rhetorical analysis atticus finch speech

Rhetorical Analysis of Atticus Finch’s Speech to the Jury In Harper Lee’s To Kill a Mockingbird Atticus Finch uses ethos

Rhetorical Analysis of Atticus Finch’s Speech to the Jury In Harper Lee’s To Kill a Mockingbird Atticus Finch uses ethos, pathos, and logos in his speech to the jury to persuade them of Tom’s innocence. His effective use of these rhetorical devices ultimately demonstrates his values and reflects his person. Though no one else would step up to represent Tom due to his race, Atticus did not back off from the challenge even though he knew inside that it was likely a futile venture. Atticus attempts to provide the jurors with a sense of duty to take the high road and acknowledge Tom Robinson as an equal in the courts: “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.

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“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” (205). Atticus uses words like “honorable” and “great” because they elevate the importance of maintaining the long lived code of equality in the courts. After using emotion to build pity for Mayella Ewell, Atticus uses pathos to get the jurors to feel a connection with Tom by mentioning that “a quite, respectable, humble Negro who had the unmitigated temerity to ‘feel sorry’ for a white woman has had to put his word against two white people’s” (204). Not only can this statement lead the jurors to take pity on Tom, but it can also relate the jurors to Tom by revealing that they all share pity for Mayella. Lastly, Atticus exhibits logos in his speech when he explains why Tom could not have been guilty: “There is circumstantial evidence to indicate that Mayella Ewell was beaten savagely by someone who led almost exclusively with his left… and Tom Robinson now sits before you, having taken the oath with the only good hand he possesses – his right hand” (204). Atticus thoroughly disproves the possibility that Tom is guilty by providing solid evidence that is logically sound. Although Tom was ultimately found guilty, all of the persuasion techniques that Atticus uses make his speech more convincing overall.

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Home — Essay Samples — Literature — To Kill a Mockingbird — The Impact of Atticus Finch’s Closing Argument in To Kill a Mockingbird

The Impact of Atticus Finch's Closing Argument in to Kill a Mockingbird

• Categories: To Kill a Mockingbird

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Words: 693 |

Published: Mar 6, 2024

Words: 693 | Pages: 2 | 4 min read

Table of contents

Rhetorical strategies, emotional appeal, impact on the reader.

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Atticus Finch and Rhetoric: Analyzing rhetoric in Atticus Finch's closing argument during the Robinson trial in To Kill a Mockingbird

by Socorro Plazola

Description

Students will write a final unit essay that will target informative writing by analyzing the use of rhetoric in Harper Lee's To Kill a Mockingbird . Specifically, students will limit their focus of analysis to Atticus Finch's closing argument at the end of the Tom Robinson trial. Students will have read the novel, and participated in a characterization activity, courtroom drama analysis activity, and a Socratic seminar to strengthen their understanding of events and people involved in the trial.

The essay students produce will be the final product of a writing process paper. Students will participate in prompt deconstruction, rubric analysis, and peer editing to produce a clear and coherent essay that addresses all aspects of the prompt.

Section 1: What Task?

Teaching task.

Task Template IE4 - Informational or Explanatory

How does Lee dramatize Atticus’s purpose as he makes his closing statement during the Robinson Trial? After closely reading Atticus Finch's closing argument in To Kill a Mockingbird , write an informative essay in which you analyze such literary devices as rhetorical appeals, diction, imagery, setting, and tone . Support your discussion with evidence from the text/s.

Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects

Informational/explanatory rubric for grade 6-12 teaching tasks rubric collection: ldc collection 3.0 content dimensions: default export rubric.

• Attempts to address prompt but lacks focus or is off task.
• D: Attempts to address additional demands but lacks focus or is off task.
• Addresses prompt appropriately but with a weak or uneven focus.
• D: Addresses additional demands superficially.
• Addresses prompt appropriately and maintains a clear, steady focus.
• D: Addresses additional demands sufficiently.
• Addresses all aspects of prompt appropriately and maintains a strongly developed focus.
• D: Addresses additional demands with thoroughness and makes a connection to controlling idea.

