To Kill a Mockingbird
Formal Paragraph Writing
For this assignment, you will be required to choose ONE of the following topics and
write a formal paragraph proving a specific argument in proper MLA format.
1. Racism and Discrimination
Discrimination is the unjust or prejudicial treatment of different categories of people
or things, especially on the grounds of race, age, or gender. It is one of the most
powerful forces in Harper Lee’s novel To Kill a Mockingbird which negatively impacts
its victim. Choosing 3 characters from the novel, discuss how discrimination leads to
the downfall of its victim.
2. Scout’s Influence
Throughout the novel To Kill a Mockingbird Scout has a positive influence on many
characters which helps them to gain a greater understanding of themselves. Analyze
the validity (truth) of this statement with reference to three (3) characters from the
text.
Your final paragraph must be written in third person. You must write in a formal,
literal voice and have 3 specific proofs to prove your argument. Be sure to edit your
writing. You will lose marks for errors in spelling and grammar. You must also
submit ALL process work. Your final work will NOT be collected without proper
process work and will be considered late if you cannot hand in the process work on
the due date.
LENGTH: At least 250 words, no longer than 300 words.
DUE DATE: Outline: Due Monday October 22nd
Rough Copy and Peer editing: Wednesday October 24th
Last Date for Teacher Edits: Wednesday October 24th at 6pm
Good Copy + Process Work: Monday October 29th
PARAGRAPH EVALUATION
Name:
KNOWLEDGE/UNDERSTANDING:
/10

shows knowledge of structural elements of paragraph:

effective topic sentence

clearly states main idea/focus of paragraph

well formed body paragraphs

logically developed ideas

single controlling idea

effective concluding sentence

sums up main idea of paragraph

provides closure to paragraph

shows understanding of piece of literature & literary devices
THINKING/INQUIRY:
/10

effective use of examples, quotations

quotations are introduced and interpreted

supports ideas/opinions with relevant evidence

sufficient detail and insight

ideas are clearly linked to topic sentence/main focus

complete/active use of writing process

brainstorming, outline, rough drafts & editing
COMMUNICATION:
/10

language/writing is mature, formal, descriptive & aggressive

ideas are expressed clearly and completely

varied sentence structure

grammar and mechanics
 spelling and vocabulary
 run-ons & fragments
 comma use
 pronouns/antecedents
 subject/verb agreement
 consistent tense
 punctuation
APPLICATION:
/10

applies proper MLA format

first page information

proper quoting and documentation

accurate works cited page

analyzes significance of ideas—explains their importance
to the development of plot, character, issues, imagery, etc.
/40
BODY PARAGRAPH OUTLINE
Topic Sentence:
Idea#1____________________________________________________________________
__________________________________________________________________________
Example:____________________________________________________________________
__________________________________________________________________________
Significance:_________________________________________________________________
__________________________________________________________________________
Idea#2____________________________________________________________________
__________________________________________________________________________
Example:____________________________________________________________________
__________________________________________________________________________
Significance:_________________________________________________________________
__________________________________________________________________________
Idea#3____________________________________________________________________
__________________________________________________________________________
Example:____________________________________________________________________
__________________________________________________________________________
Significance:_________________________________________________________________
__________________________________________________________________________
Concluding Sentence:
To Kill a Mockingbird Formal Paragraph Peer Editing
(Knowledge and Communication):
Knowledge
Shows knowledge of the structural elements of a paragraph
o is the paragraph set up properly?
o Is the point, proof significance in the proper order? Can you distinguish between
them?
o Is there a topic and concluding sentence?
Effective topic sentence that clearly states what the paragraph is proving
o
o
has the writer thoroughly answered the topic?
Have they stated everything that they are going to prove in the paragraph?
Effective concluding statement
o
o
Does the concluding sentence wrap up the paragraph?
Does it avoid introducing a new idea?
Shows a clear understanding of the plot, characters, themes, etc. of Romeo and Juliet
o
o
does the reader understand the play?
Does the reader elaborate/discuss major themes or characters?
Communication
Writing and choice of words is mature, formal and descriptive
o
o
o
o
o
Does the paragraph have a formal tone/voice?
Did the writer avoid using slang?
Did the writer avoid contractions (i.e. doesn’t becomes does not)?
Is it written in the present tense (i.e. was becomes is)?
Is it written in third person (i.e. uses he, she, they, their and not I, we, you, us,
my)?
o
Are there transition words linking ideas (i.e. similarly, furthermore, lastly)?
Ideas are expressed clearly and completely in a literal voice
o
o
o
o
Did the writer avoid symbolic or metaphorical statements?
Do you understand what the writer is trying to say in all of their ideas?
Was the writer short and to the point in their writing?
Did the writer avoid retelling the plot of the story?
Grammar and mechanics:
o
o
o
spelling, vocabulary
run-on and fragment sentences
comma use; punctuation
Formal Paragraph – METACOGNITION:
Answer the following questions with detail, reflection and honesty. Be specific in your answers.
1. Describe how your writing has changed since the beginning of the semester. What is the
most important thing you have learned about writing successfully?
2. How did peer editing help you to be more successful when writing your own paragraph?
What did you learn by reading other people’s paragraphs?
3. Describe one strength and one weakness that you noticed while writing your paragraph
(i.e. grammar, spelling, expressing your idea on paper, etc.)
4. What are some of the steps that you can use to improve your written work? Identify two
strategies you can do to improve your written work (i.e. editing, reading work out loud,
using a dictionary, etc).