The Catcher in the Rye Essential questions to think about:
* How is literature like life?
* What is literature supposed to do?
* What influences a writer to create?
* What is the purpose and function of art in our culture?
* How does literature reveal the values of a given culture or time period?
* How does the study of fiction and nonfiction texts help individuals construct their understanding of reality?
* In what ways are all narratives influenced by bias and perspective?
* Where does the meaning of a test reside? Within the text, within the reader, or in the transaction that occurs between them?
* Can a reader infer an author’s intentions based on the text?
* What are enduring questions and conflicts that writers (and their cultures) grappled with hundreds of years ago and are still relevant today?
* How do we gauge the optimism or pessimism of a particular time period or particular group of writers?
* Are there universal themes in literature that are of interest or concern to all cultures and societies?
* What are the characteristics or elements that cause a piece of literature to endure?
* What distinguishes a good read from great literature?
* Who decides the criteria for judging whether or not a book is any good?
* What is the purpose of : science fiction? satire? historical novels, etc.?
Literary terms to know:
conflict point of view
fragments for purpose repetition for purpose
geography in literature satire
irony the quest
meandering sentences universal themes
metaphor varied sentences lengths
narrator weather in literature
Recognize and identify these characters from the novel:
Holden Caufield Phoebe Caufield Allie Caufield
D.B. Caufield Stradlater Ackley
Jane Galliger Mr. Antolini Faith Cavendish
Sally Hayes Mr. Spencer
* Is the narrator part of the story? If so, how much influence does he/she have on what happens?
* To what degree does the narrator participate in the action of the story? (Observes, participates some, or participates fully?)
* Is the narrator conscious of the story telling and commenting on it or not?
* Is the narrator’s presentation of the situation and people reliable, partially reliable or biased?
* Does the narrator take the reader inside his or her mind?
* Is the reader listening in on one character telling the story to another?
* Is the narration written in the form of a diary or a letter?
* Is the narrator telling the story from a significant time in his or her past?
Diction: Using Appropriate Level of Diction -- Diction and Style
(Taken from Write for College)
Do you speak the same way when you interview for a job or a scholarship, as you do when you are speaking casually with your friends? Do you choose the same words in class that you choose when you are riding in the car with your buddies? Do you use the same slang terms with your grandmothers as you do with your classmates?
The chances are great that you said no to at least one or maybe all three of the questions. The reason is obvious. Different situations and different audiences require different levels of language usage.
Writing is exactly the same. Most academic papers should meet the general standards of formal English. The level of language is serious in tone, thoughtful in word choice, careful in writing conventions, and so on.
Informal English is appropriate for assignments like personal narratives, vignettes, or commentaries and reviews. Informal English has a more personal quality, an occasional use of slang, contractions and personal references like I, he, she, we (still avoid you unless writing editorial or steps in a process).
Just as you should understand when to use more formal spoken English, you should also know when to use more formal written English. Students sometimes get confused because they grow comfortable using text messaging, instant messaging, or email. Because these forms of communication are close to real-talk, the Standard English conventions are often overlooked. Words are shortened or misspelled or abbreviated. As a mature writer, be careful that the insta-write doesn’t creep into your academic or business writing. Essays written for school, college entrance applications, or standardized tests should contain, at the very least, informal Standard English.
Author’s word choice based on correctness, clarity, and effectiveness defines DICTION.
* Archaic -- words that are old-fashioned and no longer sound natural when used (thou art)
* Colloquialism -- an expression that is usually accepted in informal situation and in certain locations (soda, bubbler)
* Jargon -- (technical words) specialized language used by a special group such as used in computers (override, interface, download)
* Profanity -- language that shows disrespect for someone or something regarded as sacred or holy. Authors sometimes use profanity in their writing to create realism. However, it is inappropriate to use profanity in high school level writing assignments. In this course profanity is the effort of a feeble mind trying to express itself.
* Slang -- language used by a particular group of people among themselves; it is also language used in fiction and special writing situations to land color of feeling. You may use slang sparingly and to surprise the reader.
* Trite -- language that lacks depth or originality, or is over-used or not worth mentioning in the first place -- WalMart words = like a cliché if you have heard it before, don’t use it. Vapid, hackneyed, pointless.
* Vulgarity -- language that is considered common, course, crude, or gross (sometimes offensive). It is used in fiction writing to add realism. It is often used as a cheap vehicle for humor. Vulgarity in inappropriate for the academic setting.
