The thesis examines the influence of the Romantic elements of Harper Lee's To Kill a Mockingbird upon the novel's characterizations, structure, tone, and themes. Chapter One contains a critical survey of criticism about the novel and a list of Romantic elements. Chapters Two, Three, and Four present the three most important of those elements. Chapter Two is the exploration of the novel's Gothic traits. Chapter Three explores the Romantic treatment of childhood's innocence and perspicacious vision as it pertains to Dill, Jem, and, in particular, Scout. Chapter Four is a detailed study of Atticus Finch, the novel's Romantic hero, who expresses or incorporates many of the most important elements of Romanticism in the novel.

The purpose of this study is to investigate a new interrogation tactic named Mockingbird. The tactic is derived from a growing tradition within the science of interrogation. The tradition emphasizes creating a working relationship between the interviewer and the informant, while previous interrogation work has valued a more formal approach. The Mockingbird-tactic is developed to elicit specific information from the informant without the informant perceiving that this information has been shared. The aim of this study is to compare the Mockingbird-tactic against the tactic of asking an explicit question with regards to which information that is elicited. The aim of the study is also to compare the two tactics regarding the informant's perception of what information has been requested and shared. The research questions was formulated as follows: "Which of the interrogation tactics is more effective when it comes to generating specific information?" and "How does the tactics affect the informants perception of requested and shared information?" A total of 53 individuals participated in the experiment that was followed up by a verbal questionnaire. The data was analyzed with Chi2-tests and showed that asking an explicit question was more effective regarding generating specific information. The effectiveness of the Mockingbird tactic was dependent on the topic which the confederate was looking for. The informant’s perception of requested and shared information was not statistically analyzed due to inadequate data. Only eight out of 52 participants perceived that specific information was requested / Studiens syfte är att utforska en nyutvecklad förhörstaktik vid namn Mockingbird, vilken är sprungen ur en framväxande tradition inom forskning kring förhörstekniker. Traditionen grundar sig på att skapa en fungerande relation mellan parterna i ett förhör, medan tidigare förhörsarbete mer utgjorts av en formell intervjusituation. Mockingbird syftar till att få ut specifik information från informanten utan att informanten upplever sig ha lämnat denna specifika information. Syftet med studien är att jämföra Mockingbird-taktiken med taktiken explicit fråga med avseende på vilken information som utlämnas. Studiens syfte är även att jämföra informanternas upplevelse av efterfrågad och lämnad information vid de två taktikerna. Frågorna "Vilken av förhörstaktikerna är mest effektiv för att generera specifik information?" och "Hur påverkar de två olika taktikerna informanternas upplevelse av efterfrågad och lämnad information?" undersöktes med hjälp av ett experiment och uppföljande samtal i form av muntliga enkäter, med 53 deltagare. Materialet analyserades med hjälp av Chi-2-test vilka visade att den explicita frågan var mest effektiv i att generera specifik information. Vid användande av Mockingbird-taktiken var ämnet avgörande för svarsbenägenheten. Informanternas upplevelse av efterfrågad och lämnad information analyserades inte statistiskt på grund av otillräcklig data. Endast åtta av 52 försökspersoner upplevde att specifik information efterfrågades.

The 2015 publication of Harper Lee’s Go Set a Watchman (2015) raised questions and concerns when it was read in the context of the author’s first novel, To Kill a Mockingbird (1960), a text with strong, direct statements related to civil rights and social injustice. This thesis examines textual similarities and differences between Watchman and Mockingbird, suggesting the likely influence of editor Thèrése “Tay” von Hohoff in Mockingbird’s published version. Additionally, the thesis examines Hohoff’s 1959 biography, A Ministry to Man: The Life of John Lovejoy Elliott, as a plausible inspiration for Lee’s Mockingbird hero, Atticus Finch. Containing corroboration from available correspondence, biographical information, interviews, and historical records, this thesis documents Hohoff’s editorial influence on Lee as the two worked together to create a lasting contribution to American literary history and culture.

Can we create a historical timeline of disability by using works of fiction during the twentieth century?  Or rather, how do authors use society in their works of fiction, and to what extent, both positively and negatively, is this relevant to disability history? These are the fundamental questions of this essay, to examine three works of fiction in their portrayals of disabled characters, and the society they live in. The books chosen for this essay are: To Kill a Mockingbird, Forrest Gump and Of Mice and Men. The books are examined from both an internalist and externalist point of view. To determine how writers portray disabled characters, and how the treatment the disabled characters compare to the treatment of disabled people in the society the writers lived in. To better understand the subject in question, I chose to use Ervin Goffmans’ stigma theory. The earlier research I found mostly consisted of studies with another theoretical starting point, or about another form of art, mostly film. This essay concludes that the portrayal of disabled characters in the books mostly conformed to the society the writers lived in when writing the books. In other words: society had a large influence on the writers of the books. However, there were cases where the books distinctively separated from societal norms. In all these cases, the disabled characters were shown in a better light than society would allow at the time. The reason for this is difficult to pinpoint, however I discuss that it might be because the writers’ thoughts might be ahead of their time. The twentieth century regarding disability rights were in constant change, and the writers could have been influenced by the disability rights movement.

Harper Lee wrote a remarkable novel which provides a great deal of moral insight for its readers; through a use of history, moral instruction, and character development, Lee establishes a foundation for how people in an often intolerant world should live peacefully together. Moreover, she reminds the reader that regardless of socioeconomic status or race everyone deserves to be treated with respect and kindness. In establishing this moral analysis one must consider the historical source of Tom Robinson’s trial, the Scottsboro Trial; the Finch children’s consistent and exemplified instruction from their widowed father, Atticus, their housekeeper, Calpurina, and other close neighbors; and the symbolic representation of the mockingbird as a peaceful and protective creature which generally gets along with other bird species.

