The Catcher in the Rye Essay

Requirements:
Your essay will be at least five paragraphs long, including an introduction, three body paragraphs, and a
conclusion.
Your body paragraphs will each be two-chunk, with two concrete details / blended quotations to support your
arguments.
Your essay will show a thoughtful analysis of the book; it will not simply be a summary of the events.
Your essay will be in MLA format:
o 12-pt, Times New Roman font
o Double-spaced throughout
o Proper heading
o Last name and page number in the top right corner of each page, half an inch from the top of the paper
o Centered title title is interesting and relates to the point of the essay
o Each paragraph is indented
o Quotes are cited with page number in parentheses at the end of the BQ sentence.
A. Introduction
a. Your thesis will be the last sentence of the introduction. It needs to answer the question you have chosen,
address what the paper is about, and answer the larger question of why is this important?
B. Body
a. Each body paragraph should help to prove your thesis.
b. You will use a minimum of two quotations from the novel in each body paragraph (so, six quotes
total)
c. Each quotation will be blended: it should have a proper lead, followed by explanation and analysis.
d. Each quotation will be properly cited with page number.
e. Quotations will be analyzed and linked back to the thesis.
C. Conclusion
a. Your conclusion will tie all of the ideas in the essay together.
Prompts:
1.

Harold Bloom writes, Faulkner remarked that Holdens dilemma was his inability to find and accept an authentic
mentor, a teacher or guide who could arouse his trust. [] Holden speaks for our skepticism, and for our need.
Do you agree or disagree, and why? Why might he need a mentor? Why does he refuse to accept any of the
possible mentors that he meets throughout the novel?

2.

Many scholars say that The Catcher in the Rye belongs to the literary tradition of the Quest a journey towards a
goal, in which a character overcomes many obstacles throughout his or her journey and that the novel is a
modernization of this mythic form. Do you agree? If so, what is Holdens quest? What is he searching for? Does
he find it?

3.

James Bryan notes that Holden is poised between two worlds: one he cannot return to and one he fears to enter.
In what ways does Holden embody the limbo between childhood and adulthood? Why does he struggle with fitting
in to either world? How might he be slowly making the transition into adulthood?

4.

Examine Holdens behavior and relationships at school, in the city, and at home to determine what is wrong with
him. Is Holden an insane person in a sane world, or is he a sane person in an insane world? What are the criteria
for insanity or sanity? How does his world and Holden reflect the criterion as you define them?

5.

Salinger in The Catcher in the Rye, uses symbolism to support the thematic idea that maturation and the loss of
innocence are an inevitable rite of passage for all of humanity. In a well-written essay, prove this thematic
statement using three different symbols. Discuss each symbols meaning and how it connects and aides the
development of Salingers message.

6.

Salinger weaves a variety of symbols into The Catcher in the Rye, including (but not limited to) the red hunting
hat, the ducks in Central Park, and Allies mitt. Select and analyze one symbol that Salinger uses in the book.
Explain how Salinger develops this object as a symbol throughout the story. Discuss the symbols meaning and
significance and explore its contributions to the overall message of the novel.

Rubric (This will help you to understand how youll be graded.)

Student Name:________________________________
Introduction Paragraph: 15 points
-Includes Hook, TAG, bridge, and thesis. (4)
-Thesis is clear and specific. (3)
-Thesis answers the big picture question posed in the
prompt. (5)
-Thesis is debatable. (3)
Body Paragraph 1: 20 points
-Two chunk (TS/CD/CM/CM/CD/CM/CM/CS) style
-Two quotes, well-explained and analyzed
-Quotes are given context and analysis
-All quotes, analysis, and explanation support both the
TS for the paragraph as well as the thesis
Body Paragraph 2: 20 points
-Two chunk (TS/CD/CM/CM/CD/CM/CM/CS) style
-Two quotes, well-explained and analyzed
-Quotes are given context and analysis
- All quotes, analysis, and explanation support both the
TS for the paragraph as well as the thesis
Body Paragraph 3: 20 points
-Two chunk (TS/CD/CM/CM/CD/CM/CM/CS) style
-Two quotes, well-explained and analyzed
-Quotes are given context and analysis
- All quotes, analysis, and explanation support both the
TS for the paragraph as well as the thesis
Concluding Paragraph: 10 points
-Wraps up main ideas
-Restates thesis (but not word-for-word)
-No new ideas

Grammar and Mechanics: 5 points

-Few to no grammar and mechanical mistakes (such as
fragments, homophone mix-ups, punctuation, and
syntax)

Quotes: 10 points
-Essay includes six quotes from The Catcher in the Rye
-Quotes are blended into a contextual sentence and
cited with page number

Grade:_________________________

Thesis Planning
What makes a good thesis? Take notes on our in-class discussion:

Step 1: Determine which prompt you will use, and make sure you understand it.
Which essay prompt will you be writing on for your in-class essay? Determine what the bigger picture question is
within the prompt. In your own words, write one question that sums up what the prompt wants you to answer.

Step 2: Make your claim.

Your claim is what you want to prove in your essay having a claim will help you to write a thesis. In 1-3 sentences,
briefly answer the bigger picture question that you came up with in step one.

Step 3: Turn your claim into a thesis.

Your thesis is the last sentence in your intro paragraph, and tells your readers what you will be proving in your essay.
It is based off of your claim, but it is clear, specific, and debatable. Your thesis could include your three main
supporting points, but does not have to.

Thesis Planning
Re-write your thesis here:

Step 4: Make sure your thesis is debatable.