Label the sentences below: Notice that some may fall into two possible definitions -- be prepared to defend your choice.
______________ 1. That party was totally awesome and completely out of this world.
______________ 2. Burping out loud in class is an example of…
______________ 3. “My, Bad!”
______________ 4. Thou doest as I say!
______________ 5. That was a groovy dance.
______________ 6. Alex took the jack out of the boot of his car.
______________ 7. Lol-l c what u mean : )
______________ 8. Cursing or calling something considered sacred in a disrespectful way
Write your own examples: Archaic:
Jargon: Diction Practice
* Complete each sentence using words in the word list…
informal English insta-write obsolete jargon
formal English vulgarity hackney vapid
colloquialism obscenity archaic slang _______________ 1. Most computers that are two years old or older are now considered ___________________.
_______________ 2. Holden uses ______________ when he discusses his roommate.
_______________ 3. Andy forgot she was writing to her grandmother when she wrote her____________________ message. I M 4 it.
_______________ 4. The conversation between the bored students was _________________ and pointless.
_______________ 5. That old phone book is out of date and __________________ and archaic.
_______________ 6. The psychological _____________________ seemed like another language to me.
_______________ 7. When Gilly is mad, she will often use an __________________ to emphasize her anger.
_______________ 8. ___________________ should be used in academic and business writing.
_______________ 9. When Angie asked if she could have a soda, I knew that __________________ meant a soft drink.
_______________10. The cliché was so __________________ that it did not produce the effect the writer intended.
_______________11. Every class subject has its own ________________________.
_______________12. When Grant talked, he used ____________________ words such as oughta, gotta, and ain’t.
_______________13. Narrative essays and vignettes are a good place to use ____________________.
_______________14. ____________________ is inappropriate in most situations.
profanity outmoded trite
blasphemy archaic slang
_______________15. The expression “Just do it!” has become a very ________________ one.
_______________16. Using ___________________ in the classroom can cause you to get a detention.
_______________17. A Christian would not ___________________ God in any way.
_______________18. The word “wicked” does not always have a negative connotation, if it is used as ______________________.
_______________19. Slide rulers became ___________________ archaic with the introduction of calculators.
_______________20. The old hippy frequently used the ________________ phrase, “Far out, man.”
_______________21. Holden felt guilty about his irreverence and _________________ after he spoke to the nuns on the train.
_______________22. His ________________________ remarks were overused and very annoying.
Writing Activity In Chapter 1, Holden tells the reader, “What I was really hanging around for, I was trying to feel some kind of good-bye. I mean I’ve left schools and places I didn’t even know I was leaving them. I hate that. I don’t care if it’s a sad good-by or a bad good-by, but when I leave a place I like to know I’m leaving it. If you don’t, you feel even worse.” (p4) Since Holden had been put out of prep school, he is trying to bring closure to his experience there. Think of a time when you had to leave a place or bring closure to an experience. Use the following note details to bring the experience to a satisfactory conclusion. A time you had to say good-bye:
Who was involved -- their relation to you:
Why you had to leave or end the experience:
What you did to say good-bye:
How things ended:
Parallel Structure Parallel structure means using the same pattern of words to show that two or more ideas have the same level of importance. This can happen at the word, phrase, or clause level. The usual way to join parallel structures is with the use of coordinating conjunctions such as "and" or "or."
Words and Phrases With the -ing form (gerund) of words:
Parallel:_The_coach_told_the_players_that_they_should_get_a_lot_of_sleep,_not_eat_too_much,_and_do_some_warm-up_exercises_before_the_game._Example_2'>Parallel: Mary likes hiking, swimming, and bicycling.
With infinitive phrases:
Parallel: Mary likes to hike, to swim, and to ride a bicycle.
Mary likes to hike, swim, and ride a bicycle.
(Note: You can use "to" before all the verbs in a sentence or only before the first one.)
Do not mix forms. Example 1
Not Parallel: Mary likes hiking, swimming, and to ride a bicycle.
Parallel: Mary likes hiking, swimming, and riding a bicycle.
Not Parallel: The production manager was asked to write his report quickly, accurately, and in a detailed manner.
Parallel: The production manager was asked to write his report quickly, accurately, and thoroughly.