Controlling Idea

• Attempts to establish a controlling idea, but lacks a clear purpose.
• Establishes a controlling idea with a general purpose.
• Establishes a controlling idea with a clear purpose maintained throughout the response.
• Establishes a strong controlling idea with a clear purpose maintained throughout the response.

Reading/Research (when applicable)

• Attempts to present information in response to the prompt, but lacks connections or relevance to the purpose of the prompt.
• Presents information from reading materials relevant to the purpose of the prompt with minor lapses in accuracy or completeness.
• Presents information from reading materials relevant to the prompt with accuracy and sufficient detail.
• Accurately presents information relevant to all parts of the prompt with effective selection of sources and details from reading materials.

Development

• Attempts to provide details in response to the prompt, including retelling, but lacks sufficient development or relevancy.
• Presents appropriate details to support the focus and controlling idea.
• Presents appropriate and sufficient details to support the focus and controlling idea.
• Presents thorough and detailed information to strongly support the focus and controlling idea.

Organization

• Attempts to organize ideas, but lacks control of structure.
• Uses an appropriate organizational structure to address the specific requirements of the prompt, with some lapses in coherence or awkward use of the organizational structure
• Maintains an appropriate organizational structure to address the specific requirements of the prompt.
• Maintains an organizational structure that intentionally and effectively enhances the presentation of information as required by the specific prompt.

Conventions

• Attempts to demonstrate standard English conventions, but lacks cohesion and control of grammar, usage, and mechanics. Sources are used without citation.
• Demonstrates an uneven command of standard English conventions and cohesion. Uses language and tone with some inaccurate, inappropriate, or uneven features. Inconsistently cites sources.
• Demonstrates a command of standard English conventions and cohesion, with few errors. Response includes language and tone appropriate to the audience, purpose, and specific requirements of the prompt. Cites sources using an appropriate format with only minor errors.
• Demonstrates and maintains a well-developed command of standard English conventions and cohesion, with few errors. Response includes language and tone consistently appropriate to the audience, purpose, and specific requirements of the prompt. Consistently cites sources using an appropriate format.

Content Understanding

• Attempts to include disciplinary content in explanations, but understanding of content is weak; content is irrelevant, inappropriate, or inaccurate.
• Briefly notes disciplinary content relevant to the prompt; shows basic or uneven understanding of content; minor errors in explanation.
• Accurately presents disciplinary content relevant to the prompt with sufficient explanations that demonstrate understanding.
• Integrates relevant and accurate disciplinary content with thorough explanations that demonstrate in-depth understanding.

Background for Students

Sections 2 & 3: what skills & instruction, instructional ladder: skills list and mini-tasks, preparing for the task.

In a quick write, record your first reaction to the task prompt. Add some notes of things you know about this issue.

In your own words, what are the important features of a good response to this prompt?

Reading Process

For each text, list the needed bibliographic information.  Add bullets on why you think the work is credible and/or worthy of study.

In your notebook, list words and phrases essential to the texts. Add definitions, and (if appropriate) notes on connotation in this context.

From each text, make a list of the elements that look most important for answering the prompt. Do what you need to do to avoid plagiarism.

What is the author trying to accomplish? Which parts of the text show you that?

Define “plagiarism” and list ways to avoid it.

Transition to Writing

In a quick write, note what you know now that you’ve read about _______ ( content ).

Writing Process

Create an outline based on your notes and reading in which you state your controlling idea, sequence your points, and note your supporting evidence.

Write an opening paragraph that includes a controlling idea and sequences the key points you plan to make in your composition.

Write an initial draft complete with opening, development, and closing; insert and cite textual evidence.

Refine composition’s analysis, logic, and organization of ideas/points. Use textual evidence carefully, with accurate citations. Decide what to include and what not to include.

Revise draft to have sound spelling, capitalization, punctuation, and grammar. Adjust formatting as needed to provide clear, appealing text.

Turn in your complete set of drafts, plus the final version of your piece.

Instructional Resources

Student handouts, teacher resources, section 4: what results, student work samples, teacher reflection.

