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It is an essay that requires the analysis of different themes of primary characters in the book The Catcher in the Rye by J.D. Salinger. Essay requires a strong thesis and using the argumentative rhetorical method. Using relevant evidence from the book to strengthen the argument of why and how the theme resembles the character. I have included the instructions page, sample essay, and an "essay components" page to understand fully what the instructor is looking for. PLEASE read the instructions and use the sample as a guideline to format the essay and get a good idea of what it needs to look like.

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Writing Assignment 2: The Catcher in the Rye Essay Workshop Deadlines: • • Workshop has two deadlines and both must be met. Post first draft of WA2 in the D7 forum by 11:59 PM April 2nd Post peer-evaluation of WA2 in the D7 forum by 11:59 PM April 6th Final Draft Deadline: April 12, 2018 by 11:55 PM PST Objectives: The purpose of this assignment is to: • give students additional practice with literary analysis by examining significant components of a novel • help strengthen their writing and analytical skills by doing the following: • carefully dissecting a story’s theme and characters • using the argumentation rhetorical method of writing to present essay • formulating a strong thesis argument with a plan of development • selecting and integrating relevant evidence from the story in order to substantiate their argument • using MLA format to cite their sources both parenthetically (in-text) and on a Work(s) Cited page. Instructions: Now that you have fully read J.D. Salinger’s The Catcher in the Rye, have gained a deeper understanding of the cultural context of the story, and have examined the various elements of the novel (characters, theme, setting, symbolism, point-ofview…etc.), it’s time to write about this controversial novel. For this writing assignment, please select the most prominent central theme of the story (only one theme) and examine how three of the significant primary or secondary characters from the story help showcase that theme. • • • • Your introductory paragraph must properly introduce the story by including the name of the author, the title of the story, when it was published, and any brief and relevant bit of information (regarding author, the era in which the text was written,…etc.) that is needed to launch your argument. At the end of your introductory paragraph, please insert your thesis (central theme of the story) with its plan of development (three characters that drive that underlying theme). Your essay must only be between 1000-1500 words in length. Your argument must be sufficiently supported with directly quoted, paraphrased, and/or briefly summarized passages from the story, all of which must be properly cited according to the correct MLA standards. To specify, you must use between two to four relevant quotes or paraphrased passages from the novel for each significant character that you deem advances the theme of this story (i.e. three characters equals to 6-12 borrowed passages from the novel). Finally, please remember to keep focused, control your writing, and do not open any doors that you are not willing to shut with an explanation. 1 NOTE: Chapters 8-11 and 13 (Sample Essays: Essay on a Novel) from your WEAL textbook will help prepare you for this assignment. Additionally, please refer to the “Essay Components” document included in the Writing Assignment 2 learning module, the MLA links also in the module, and the series of checklists included on pp. 2-4 of this instructional document. Grading Rubric: Point Value: Workshop 10 points Introductory Paragraph 15 points Supporting Paragraphs 30 points Concluding Paragraph 15 points Syntax 20 points Citations 10 points ___________________________ Total 100 points Required Elements: The following revising and editing checklist (pp.2-4) is my criteria for grading. _____ Developed introductory paragraph that captures the readers’ attention, introduces the author, title of novel, novel’s publication year, relevant cultural or biographical information, and thesis _____ A clearly stated thesis with a logical plan of development that properly introduces the focus of your essay. Place thesis and plan of development at end of intro paragraph as the last sentence. _____ Strong topic sentences at the start of supporting paragraphs that begin with appropriate transitional phrases, include the plan of development point being discussed in that paragraph and reinforce the thesis in some way. _____ Effective transitions throughout essay: use transitional/signal phrases at the start of each supporting paragraph and when launching supporting examples (First, Secondly, One way X is so, Additionally, Next, Conversely, for example, for instance…etc.) _____ Convincing summarized, paraphrased, and/or directly quoted evidence that support your main point (thesis). Quotes or paraphrased passages (contextual support) must be directly relevant and should sufficiently illustrate your claim _____ Use of 2-4 relevant quotes and/or paraphrased passages for each significant character that advances the theme of the story (i.e. three characters equals to 612 borrowed passages from the novel) _____ Do not place quotes back-to-back. 2 _____ Correct integration (Triple-E Formula) and citation (MLA) of quoted, summed up, and/or paraphrased material: establish context of quote before inserting quote, discuss the significance of the borrowed passage to