text• Generally sound understanding of the writer’s ideas• Generally sound understanding of how the writer uses language• Mostly clear reference to the extract to support response.2 6-9• Sound understanding of the text• Sound understanding of the writer’s ideas• Sound understanding of how the writer uses language• Clear reference to the extract to support response.3 10-14• Thorough understanding of the text• Thorough understanding of the writer’s ideas• Thorough understanding of how the writer uses language• Sustained reference to the extract to support response.4 15-19• Assured understanding of the text• Assured understanding of the writer’s ideas• Assured understanding of how the writer uses language• Pertinent reference to the extract to support response.5 20-24• Perceptive understanding of the text• Perceptive understanding of the writer’s ideas• Perceptive understanding of how the writer uses language• Discriminating reference to the extract to support response.

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Section AIncluding ‘the GOOD’ and avoiding ‘the BAD’ elements.

Check your paragraphs for ‘the GOOD’ and ‘the BAD’

GOOD1. A clear opening point about the topic.2. The ‘best’ quotes from the extract.3. Identifying the language feature.4. Re-quoting the key words.5. Multiple comments and interpretations –

language lift.6. Clearly stating the influence of the

language.7. An original evaluation.8. Writing enough.

BAD1. Mono-syllabic adjectives.2. Missing the best quotes.3. Missing or incorrectly identifying the feature.4. Giving a definition of the language feature.5. Basic comments – explaining what the quote

means.6. Forgetting the audience and the author.7. Incompleteness.

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a) Explore how the language in the extract influences your view of the verdict.

b) The verdict is a significant moment for Jem and Scout. Explore another key moment for the children in one other extract.

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Which, gentlemen, we know is in itself a lie as black as Tom Robinson’s skin, a lie I do not have to point out to you. You know the truth, and the truth is this: some Negroes lie, some Negroes are immoral, some Negro men are not to be trusted around women—black or white. But this is a truth that applies to the human race and to no particular race of men. There is not a person in this courtroom who has never told a lie, who has never done an immoral thing, and there is no man living who has never looked upon a woman without desire.” Atticus paused and took out his handkerchief. Then he took off his glasses and wiped them, and we saw another “first”: we had never seen him sweat—he was one of those men whose faces never perspired, but now it was shining tan. “One more thing, gentlemen, before I quit. Thomas Jefferson once said that all men are created equal, a phrase that the Yankees and the distaff side of the Executive branch in Washington are fond of hurling at us. There is a tendency in this year of grace, 1935, for certain people to use this phrase out of context, to satisfy all conditions. The most ridiculous example I can think of is that the people who run public education promote the stupid and idle along with the industrious—because all men are created equal, educators will gravely tell you, the children left behind suffer terrible feelings of inferiority. We know all men are not created equal in the sense some people would have us believe—some people are smarter than others, some people have more opportunity because they’re born with it, some men make more money than others, some ladies make better cakes than others—some people are born gifted beyond the normal scope of most men. “But there is one way in this country in which all men are created equal—there is one human institution that makes a pauper the equal of a Rockefeller, the stupid man the equal of an Einstein, and the ignorant man the equal of any college president. That institution, gentlemen, is a court. It can be the Supreme Court of the United States or the humblest J.P. court in the land, or this honorable court which you serve. Our courts have their faults, as does any human institution, but in this country our courts are the great levelers, and in our courts all men are created equal. “I’m no idealist to believe firmly in the integrity of our courts and in the jury system—that is no ideal to me, it is a living, working reality. Gentlemen, a court is no better than each man of you sitting before me on this jury. A court is only as sound as its jury, and a jury is only as sound as the men who make it up. I am confident that you gentlemen will review without passion the evidence you have heard, come to a decision, and restore this defendant to his family. In the name of God, do your duty.” Atticus’s voice had dropped, and as he turned away from the jury he said something I did not catch. He said it more to himself than to the court. I punched Jem. “What’d he say?” “‘In the name of God, believe him,’ I think that’s what he said.” Dill suddenly reached over me and tugged at Jem. “Looka yonder!” We followed his finger with sinking hearts. Calpurnia was making her way up the middle aisle, walking straight toward Atticus.

a) Explore how the language in the extract influences your view of Atticus

Chapter: Key moment : Is presented as… Character: Is presented as … Theme: Is presented as...

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