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Rhetorical Analysis Of Atticus Finch’s Closing Statement

Filed Under: Essays Tagged With: race , Statement

Rhetorical Analysis of Atticus Finch’s Closing Statement (Movie Version) To Kill a Mockingbird is known to many as one of the best pieces of American literature. One of the characters in the book, Atticus Finch, is a lawyer representing Tom Robinson, a southern black man who has been accused of rape by a white woman. In his closing statement, Atticus uses such great rhetoric to help defend Tom Robinson and persuade his fellow community that he is not guilty. To accomplish this he uses certain diction, syntax, and tone to deliver a powerful statement at the climax of this trial. This of which is known, as a rhetorical masterpiece and is praised by many. Throughout his closing statement, Atticus uses certain sentence structures and word choices to help emphasize key ideas and points as well as making his speech overall more effective.

A common piece of diction that he does is dramatic pauses, \ to help bring attention to certain facts and ideas in his statement. “And Tom Robinson now sits before you, having taken “The Oath” with the only good hand he possesses — his right.” Now of course, the “–“represents the pause that he has taken during the speech. He does this purposely to emphasize the importance of Tom’s right hand being the only usable hand he has, representing how this is a major key point in the trial. As well as pauses to effectively point out ideas, Atticus also uses certain word choices in helping further prove Tom Robinson’s innocence. Atticus uses a certain format when presenting his facts and ideas on the case, he seems to present his ideas in a broad to specific way to help persuade his side on the crime.

The Essay on Thesis Statements And Topic Sentences

Thesis statements and topic sentences help organize the ideas in an essay. Academic writers are expected to use thesis statements and topic sentences. Academic essays are often organized using the following pattern: Introduction—the first paragraph of the essay. The thesis statement is usually the last sentence of the introductory paragraph. Body paragraphs—the paragraphs. Each of these body ...

For example, his beginning paragraph in the speech pertain to what the court knows and progressively as the speech continues opens up new ideas and thoughts that the jury and judge can go on when coming to a decision. A common syntax throughout the piece is the word “negro”. At first glance, one could consider this a euphemism for a much more offensive word but taking a closer look shows another meaning to Atticus’s use of the word. This word is only brought up when Atticus presents the idea of Mayella, the white woman accusing Tom of rape, feeling a sort of guilt and shame from her relationship with Tom. It is as though Atticus uses the word “negro” to help represent the severity of a white woman and a black man having a relationship during the time and place. Atticus also uses the word to bring emphasis on how Mayella feels about the “crime” she thinks she has committed.

Of course though this word was common in the south, however; Atticus is not in any way a racist and gives respect to those who deserve it. One could also point out as another form of syntax, Atticus uses this word because of the audience that he is addressing to. Who, because are all southern white men, are likely to use this word day to day themselves when describing a colored or black man. This could help present Atticus’s ideas in a way that is, in a sense, pleasing to these men. Prehaps if Atticus didn’t use the word, the towns people could maybe have discarded his new theory/idea on the case in some form of ignorance that many southerners were said to have back in this time. This is why he only uses this word when describing the scenario that Mayella wants to escape by accusing Tom of raping her, and why he uses the term black man when describing the “crime” that he thinks Mayella did.

When delivering his closing statement, Atticus shows a somewhat consistent tone throughout the time he is delivering the statement. The tone is a powerful mix of strategic and power. Without these two vital factors, this speech would have never landed the impact that it had. Atticus shows confidence when presenting a seemingly outrageous idea that Mayella had a relationship with Tom, who was ashamed and embarrassed of what she did, which is why she accused him of rape. Without that confidence to turn the table on her, Atticus speech would not have been powerful enough for anyone to believe him. If he had stated that new theory in any other way than with confidence it would have been a sure misfire. Along with this confidence was the great power he used with his voice. In the sense that he wasn’t afraid to say whatever he needed to say to win the case.