your main argument after quoting, and use the MLA format to cite your sources both in-text and on your Work(s) Cited page _____ Triple E: Present the example, include the contextual evidence to support the example, and provide an explanation of how the contextual evidence supports the example and the thesis in order to make sure that your readers understand why you have used that source in your essay. _____ Avoid beginning and ending your paragraphs with quotes; instead, begin your paragraphs with strong topic sentences and end them with muscular concluding remarks. _____ Closing sentences at the end of supporting paragraphs that bring topic of paragraph to a close _____ Concluding paragraph must include the following: reiteration of the thesis and plan of development to properly bring the argument to a close and to frame the essay; followed by a closing thought, resolution, or brief and relevant quote that ends the entire discussion on a thoughtful note. _____ Use the present tense. _____ Careful use of diction (detailed descriptions, concise language, avoid slang, avoid fallacies or biased language…etc. _____ Proper use of mechanics (good grammar, appropriate punctuation marks, strong sentence structure…etc.) Eliminate the following: _____ Spelling errors _____ Run-ons _____ Fragments _____ Slang and clichés _____ Contractions _____ Personal pronouns, such as you, your(s), yourself, me, I, mine, myself, we, us, our(s), and ourselves 3 _____ Repetition, especially at the beginning of nearby sentences _____ Vague words, such as good, interesting, nice, hate, neat …etc. _____ Pronoun Agreement errors _____ Subject-Verb Agreement errors _____ Punctuation errors, such as comma, semi-colon, quotation marks, apostrophes…etc. Finally, be sure you have included the following: _____ Correct use of commas, semi-colons, apostrophes, and quotation marks _____ A combination of sentence forms (simple, compound, complex, and compoundcomplex) _____ Parallel structure with parallel elements in a series (commas must separate three or more elements in a series) 4 Jane Doe Tina Adlparvar-Lange English 124 1 November 2012 Preserving the Innocence of Adolescence J.D. Salinger’s outstanding novel, The Catcher in the Rye, was published in 1951, and it is narrated by a young boy named Holden Caulfield, who happens to be the main character. The novel is based on the story of Holden’s life during the few days after being kicked out from his Pennsylvania prep school. Holden gives the impression that he is a teenager who is troubled and victimized by the world around him. He is excluded from the society within which he resides. He feels trapped on “the other side” of life, and he believes that he is “just going through a phase” (Salinger 15). Holden is frightened as he transitions from the innocence of adolescence into a world of superficiality and hypocrisy. Even though he does not explicitly mention his ambitions in the novel, his view and perception towards adulthood reveal that Holden is fearful of change. Therefore, his main goal is to resist the transition to adulthood and to preserve the younger adolescents’ world of sacred innocence, especially for his younger brother Allie; his love, Jane Gallagher; and his lovely little sister, Phoebe. First, Holden Caulfield wants to protect Allie’s innocence. Allie Caulfield is Holden’s younger brother, who died of Leukemia about three years before the events of The Catcher in the Rye. Due to this event, Holden is severely affected because he feels that he has failed to save his beloved and innocent brother from a bad fate. The night of Allie’s death, Holden gets so mad that he suffers from a deep sense of rage; as a result, he breaks all the windows in his garage with his fist and sleeps in the garage (Salinger 39). This incident is the foundation of Holden’s desire and ambition to save the unsullied children from losing their innocence because it is here that he realizes what change can really do. It takes a person’s loved ones away. It makes a person have to grow up quickly and feel adult emotions, such as loss and disappointment. Holden believes that his little brother Allie was a pure child whose innocence should be protected, even commemorated. This is seen through Holden’s description of him as an ideal kid. Revealing Allie’s cleverness, Holden states: You’d have liked him. He was two years younger than I was, but he was about fifty times as intelligent. He was terrifically intelligent. His teachers were always writing letters to my mother, telling her what a pleasure it was having a boy like Allie in their class (Salinger 38). This description indicates something more than just admiration; he is honoring his brother, celebrating his solemn spirit, thus preserving his memory. Holden goes on to state, “He was also the nicest, in lots of ways. He never got mad at anybody” (Salinger 38). In this segment, Holden indirectly reveals that his brother, Allie, was one of the few people who was genuinely kind to him. While adults disappoint him and show their other facets, Allie is perfectly kind and gentle, almost seen as saintly. Holden might be celebrating Allie’s innocence, but it is already preserved because Allie died at such a young age. Stifled by this death, Holden cannot cope with the world around him without his beloved brother. He is unable to associate with the “phony” adults surrounding him, and he is alienated due to his fear of losing his own innocence. Thus, Holden devotes himself to saving the innocent kids and being the catcher in the rye. Jane Gallagher is