Not Parallel: The teacher said that he was a poor student because he waited until the last minute to study for the exam, completed his lab problems in a careless manner, and his motivation was low.
Parallel: The teacher said that he was a poor student because he waited until the last minute to study for the exam, completed his lab problems in a careless manner, and lacked motivation.
Clauses A parallel structure that begins with clauses must keep on with clauses. Changing to another pattern or changing the voice of the verb (from active to passive or vice versa) will break the parallelism.
Not Parallel: The coach told the players that they should get a lot of sleep, that they should not eat too much, and to do some warm-up exercises before the game.
Parallel: The coach told the players that they should get a lot of sleep, that they should not eat too much, and that they should do some warm-up exercises before the game.
— or —
Parallel: The coach told the players that they should get a lot of sleep, not eat too much, and do some warm-up exercises before the game.
Not Parallel: The salesman expected that he would present his product at the meeting, that there would be time for him to show his slide presentation, and that questions would be asked by prospective buyers. (passive)
Parallel: The salesman expected that he would present his product at the meeting, that there would be time for him to show his slide presentation, and that prospective buyers would ask him questions.
Lists After a Colon Be sure to keep all the elements in a list in the same form. Example 1
Not Parallel: The dictionary can be used for these purposes: to find word meanings, pronunciations, correct spellings, and looking up irregular verbs.
Parallel: The dictionary can be used for these purposes: to find word meanings, pronunciations, correct spellings, and irregular verbs.
Proofreading Strategies to Try:
Skim your paper, pausing at the words "and" and "or." Check on each side of these words to see whether the items joined are parallel. If not, make them parallel.
If you have several items in a list, put them in a column to see if they are parallel.
Listen to the sound of the items in a list or the items being compared. Do you hear the same kinds of sounds? For example, is there a series of "-ing" words beginning each item? Or do your hear a rhythm being repeated? If something is breaking that rhythm or repetition of sound, check to see if it needs to be made parallel.
http://owl.english.purdue.edu/owl/resource/623/01/ Parallel Structure Exercises:Read the sentences below. Circle around the number of all the sentences that demonstrate parallel structure.
1. She likes to listen to music and reading the latest novels. He spent his time studying
2. Spanish, working at the convenience store, and he jogged every afternoon.
3. The dog was excited: running, barking, and chasing after the boys.
4. The apartment was filled with old newspapers, broken bottles, and the ashtrays were overflowing.
5. Making cookies, wrapping presents, and shopping for gifts are the jobs my mother does for Christmas.
6. I ran down the hall, skidded into the restroom, and ducked behind a stall door.
7. People either like cats or some people hate them.
8. To be or not to be; that is the question.
9. It is not possible to do my math, read a book, and to watch TV all at the same time.
10. Sometimes it is better to forgive and forget.
* Make the following sentences demonstrate parallel structure. Write the correctly written sentences in the space provided.
1. Mary wanted to paint her office, to add some new draperies, and the carpet need cleaning.
2. Last year, my brother dropped out of school, was looking for work, and needed a place to stay.
3. He watched the latest version of King Lear, studied for his math test, and was talking on the phone.
4. Using parallelism in writing provides balance, rhythm, and it makes it clear.
5. My chores are feeding the dogs, making sure the kitty litter is cleaned, and I do dinner dishes once a week.
* Write a sentence demonstrating parallel structure that tells something you know about diction or point of view.
Zeugma -- two nouns used where only one is strictly applicable
Zeugma -- (from a Greek word, meaning “yoke”) is a figure of speech describing the joining of two or more parts of a sentence with a single common verb or noun. It employs both ellipsis (the omission of words which are easily understood) and parallelism (the balance of several words or phrases). The result is a series of similar phrases joined or yoked together by a common and implied noun or verb.
Zeugma -- a general term describing when one part of speech (most often the main verb, but sometimes a noun) governs two or more other parts of a sentence (often in a series).
Zeugma -- (zoog’-muh) n. the use of a word to modify or govern two or more words, usu. In such a manner that it applies to each in a different sense, or makes sense with only one.
Examples: * Discontinue use if you feel pain or faint.
* By the time we left the bar, I’d bought her story and her three drinks.
* After the storm was the city of broken dreams and windows.
* It certainly wouldn’t break anyone’s heart or bank to give some time to charity.
* She opened the door and her heart to the orphan.
* He left in a dusty Ford and a fit of rage.