The Essay on Tom Robinson Mayella Trial Atticus

Throughout history, racism has played a major role in social relations. In Harper Lee's novel, To Kill A Mockingbird, this theme is presented to the reader and displays the shallowness of white people in the south during the depression. The assumption that Blacks were inferior is proved during the trial of Tom Robinson. Such characteristics served to justify the verdict of the trial. In this ...

This was shown when Atticus demonstrated how he felt about the racial injustice in town, stating how the town’s people felt an evil and immoral sense of heart towards black men. Atticus’s goal here was to try and make the town’s people see their wrongful beliefs towards Tom and to even get them to give an unbiased verdict towards the case. In what is considered to be a historical and literary American masterpiece, lies a rhetorically amazing speech that is provided by Atticus Finch defending Tom Robinson. Though he did lose the case in the end, due to racial ignorance at the time, he delivered such a powerful closing statement that is still admired today. This is for Atticus using certain diction, syntax, and tone to help deliver his thoughts and ideas in one last chance to help a doomed man. This was truly a very effective example of American rhetoric.

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To Kill a Mockingbird | Atticus Finch's Closing Speech | Analysis of Persuasive Devices

Subject: English

Age range: 14-16

Resource type: Worksheet/Activity

Last updated

1 April 2021

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An opportunity to teach persuasive language devices through literature; students read and annotate Atticus Finch’s closing speech in To Kill a Mockingbird .

This resource includes:

• Editable and PDF versions of all sheets
• Options to provide students with the full speech (best printed as a short booklet) or one of six parts of the speech (best printed as a double-sided sheet)
• Suitable for individual or group work
• Every version of the sheet includes written student instructions and a table of persuasive devices. However, instead of differentiating by difficulty, the devices have been split into different style categories. This way, students can select the styles they engage with most, without ‘coasters’ opting for the simplest choice.

These categories are:

• Numerical devices
• Emotional devices
• Visual devices
• Social devices
• Logical devices

If you found this helpful, you might also like: Guided Practice | Literature Essay Frame To Kill a Mockingbird | Atticus Finch Character Sketch To Kill a Mockingbird | Boo Radley Character Sketch To Kill a Mockingbird | Calpurnia Character Sketch To Kill a Mockingbird | Miss Maudie Character Sketch Literature Analysis | Sentence Starters | PEEL Structure Marking and Feedback Stickers | Punctuation and Grammar | 23 Common Errors

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To Kill a Mockingbird | Bundle | Character Study | 8 Resources

This bundle includes all of my *To Kill a Mockingbird* resources to date. This pack includes: * 9 character sketch worksheets for Atticus Finch * 9 character sketch worksheets for Boo Radley * 9 character sketch worksheets for Calpurnia * 9 character sketch worksheets for Miss Maudie * 7 sheets for Atticus Finch's closing speech * Guided practice frame for literature essays * PEEL structure guide and sentence starters for literature essays * 4 posters with vocabulary for English lessons

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Learning Goals

• Understand emotional appeal and logical appeal.
• Connect literary and informational texts to the ideas of ethos, logos, and pathos.
• Create an argumentative writing based in textual evidence.

That's Appealing: Using MLK and Atticus Finch to Understand Emotional & Logical Appeals

This lesson is meant for students who:

•  are reading or have read To Kill a Mockingbird in a high school English class. If currently reading, this lesson should be introduced after Atticus has given his closing argument to the jury.
• will be working on their persuasive writing skills or have already started a persuasive writing unit concurrent with studying TKAM.
• have been introduced to the idea of annotation/coding the text.

Note: If including this with a unit on TKAM , it might be helpful to start the unit with a lesson or two of pre-teaching about the Civil Rights Movement, specifically about the Scottsboro Nine, and its connections to the story of Mockingbird . This will dovetail nicely with the inclusion of Dr. King's "I Have a Dream" speech used in this lesson, and will allow students to make connections to the culture of the late 1950s and 1960s, when Lee's novel was first published, and to the 1930s, the setting of To Kill a Mockingbird .