another adolescent whose innocence Holden attempts to protect. Jane is Holden’s old friend. Holden spent a lot of time with her in the previous years when they were close neighbors, so he knows a lot about Jane and her family. They developed a relationship as they passed the time playing checkers together. Holden appears to have a modicum of respect and a hint of passion for Jane, which is why he gets very upset when he notices Stradlater, his playboy roommate, going out with her. Stradlater is also two years older than Holden; therefore, he is a “phony” adult, simply through chronology. This date between the two has Holden on alert. Holden feels that Jane’s virtue is threatened, and he fears that she might lose her innocence because of Stradlater, which is why he must do something to save her. While Stradlater is getting ready for his date with her, Holden recalls Jane’s untarnished personality, and he wonders if she is still the same little innocent girl, so he asks Stradlater to, “Ask her if she still keeps all her kings in the back row” (Salinger 34). This strategy of keeping the kings in the back row reveals Jane’s innocence, and how unsullied a young girl she was. Thus, Holden is asking about it in order to find out whether she has changed and become a “phony” or whether she remains the same. He is also attempting to warn Jane of Stradlater. If Stradlater asks Jane, then she will remember Holden and the olden days, possibly leading her to think twice about getting involved with Stradlater. This is yet another way that Holden is attempting to protect Jane’s innocence. While Stradlater is out with Jane, Holden feels worried about her because he knows Stradlater’s predatory and hypocritical behavior. He says, “If you knew Stradlater, you’d have been worried, too. I’d double-dated with that bastard a couple of times, and I know what I’m talking about. He was unscrupulous” (Salinger 40). This is a clear indication that Holden feels protective of her. Once Stradlater returns, Holden asks him, “Where’d you go with her if you didn’t go to New York?” (Salinger 42). Stradlater ignores Holden and never answers his questions sincerely. With this, Holden gets more upset and curious, so he questions him again, “What’d you do? […] Give her the time in Ed Banky’s goddam car” (Salinger 43). Holden gets so curious with rage because he believes Stradlater has damaged Jane’s innocence, and that is unacceptable. He goes on to state, “My voice was shaking something awful […] I tried to sock him, with all my might, right smack in the toothbrush, so it would split his goddam throat open,” he says (Salinger 43). This fight is evidence that Holden, not only has feelings for Jane, but he must protect her honor, even if he has been unsuccessful in protecting her virtue. Phoebe is the final person whose purity and innocence Holden tries to preserve. Phoebe is Holden’s younger sister. He loves her and relishes in seeing her. When Holden leaves his school after fighting with his roommate, he goes to Phoebe’s school because he misses her a lot, and he requests to see her before he travels west. While at her school, Holden witnesses the marks, “Fuck you” on different walls (Salinger 202). This inscription emotionally affects him, and he hastens to erase these inappropriate words. He proclaims, “I tried to rub it off with my hand again, but this one was scratched on, with a knife or something” (Salinger 202). This passage is symbolic of innocence being killed with a knife. The permanence of this inscription upsets Holden because he worries about the effects these words can have on Phoebe’s innocent eyes. He states, “It drove me damn near crazy. I thought how Phoebe and all the other little kids would see it” (Salinger 201). Since Phoebe is a young girl, Holden does not want her to be exposed to this perversion that comes with maturity. He wants her to remain young and pure, which is why he wants to seemingly cleanse her environment. Later, while Holden and Phoebe are by the carousel, it rains, cleansing the environment around them and the air between them since Phoebe is still mad at Holden for attempting to run away from his life. She protects him in one instance by taking out his red hunting hat and putting it on his head to keep him from getting soaked (Salinger 212). This hunting hat gives him protection (Salinger 212-13), but it does not save him from the inevitable fall of the rain. It is here that he realizes the only way that he can save her innocence is by just being there, so he does. In short, throughout Salinger’s The Catcher in the Rye, Holden is conflicted and afraid of the transition from innocent adolescence to the “phoniness” of adulthood. This fearfulness drives him to preserve the innocence of his younger brother, Allie Caulfield; his friend, Jane Gallagher; and his little sister, Phoebe Caulfield. The beauty of it all is that they all seem to save him too. Work Cited Salinger, J. D. The Catcher in the Rye. Boston: Little Brown, 1951. Print. Essay Components This essay components guide is designed to give you a briefing of the main structural elements of an essay, including the thesis statement, topic sentences, supporting points, and the supporting paragraph as a whole. The Thesis Statement How to Write a Good Thesis Statement In order to create a strong thesis statement, it is necessary to keep in mind its specific features: A good thesis statement is always an affirmation. It does not make an announcement or ask a question but asserts a definite point of view. It should always reveal a plan of development