* Mr. Murphy took his hat and his leave.
* The con artist stole his money and his trust.
Use the zeugma sparingly in essays. However, one per essay is not overkill. A zeugma can create an excellent clincher conclusion. It can also drive home a point or add emphasis. Be on the lookout for the use of the zeugma in things you read.
* Satire -- a literary work that ridicules its subject through the use of techniques such as exaggeration, reversal, incongruity, and/or parody in order to make a comment or criticism about it.
* exaggeration -- hyperbole to enlarge, increase, or represent something beyond normal bounds so that it becomes ridiculous and its faults can be seen.
* incongruity -- to present things that are out of place or are absurd in relation to its surroundings.
* reversal -- to present the opposite of the normal order (e.g., the order of events, hierarchical order).
* parody -- to imitate the techniques and/or style of some person, place, or thing.
* understatement – litotes the writer uses a statement in the negative to create the effect: "You know, Einstein is not a bad mathematician." (i.e., Einstein is a good mathematician.)
Writing Response -- Answer the following questions and be prepared to share your response. “What makes a fairy tale a fairy tale? What are the characteristics of the genre?
Shrek 51:20 and ends at 53:20 on both the DVD and VHS versions of the movie. The clip depicts the capture of Princess Fiona by Robin Hood, who mistakenly thinks that the Princess has been taken against her will by the ogre, Shrek. After “rescuing” the princess, Robin Hood and his Merry Men pause to introduce themselves bSatirical Technique
Evidence from the clip
y performing a ridiculous song and dance number. In the middle of the routine, Princess Fiona screams, “That’s enough!” and single handedly attacks and subdues Robin Hood and all of his Merry Men.
As you view the film, complete the chart below:
The Satire of Holden
Some readers are amused by Holden’s satirical presentation of people. Concrete, detailed descriptions of the way people look and act are part of his presentation. Often aspects of the people are exaggerated or oversimplified by Holden. You will be assigned one character and a group. When you meet in group answer the following questions about the character you were assigned.
CHARACTER: Spencer Holden Stradlater Ackley
1. What is your impression of this person?
2. What actions contribute to your impression?
3. What descriptive words or phrases does Holden use in presenting this character?
4. What is being criticized or exaggerated about the person?
5. What is the weakness of the character?
6. What does the person say that seems to suggest any of the above? (cite page number/paraphrase)
LIFE: Salinger was born January 1, 1919. His father was a Jewish importer of meats and cheese; his mother was a Christian of Scotch-Irish descent. He attended various schools before graduating in 1936 from Valley Forge Military Academy with “satisfactory but not distinguished” grades (French 22). Friends from prep school remember his “sarcastic wit” (Books and Writers).
Following high school graduation, accounts of his life get somewhat murky. He was enrolled at NYU in summer 1937, although it’s not clear whether he actually attended. In 1938 he began classes at Ursinus College, Pennsylvania, but left at midterm. He later enrolled in a short-story class at Columbia, leading to his first publication in March of 1940. Sometime during this period, he apparently traveled to Europe and learned German.
Salinger was drafted in 1942 and served initially in the air corps. He landed in Normandy on D-Day and took part in five European campaigns. He allegedly married a French woman in 1945, but this cannot be confirmed from the record.
While at VF, he began to write short stories, “working by flashlight under his blankets after the official ‘lights out’” (Fisher 22-23). While in the service, he published various short stories, and he found a steady market for his writing after the war. His literary production peaked in 1948 with the appearance of five stories, three of them in the New Yorker, where he had by then joined the staff. (http://www.northern.edu/hastingw/salinger)
Incongruity of Salinger: Salinger like Holden was a man of contradictions. Though he was an extremist; he never was a purist. He had rigid rules for his personal conduct, but he frequently found reason to break or abandon his own personal rules.
* He ate only organic food -- but when with his son Matt Salinger (the actor) he ate pizza.
* He had strong Buddhist beliefs, he scorned worldly desires BUT he was vain about attention he received from his writing and he often pursued young girls.
* Salinger attended Valley Forge Military Academy and liked it; BUT portrayed it negatively in his novel.
* He respected and admired the military, BUT late had an aversion for it.
* He admired Hemingway, BUT he parodied him and spoke critically of him.
* He believed writers should never have their photograph appear in with their work, BUT he had a relationship with a young writer, Joyce Maynard, based at first on her picture that appeared on her article.