Standards, Objectives, & Goals

•  ELA.Writing.9-10.1:  Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning, as well as relevant and sufficient evidence.
•   ELA.RL.9-10.1:  Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
• ELA.RI.9-10.1:  Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
•  I can define emotional and logical appeals, and identify examples of each appeal in a written work.
• I can analyze speeches to determine how effectively appeals are used.
• I can use textual evidence to support my opinions.

 It is my goal that, as a result of this lesson, students will gain a deeper understanding of the effect that emotional appeal and logical appeal can have on a speaker's audience. I also want them to connect the use of these strategies by the speakers to the results they produce, both in emotion and in action. Finally, I want my students to see how these appeals are evident in both literary and informational texts, and to incorporate them in their own writing.

Materials Needed

• Martin Luther King's "I Have a Dream" speech (copy for each student). Only the last six-and-a-half minutes or so of the speech are needed. 
• Video clip of MLK speech
• Atticus Finch's closing argument, or "Courtroom Speech" (copy for each student)
• Video clip of Atticus's speech (can be pulled from YouTube or from DVD of TKAM movie)
• Slideshow defining the terms emotional appeal, logical appeal, and if desired , ethos, pathos, and logos. (You don't necessarily have to do this in a slideshow format--you could just as easily have the information on the board for students to copy down, or give them the definitions and concepts to write down.)

Bell Ringer

Have students answer the following question during the first 5-10 minutes of class:

"Which strategy is more effective in winning an argument--appealing to someone's heart, or winning someone over using factual evidence? Support your answer using examples from texts you've previously read."

Have students share out, and discuss the pros and cons of each approach. Remind students of the concepts covered in the Civil Rights movement pre-teaching lessons, as well as where they've left of in TKAM (Atticus and his closing argument). 

Emotional & Logical, Defined

Give students the definitions of emotional appeal and logical appeal (and ethos, pathos, and logos if you're choosing to do so in this lesson, rather than in a separate one). Make sure to check student understanding of each concept before moving on (this could be done by asking students to come up with real-life examples for both types of appeals). 

Speeches on Paper

Hand each student a copy of both MLK's "I Have a Dream Speech" and Atticus's "Courtroom Speech". Have students read each speech, noting examples of logical and emotional appeals in each text. (I have students actually mark on the text while they're doing this, hence the copies for each student of both texts.) 

Potential modification: Have students work in small groups while doing this instead of individually if you feel students are having trouble with locating examples.

Discuss examples of appeals that have been found in both texts. Students should find that, for the most part, MLK's speech is based more on emotional appeal, while Atticus's speech is based more on logical appeal. 

Speeches in Video

Play the clip of MLK's speech, while having students read along with the text. After a short discussion on the performance of the speech versus the reading of it, play the Courtroom speech. Now that students can hear the texts, along with the speakers' tones, they should feel more confident in identifying emotional and logical appeals. Include a short discussion on how it is easier to hear tone than to read it, stressing the importance of paying attention to author's choice of words and textual details.

Writing Assignment

Have students consider the following question: "Which speaker used appeals more effectively to achieve their purpose: Martin Luther King, Jr. or Atticus Finch? Ultimately, who was more persuasive? Support your answer using examples from the texts." 

Students should respond to the question in essay format, using structured, specific evidence based in the text in order to support their opinions. (Depending on how focused your class is on writing at this point, you might have students do this assignment for homework, as an on-demand prompt the next day, or as a focused and extended writing that is meant to be typed and revised.) 

Review of Concepts

Using an exit slip (or asking students to volunteer answers), ask students to define and give examples of the terms mentioned at the beginning of the lesson. This will reinforce learning, and will prepare students for a more thorough discussion of the rhetorical triangle (ethos, pathos, logos) later.

Wyoming Standards for English Language Arts

Learning Domain: Reading for Informational Text

Standard: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Reading for Literature

Learning Domain: Writing

Standard: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Maryland College and Career Ready English Language Arts Standards

Learning Domain: Reading Literature

Common Core State Standards English Language Arts

Cluster: Key Ideas and Details.

Cluster: Text Types and Purposes.

Cite this work

Molly Dilts' E-Portfolio

Wednesday, april 25, 2012, speech analysis - atticus finch's courtroom speech.

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