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This paper takes a cultural materialist approach in analyzing the hegemonic purpose of using Harper Lee’s To Kill a Mockingbird in American education. Ideas from critical race theory and Lee’s second novel, Go Set a Watchman, are used to reveal obfuscated aspects of Mockingbird’s narrative. These aspects have been repurposed to fit a Eurocentric palate, and have let the book achieve success under the guise of being a progressive and multiculturalist work. Mockingbird’s narration, marked by childlike innocence, has been used to obfuscate Eurocentric ignorance of racial and economic inequality. The text has also been used to divert blame from those in power onto those oppressed by a hegemonic system. Racism is in Mockingbird inaccurately described as an individual moral issue, rather than a system of discrimination which is deeply ingrained in every aspect of U.S. society. The liberal moderate ideology which informs Atticus character has historically been ignored due to his unquestionable, near-mythical position as a moral role model. The paper finds that Mockingbird has been used as part of a greater Eurocentric narrative which positions the Civil Rights Movement as a white movement of moral improvement.

Harper Lee’s To Kill A Mockingbird is an iconic classic that inspired many street lawyer novels. Examining John Grisham’s A Time To Kill as a low-culture-imprint of Lee’s novel, the thesis analyzes the convergent and divergent points of rhetorical devices that promote colour-blind liberalism across the two texts seeing as they are published 30 years apart. Both pieces of legal fiction act as a reflection and critique of formal legal institutions and through this reflection, the thesis deals with how the texts reinforce, perpetuate and resist the white dominant ideology through the “progressive” race politics of colorblind liberalism.

The aim of the present inquiry is to analyze the depiction of racism through given or withheld voice in Harper Lee’s novel To Kill a Mockingbird. A thematic analysis of marginalized and commonly occurring voices in the novel reveals discrepancies along an ethnic divide. Applying Critical Race theory affords the analytical tools of voice, ethnicity and stereotypes, while Critical Race Pedagogy provides the grounds for a discussion of how students can learn how to criticize ethnic hierarchies in classic works, such as To Kill a Mockingbird. The results of the inquiry show a clear hierarchy in which African American characters are often silenced. The critical lens focusing on voice, ethnicity and stereotypes, enables the reader to reach a more multifaceted examination of the novel by generating an in-depth view of racism. Discussing racist occurrences in a novel often lauded as the epitome of anti-racism in the EFL classroom, can possibly illustrate just how ingrained racism can be. As a result, the students may develop critical tools that, hopefully, empower them to raise their voices against racist acts in today’s society.

Cette thèse analyse la manière dont les métaphores et les comparaisons de Harper Lee ont été traduites dans les trois versions françaises de To Kill a Mockingbird, un des romans les plus célèbres de la littérature américaine. Comme point de départ, nous examinons les théories existantes sur la traductologie et les figures de style, ce qui nous aide à comprendre la fonction de la métaphore et de la comparaison au sein d’un texte littéraire. Par la suite, nous étudions les métaphores et comparaisons qui n’ont pas pu être traduites aisément, souvent à cause de leur charge culturel. Paradoxalement, les connotations et les références culturelles jouent un rôle important dans l’œuvre de Lee, et elles sont indispensables pour la reconstruction de son univers à l’étranger. Afin de traduire l’intraduisible, le traducteur doit recourir à des stratégies complexes et variées, parfois faisant preuve d’une grande créativité. Un chapitre entier est donc consacré aux traductions inventives où le traducteur se transforme en écrivain. En effet, on se pose des questions sur le rôle du traducteur : doit-il rester passif ou est-il libre de façonner le texte cible comme il le souhaite ? Le dernier chapitre se focalise sur les similitudes entre le français et l’anglais, grâce auxquelles un passage fluide d’une langue à l’autre est souvent possible. Dans chaque version, nous observons des tendances méthodologiques et stylistiques, qui varient selon l’époque et/ou les préférences de chaque traducteur. Étant donné que la traduction parfaite n’existe pas, nous concluons que chaque nouvelle version contribue à sa manière à l’expérience du lecteur dans la langue cible. / This thesis analyses the way in which Harper Lee’s metaphors and similes have been translated in the three French versions of To Kill a Mockingbird, one of the most famous novels in American literature. As a starting point, we examine the existing theories regarding Translation Studies and stylistic devices, which helps us to understand the purpose of metaphors and similes within a literary text. We then study those metaphors and similes that could not be translated with ease, mainly owing to their cultural significance. Paradoxically, cultural connotations and references play a significant role in Lee’s work, and they are indispensable in reconstructing her universe abroad. In order to translate the untranslatable, the translator has to resort to complex and diverse strategies, sometimes demonstrating a high level of creativity. An entire chapter is therefore devoted to inventive translations where the translator becomes a writer in his or her own right. Indeed we ask ourselves several questions about the role of a translator : should he remain passive or is he free to shape the target text as he desires? The final chapter focuses on the similarities between French and English, thanks to which a swift passage between the two languages is often possible. In each version, we notice methodological and stylistic trends that vary according to the publication date and/or the preferences of each translator. Given that there is no such thing as a perfect translation, we come to the conclusion that every new version contributes in its own way to the reader’s experience in the target language.