Lit mocks



It was a real pleasure to mark those 'A' grade papers from pupils who had clearly enjoyed studying and analysing To Kill a Mockingbird. These pupils had assiduously read and reread the text, challenging themselves to move to ever deeper understanding and analysis of its many themes. In their answers, they focused on answering the question; each paragraph followed point-quotation-comment and cumulatively the paragraphs led logically to a well thought-through conclusion, which answered the question.


A few pupils were over-reliant on relating the plot.

These retellings risk failing to penetrate to the novel's underlying themes, or getting them wrong; for example, claiming that Atticus led campaigns against racism in Maycomb (even transposed to Devon in the misspelling Maycombe).

It has been known for examinees to write that all of the people except Atticus were racist, not only ignoring Miss Maudie and Judge Taylor, but, worryingly, appearing to discount the majority of the black community. Make sure that you do not make inaccurate statements like this.


For the 2005 mock paper, it was important to understand the symbolism in chapter 10 and to focus on the question, the key words of which (What is the importance of the incident to the novel as a whole?) invited linkage with the themes that the novel as a whole is about.It was important not to give detail about tension and atmosphere; these did not relate to the question asked on this occasion.

Remember that an essay answer should be planned as a coherent, logical, sequence of paragraphs focused on a conclusion which answers the question set. Most pupils will focus on the importance of the rabid dog scene in Chapter X. The 2005 question itself provided three bullet points, which could be used as a rudimentary paragraph plan.

A brainstorm based on these would read something like this, though in abbreviated form:
  • Atticus is different from other fathers - relates to family/outsider themes
  • He is shown to his children to have unknown qualities beneath the surface - relates to stereotyping/ judging by appearances theme/also growing-up theme
  • He does not rate physical bravery highly (remember to bring in ch. XI and Mrs Dubose) - relate to types of courage theme and his taking on Tom's case
  • He will take a stand on principle even when he knows he cannot win - link to Mrs Dubose and to bravery theme
  • He is diffident and modest about his skill with a gun - relate to growing up theme (Jem realises you do not have to shout about your talents)
  • He does not believe in unfair advantages, such as his skill with a gun - or having a white skin in a court-room

    2nd Bullet - symbolism - relate to the central fight mounted in the court-room in defence of an innocent negro
  • the rabies can be taken to symbolise prejudice (NB spelling) - Maycomb's usual disease
  • rabies infects otherwise healthy and harmless beings and makes them dangerous - as humans become in a lynch mob
  • it lives on after it has been defeated - as we see with Ewell's vindictive campaign when Atticus has clearly won the arguments in court, and with Mrs Dubose's white camelia
  • it can appear at unexpected times - not always high summer
  • the lone fighter doing the town's job for them symbolises the job Atticus will do in court
  • the dog lunging for him symbolises Ewell's attacks on him and on Judge Taylor

    3rd bullet
  • develop idea of empathy - why Atticus takes the gun from Tate; how Jem understands why Atticus has not bragged
  • link 'mockingbird' advice to the novel's title, and suggest that if the dog, lynch mob or Ewell's campaign had gone wrong, Atticus could easily have become a mockingbird figure himself

    It can be seen that the significance of this passage to the novel as a whole is almost inexhaustible in terms of what could be written.

    Long term preparation for the GCSE: remember that the habit of analytical reading has to be acquired and worked at daily. It will not drop from above on demand in an examination room.Similarly, the ability to write in an analytical style ('register') requires practice, handing in homeworks and making a real effort in the tests.

    As with English Language, writing with a high percentage of monosyllables and simple sentences is inappropriate at this level (A*-C).


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