Genesis Jimenez

Mrs. Spanier
English Period 4
12/16/16
Scouts Impact
Many children do not understand the lessons adults teach them until they
mature. The book To Kill a Mockingbird by Harper Lee is set in Alabama in 1933-1935
during the Great Depression. Scout is a tomboy and looks up at her brother Jem yet she
has many lessons to learn. Scouts development through being immature, gentle, and
showing perseverance moves the story along.
Scout is young she is still very immature and childish so she does not understand
the lessons the adults were trying to teach her. Scout being immature is shown when
Walter Cunningham comes over to the Finches house for dinner. Scout makes fun of
Walter when he puts syrup all over his food. Theres some folks who dont eat like us,
she whispered fiercely, but you aint called on to contradict em at the table when they
dont. That boys yo compny and if he wants to eat up the table cloth you let him, you
hear? He aint company, Cal, hes just a Cunningham- Hush your mouth! Dont matter
who they are, anybody sets foot in this houses yo compny... (Lee,32-33). This quote
shows that she was being immature and judging Walters ways of eating. As the story
moves forward, Scout becomes more mature.
Scout is very outgoing and tomboyish but deep down she has a soft spot. This is
shown when she tells Arthur to put his arm around hers when she guides him home.
She did this so if anyone saw him it would not look like she was leading him but rather
that he was taking her across the street like a gentleman. Mr. Arthur, bend your arm
down here, like that. Thats right, sir. I slipped my hand into the crook of his arm. He

had to stoop a little to accommodate me, but if Miss Stephanie Crawford was watching
from her upstairs window, she would see Arthur Radley escorting me down the
sidewalk, as any gentleman would do (Lee, 372-373).This quote shows that she was
being very kind and thoughtful and making Arthur Radley look good in front of the
neighborhood.
Throughout the book Scout shows that she has perseverance. This is shown
when Miss Caroline hit her when she was trying to tell her about Walter not accepting
the lunch money. Catching Walter Cunningham in the schoolyard gave me some
pleasure, but when I was rubbing his nose in the dirt Jem came by and told me to stop.
Youre biggern he is, he said. Hes as old as you, nearly, I said. He made me start off
on the wrong foot (Lee, pg). This shows that she was not very happy after she got in
trouble but she fought through it and continued to go to school.
This book showed many personality traits that Scout has but the fact that she is
immature, gentle, and perseveres really helped her learn important lessons. She is a
very important character in the story she really helps the reader understand that her as
a young girl does not quite understand the problems going on. Adults will try to teach
you lessons most kid usually do not understand these lessons until theyre mature.
Rubric rating submitted on: 12/22/2016, 1:13:56 PM by alyssaball@solvangstudents.org
3

10

Style and Tone

Your score: 10

Style and tone are not

appropriate to the task.
Uses "I, you" or other
first/second person
pronouns. Uses
contractions or slang.

Style and tone

generally appropriate to
the task. Usually does
not use "I, you" or other
first/second person
pronouns. Usually does
not use contractions or
slang.

Style and tone is

appropriate to the task.
Does not use "I, you" or
other first/second
person pronouns. Does
not use contractions or
slang.

Introduction

Mising a hook and/or a

Has a hook that makes

Has a strong hook that

Your score: 10

thesis. Provides
background information
on the story including
the author, title, or the
focus character.

a borad statement.
Provides some
background information
on the story including
the author, title, and the
focus character. Has a
thesis.

makes a borad
statement about
something not related
to the story or
character. Provides
background information
on the story including
the author, title, and the
focus character. Has a
strong clearly stated
thesis.

Body Paragraphs
Your score: 9

Does not use topic

sentences, conclusions,
and transitions
correctly. Body
paragraphs don't
provide textual support
for analysis and/or
lacks reasoning
reasoning.

Usually uses topic

sentences, conclusions,
and transitions
correctly. Body
paragraphs provide
weak textual support for
analysis and weak or
limited reasoning.

Correctly uses topic

sentences, conclusions,
and transitions. Each
body paragraph
provides stong textual
support for analysis and
strong reasoning.

Conclusion
Your score: 8

Does not restate hook,

summarize body
paragraphs or restate
thesis. Introduces new
ideas.

Attempts to restate
hook, summarize body
paragraphs and
atempts to restate
thesis. Does not
introduce new ideas.

Restates hook,
summarizes body
paragraphs and
restates thesis. Does
not introduce new
ideas.

Format, Spelling,
Grammar &
Punctuation
Your score: 8

Has many spelling or

grammar mistakes,
does not follow format
expectations, work is
not neat and organized

Has some spelling or

grammar mistakes,
follows most format
expectations, work is
generally neat and
organized

Has almost no spelling

or grammar mistakes,
follows format
expectations, work is
exceptionally neat and
organized

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