* He was driven by force to avoid human contact, BUT he yearns for attention and approval.
* He was considered a bit odd or stand-offish as a youth, BUT he could appear as warm and charming.
* During his school years, Salinger had no problem amusing his friends with funny stories and jokes, BUT when it came time for the group to go out to party, Salinger stayed behind: a charming loner.
Interesting facts and tidbits:
* Father sends Salinger to Poland to learn the meat business first hand; Salinger was disgusted by slaughterhouses and made a conscious decision to take a different career path.
* Salinger did not attend his father’s funeral.
* Salinger wanted to get away from his family; going to military school was probably his idea.
* Salinger was the manager of the school fencing team.
* Salinger suffered serious mental trauma due to his experience in World War II. He landed at Utah Beach in an amphibious craft. Here he witnessed 50 or his fellow soldiers die in one day. After four months of fighting, 75% of his unit had died.
* Salinger checked himself into a military hospital on a Section 8 after the liberation of Paris.
* Salinger’s daughter believed he was among the first soldiers to witness the concentration camps. He never wrote about it.
* Salinger never earned a college degree.
* Salinger often enjoyed being in the presence of teens. He would allow them to come to his house.
* Salinger liked the New Yorker because it did not publish author profiles. He adopted the opinion that the less known about the author the more attention could be directed to the work itself.
* first marriage annulled.
* Claire Douglas young and attending Dartmouth -- 2 children, rocky marriage -- Claire felt neglected because Salinger spent all day in his bunker writing.
* Live-in girlfriend writer Joyce Maynard -- she was 19 when they met
* Third marriage to a nurse 30 years his junior. Remain married today.
What does Salinger do?
* Living today in New Hampshire. Likes to drive to town and eat lunch at a pub. Orders organic soup with extra pickles and chips.
* Likes to watch TV and eat dinner on metal folding TV trays
* Avid fan of Gilligan’s Island, Leave It To Beaver, Andy Griffith, and Dynasty * Lives on 450 acre private country estate. Has a concrete bunker built in which he writes on an old manual typewriter and sits in an old car seat. He would spend as many as 16 hours in the bunker.
* Salinger said in 1986 that he continues to write. It is hard to know if it is true. His daughter believes he does. Supposedly he has a vault where he keeps all his writing.
* When asked if his writing will be published posthumously, he was evasive. He said he writes for himself. His daughter states that he once called her to his study and showed off his color-coded manuscripts. One color, she said, was to be published as is after death. Another color could be published after editing and after death.
* Salinger buys his clothing through L.L. Bean type catalogues. He is fastidious and sometimes he wears an English tailored wool jacket.
* Salinger is still a vegetarian.
Salinger vs. Finding Forester As you view the film, watch for similarities between the character William Forester and J.D. Salinger. Look at the background, costuming, and other details that indicated the connection to Salinger. Write your observations on a piece of notebook paper and turn it in when the film is over.
There is no argument that weather impacts much of what we do and arguably even how we feel. Studies have shown that in climates like ours where sunny days are sparse in winter, that sunlight therapy has been found to be an effective tool to combat winter depression.
Think about the experience of kicking leaves as one walks on a crisp fall day. It lifts our spirits. What about the carefree fun children have jumping in the raked leaves? A sunny summer day, a cool spring morning, a starry night: are often reflections of human emotions. The weather also foreshadows certain events that may occur. It was a dark and stormy night… He wandered aimlessly in the foggy moors…“ a splendid Midsummer, skies so pure, suns so radiant…” (Emily Bronte) The events that follow may be somewhat predictable; if not events, the mood is clear.
So what does this mean for you, a student of literature?
When an author chooses his/her setting, weather is an important consideration. Why does Elie Wiesel mention the snow on the shoulders of the prisoners? What mood did it convey? What did it show about their situation? Peal Buck included a drought as part of her novel. What was its purpose? It ends up being a turning point in the novel. After the drought, Wang Lung and his starving family is forced to leave the land.
As you read or watch films pay attention to the weather. Directors and authors often include it for a purpose. If you begin to examine novels and films, paying attention to what the weather foreshadows or implies about the human emotions, you will be rewarded by a richer reading and viewing experience.
Let’s try it. What human emotion could the following imply? What could each foreshadow?