Have TWO peers read your thesis. Peers will use the boxes below to answer the following questions. (They do not
have to re-write the questions, but they should number their answers.)
1. Write your name.
2. Is the thesis debatable? If yes, how do you know? What would someone who disagrees with the thesis say?
3. Is the thesis clear & specific? In your own words, explain what you think the argument in this essay will be.
4. How could the author improve this thesis? What could he or she add, delete, or change? (Nothing is not an
acceptable answer there is always room for improvement!

Peer 1:

Peer 2:

Step 5: Revise your thesis.

Look at your peers feedback, and re-write your thesis so that it is more debatable, clear, and specific.

Step 6: Determine how you will support your thesis.

What three points will you use to prove your thesis? These should not be events from the novel; they should be ideas
that you came up with after reading and discussing the novel. Each supporting point should be something that can be
proven with examples from the text. Each supporting point should help to prove the argument you are making in your
thesis.
Point 1:

Point 2:

Point 3:

Essay Planning
Use this form to help you for your essay. You will have this form in class while writing your in-class essay.
Introduction Paragraph:
Hook: How will you get the readers attention? You could ask a relevant question that will make your reader
think, make a statement that will shock or interest the reader, or begin with a fact that will interest your
reader. The hook should not include specific information about the text you are discussing; rather, it should
be general, so that all readers will relate to it. Write your hook below:

TAG line: Mention the title, author, and genre, and follow up with some relevant commentary or details.
Here are some examples for TAG lines in other essays:
o In Shakespeares tragedy, Romeo and Juliet, a young couple goes to great lengths to be with one
another.
o In the novel Of Mice and Men, by John Steinbeck, the readers learn about the true meaning of
friendship.
o The novel Animal Farm, by George Orwell, is a prime example of why communism will never
work.
o Now - write your TAG below! I will start it off for you, but you may change the wording however
you like:

In the novel The Catcher in the Rye, by J.D. Salinger...

J.D. Salingers novel, The Catcher in the Rye

Commentary / bridge: This is a sentence that will help to tie your hook and your TAG line to your thesis.
You want to be sure that everything you are saying goes together - this is the place to do so. (Sometimes it
is easier to write your hook, TAG, and thesis first, and then come back to this sentence.) Write your bridge
below:

Thesis: You should already have a working thesis from your planning sheet. Write it here; you may need to
come back and revise it once you fill in the rest of the skeleton.

Body Paragraphs:
TS: Your topic sentence should give the overview of what this paragraph will be about. Use your first main
point from your planning sheet.
CD/BQ 1: This sentence should begin with context for the quote, then end with the relevance. For example:
o When George and Lennie stop to rest while walking to their new job, Lennie sits in the same
position on the ground as George, and, look[s] over to George to see if he had it just right,
demonstrating Lennies desire to be like his friend (10).
CM 1: This sentence could do a few things. You could explain the quote, if it doesnt make sense on its own,
or you could comment on how the quote (or CD) supports your TS / thesis. However, you should NOT say,
this quote supports my thesis because that is implied.
CM 2: This sentence will either expand on your CM 1, or it will make a different point about how it supports
your TS / thesis.
CD/BQ 2: This sentence should begin with context for the quote, then end with the relevance, just like with
the first CD/BQ.
CM 1: This sentence could do a few things. You could explain the quote, if it doesnt make sense on its own,
or you could comment on how the quote (or CD) supports your TS / thesis.
CM 2: This sentence will either expand on your CM 1, or it will make a different point about how it supports
your TS / thesis.
CS: Your concluding sentence will wrap up everything that you said throughout the paragraph. It should
restate the TS in different words.
Plan Your Body Paragraphs:
Supporting point # 1 (for body paragraph 1):


Is your point debatable? (Yes or no)

How does this support your thesis?

Quote 1 (dont forget page number!)

What is the context of this quote? (When does this
quote happen?)




How does this quote support your topic sentence?



How does this quote support your thesis?

Quote 2 (dont forget page number!)

What is the context of this quote? (When does this
quote happen?)




How does this quote support your topic sentence?



How does this quote support your thesis?

Supporting point # 2 (for body paragraph 2):

Is your point debatable? (Yes or no)

How does this support your thesis?

Quote 1 (dont forget page number!)

What is the context of this quote? (When does this
quote happen?)




How does this quote support your topic sentence?



How does this quote support your thesis?

Quote 2 (dont forget page number!)

What is the context of this quote? (When does this
quote happen?)




How does this quote support your topic sentence?



How does this quote support your thesis?

Supporting point # 3 (for body paragraph 3):

Is your point debatable? (Yes or no)

How does this support your thesis?

Quote 1 (dont forget page number!)

What is the context of this quote? (When does this
quote happen?)




How does this quote support your topic sentence?



How does this quote support your thesis?

Quote 2 (dont forget page number!)

What is the context of this quote? (When does this
quote happen?)




How does this quote support your topic sentence?



How does this quote support your thesis?

Concluding Paragraph: Your concluding paragraph should wrap up all of the points that you made in your essay.
You may comment on things you previously wrote about, but no new ideas should be brought up. Make sure to restate your thesis, but do not repeat it exactly.
Comment on how you have proven your argument. (Do not simply say I have proven my argument
because - this should be implied.)
Re-state (do not repeat specifically) your thesis:
Closing sentence: end your essay with a last thought; something to wrap up everything that you have said. It
is often very effective to relate back to whatever idea your hook brought up.