in its contents; reveal what concrete arguments will be analyzed in the paper. The thesis statement needs to correspond to the length of the paper. If it is very long and the paper is limited to three pages it is impossible to prove it and to persuade the reader that the author has a point. A short thesis statement → short essay A substantial thesis statement → long essay It can be neither too narrow nor too broad. A thesis statement does not present the author’s point as a subjective position but as an argument to prove. The thesis statement itself gives the direction and the jumping-off point for the essay. That is the reason it is so important to make it right as the professionalism of the future essay absolutely depends on it. Thesis Components 1. The Thesis Statement should make a claim. Example: Nadine Gordimer speaks out against Apartheid. A Thesis Statement should not make an announcement. Example: In this essay I am going to prove that Nadine Gordimer speaks out against Apartheid. A Thesis Statement should not ask a question. Example: Does Nadine Gordimer speak out against Apartheid? 2. The Thesis Statement should include either a plan of development or a non-specific and plural word that suggests a plan of development. What is a plan of development? A plan of development consists of a sentence which briefly mentions the elements you will elaborate in your essay. Each element will be sufficiently examined in its own supporting paragraph or set of supporting paragraphs. Essentially, a plan of development is a blue-print map of your essay. Example 1: Nadine Gordimer speaks out against the racism, capitalism, and censorship of Apartheid. Example 2: Nadine Gordimer speaks out against three attributes of Apartheid. A Thesis Statement may also satisfy this requirement if the claim is written in such a way that it would raise a specific question in the reader’s mind that would include a non-specific and plural word that suggests a plan of development. Observe, in the example given below, that the implicit question for the reader is, "In what ways does Gordimer speak out against Apartheid?" Example 1: Nadine Gordimer speaks out against Apartheid. How to create a plan of development: 1. Decide on and list the elements that you will be using to support your thesis. 2. Condense these elements into short phrases which give concise information. 3. Write out a parallel sentence which includes these phrases. 4. For short essays, make sure to attach the plan of development to the thesis. Tip: Do not explain too much. This is the purpose of the body paragraphs. If you give too much information about your proofs in the introduction, you will run out of things to say in the body and will ultimately become repetitious. Plan of Development Examples: Example 1: The antagonist lacks courage, honesty, and imagination. (all nouns) Example 2: The antagonist is courageous, honest, and imaginative. (all adjectives) 3. The writer should be able to adequately develop the Thesis Statement within the length of the essay. The Thesis Statement should not be too narrow. Statements that are too narrow are often statements of fact that require little proof or can be adequately substantiated within a single paragraph. Example: Nadine Gordimer is the author of eight novels. The Thesis Statement should not be too broad. Statements that are too broad often contain more than one idea. Observe, in the example given below, that the thesis can be divided into two separate statements: (1) "Gordimer’s eight novels speak out against Apartheid," (2) Gordimer speaks out against Apartheid in different ways." Broad statements may require the writing of a book instead of an essay. Example: Nadine Gordimer’s eight novels speak out against Apartheid in different ways. 4. As a general rule, Thesis Statements should not include your subjective self. The reader already knows that your thesis is your argument, that it is what you believe. Even so, if the thesis is worth arguing, it should be written as a factual claim, with confidence. Example: I think (or I believe or I feel) that Nadine Gordimer speaks out against Apartheid. (Omit the words in italics.) Topic Sentences 1. Topic Sentences should follow the plan of development given in the Thesis Statement or answer the question that is implicit within the Thesis Statement. Example 1: Thesis: Nadine Gordimer speaks out against the racism, capitalism, and censorship of Apartheid. Topic Sentence #1: First, Gordimer uses her skills as a writer to attack racism and the government that supports it. Example 2: Thesis: Nadine Gordimer speaks out against Apartheid. Topic Sentence #1: One way that Gordimer speaks out against Apartheid is by using her skills as a writer to attack its racist policies. 2. Topic Sentences should include either a plan of development or a non-specific and plural word that suggests a plan of development. Example 1: First, Gordimer uses her skills as a writer to attack racism within the legal system and within the press of Apartheid. Example 1: One way that Gordimer attacks Apartheid is by using her pen as a sword against its two heads of racism. 3. Topic Sentences should be developed in a parallel fashion. Parallel does not mean identical; it means that there should be sufficient similarity in the structure and representation of ideas to inform the reader where you are in your overall plan of development. Example: Topic Sentence #1: First, Gordimer uses her skills as a writer to attack Apartheid’s racism within its legal system and within its press. Topic Sentence #2: Second, as a writer, Gordimer uses her trade to attack Apartheid’s capitalistic exploitation of the working class in general and of the black people specifically. 4. Each Topic Sentence should be introduced by a transition. Transitional adverbs (e.g., "First," "Then," "Finally") Transitional adjectives (e.g., "One . . . ," "Another . . . ," "The last . . .") Transitional dependent clauses (e.g., "Not only does Gordimer attack racism, . . .") Supporting Points 1. Supporting Points should follow the plan of development given in the Topic Sentence or answer the question that is implicit within the Topic Sentence. Example 1: Topic Sentence: First, Gordimer uses her skills as a writer to attack racism and the government that supports it. Supporting Point #1: Her novels present racism, wherever it is found, as an evil. Supporting Point #2: Nevertheless, her political essays take direct and lethal aim at the racist government of Apartheid. Example 2: Topic Sentence: One way that Gordimer speaks out against Apartheid is by using her skills as a writer to attack its racist policies. Supporting Point #1: One of the policies that she has exposed and denounced is . . . . Supporting Point #2: Another policy that Gordimer has reviled in the press is . . Note: These Supporting Points in Example 2 answer the implicit question, "What racist policies has Gordimer used her skills to attack?" However, the presence of another plural, non-specific word in the Topic Sentence, "skills," suggests an alternative implicit question: "What writing skills does Gordimer use to attack Apartheid’s racist policies?" Be sure that all of your Supporting Points answer the same implicit question. 2. There should never be only one Supporting Point for a Topic Sentence. Supporting Points are always followed by specific, concrete details, examples, or illustrations. When a Topic Sentence does not call for multiple Supporting Points, you may use instead one or more detailed examples or illustrations. 3. Supporting Points should be developed in a parallel fashion. Example: Topic Sentence: First, Gordimer uses her skills as a writer to attack Apartheid’s racism within its legal system and within its press. Supporting Point #1: She has been an outspoken advocate of those who have been oppressed by the government’s white laws. Supporting Point #2: Furthermore, she has been a fierce opponent against the suppression of information by the government’s white news. 4. Transition words should mark the movement from one Supporting Point to another. The Supporting Paragraph The main body of an essay consists of supporting paragraphs. These paragraphs are referred to as "supporting" because they are subordinate to and serve the Thesis Statement. Each supporting paragraph is a hierarchical unit of ideas consisting of the following parts: 1. 2. 3. 4. Topic Sentences Supporting Points Specific Details Concluding Point Below is an example of a Thesis Statement followed by a supporting paragraph. Each part within the paragraph has been numbered as above in order to facilitate recognition. Thesis Statement: As a literary artist and political activist, Nadine Gordimer admirably speaks out against the racism, capitalism, and censorship of Apartheid. (1.) First, Gordimer uses her skills as a writer to attack Apartheid’s racism within its legal system and within its press. (2.) She has been an outspoken advocate of those who have been oppressed by the government’s white laws. (3.) For example, in the 1950’s, she supported Chief Luthuli, who had been placed under a government ban, even though — or perhaps, because — he was the only recognized spokesperson for the thousands of native Africans within his reserve. (2.) Furthermore, Gordimer has been a fierce opponent against the suppression of information by the government’s white news. (3.) Her efforts to inform the world of the true extent of racist oppression in South Africa have placed her outside of the law many times, while the government control over the press has forced her into sneaking documents passed the censors into England. (4.) As a white woman, Gordimer has conscientiously used the power and privilege of her white identity in the effort to transfer that power and privilege to the black majority.
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Hello. I am through with the paper, I passed it through grammarly to ensure that grammar is perfect and also turnitin for plagiarism. The paper is good now. However, you can contact me in case you want anything more. pleasure working with you. goodbye

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Introduction
The Catcher in the Rye is a very outstanding novel that was published back in the year
1951 and it is narrated by Holden Caulfield. The author of the story is J.D. Salinger. The main
character is Holden Caulfield, who is the narrator of the story. The entire story is circled in the
Holden life after he was chased out of Pennsylvanian prep school. Holden narrates how he was
victimized by the world around him, as a teenager. He feels to be trapped on the other side of life
and he feels to be going through a phase, (Salinger, 15). The story portrays Holden to be
frightened as moves from innocent adolescent stage into the world of hypocrisy and
superficiality. Even though the novel is don’t indicate Holden ambitions in the novel, it is clear
tat he is fearful of change which is evident by how he argues about the adulthood.
Thesis statement: the main theme of the book is to resist transi...


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