Sizzling hot sun
Sub zero temperatures on frozen tundra
Rushing flood waters
Bitter cold weather As you read the novels and view films in this class, always try to guess how weather is being used to advance the story, characters, or theme.
Geography Matters in Literature
Okay, we have discussed the role of weather in literature, We said it advances the plot, provides character development in the form of emotion, foreshadows things ot come, and promotes the theme.
Now, what about geography? In literature, geography can mean anything from a particular place like London to a topographical landmark like a swamp or forest. How does it work? Geography functions much like weather in literature. Authors and directors make conscious choices about what geography he/she wishes to include. For example, Sue Monk Kidd uses a stream to separate the pink house from the rest of the town. Rosalene and lily bath in the stream just before meeting the Boatright sisters. The stream indicated a cleansing, washing away the old and a symbolic baptism to a new life. It was in that same stream that May drowns herself. What could the stream indicate?
Sandra Cisneros carefully constructs her geography by placing Esperanza in a run-down Chicago neighborhood. When the girls purchased the bike and rode together, Esperanza describes the freedom of wheeling fast and free down a big hill.
As a student of literature, you should get into the practice of looking to those geographical locations as potential signposts that do much the same as the infusion of weather.
As you watch any film, begin to notice the geography AND the weather. Ask yourself, why did the director choose to use the stadium for that scene? Why did the author choose to include a fallen tree in the roadway? What does that indicate? When you start looking for those landmarks your reading and understanding will be greatly enhanced.
Let’s try it:
An overgrown thicket filled with briar bushes
An open meadow
A narrow path
A busy street
A crowded elevator
A major league ball park
A duck pond at Central Park
Signs of Holden’s Emotional Instability
Weather & Geography
* Complete this sheet and be prepared to discuss your findings, supporting your ideas with citations from the novel. You will be looking for evidence from weather and/or geography to demonstrate foreshadowing, advancement or symbolizing of Holden’s emotional instability. Be sure to include page numbers. Weather or Geography Tendency toward exaggeration:
Feeling of depression:
Erratic mood swings:
Onomatopoeia -- Add a Sound Track to Your Writing
The best readers tend to make mind movies to comprehend what they read. Because writers understand that process, authors will often include a sound track. Sometimes it is in the form of dialogue, but often an author infuses sound by using onomatopoeia.
Besides being just a great word, onomatopoeia is a word that sounds like what it represents. Read the following poem and circle any word that represents a sound.
The click of the clock, the creak of the stair,
The squeak of a mouse and the swoosh of the air.
The groan of the house as it settles below,
And outside the window, the patter of the snow.
The scruff of the dog’s paws below where I rest,
The rattle of the window that seems to face West.
The jingle of bells from a wind chime next door
The unearthly sounds of a truly loud snore.
The crunching of snow under an animal’s feet,
The honk of a horn from right down the street.
So many noises I just want to weep,
Is it too much to ask for some sleep?
-- by Danielle Caryl
Look at the list of words below. Use as many as you can in the next 5 minutes to write a vignette about getting ready for school or driving to school or heading to class. argh drip
Be prepared to read your vignette aloud. As you reread your vignette, think about how does onomatopoeia influences the sound track of your vignette.
If It Is a Trip…It’s a Quest
Anytime a character in cinema or literature takes a trip…it is probably a quest. A quest according to Encarta Dictionary is “a search for something, especially a long or difficult one.”
Elements of the quest:
The questor The journey and the obstacles
The call Significant people who act as guides or helpers
The initial goal Achieves goal
Intangible treasure gained
In every type of media, whether it is a movie, a TV show, or a book, there seems to be a journey present. Archetypes and quest elements are found and analyzed in everything.
J.D. Salinger uses significant elements of the quest in his novel, The Catcher in the Rye. Holden is on a quest throughout the novel of self-discovery. In his journey, significant elements of the quest are provided. In order to start a journey, there must be a call. Holden’s call comes when he is kicked out of Pencey Prep. On Holden’s journey, he speaks with significant people who are known as the helpers and guides. Among these people are his younger sister Phoebe and his old English teacher, Mr. Antolini. These people help Holden to discover himself and receive his treasure in the end. In every story there is always a treasure or something that a person achieves. In the end of the novel, the quest element of the treasure is present. Holden receives an intangible treasure because of the help he receives from his helpers and guides. What do you think the intangible treasure that Holden gains?
In groups, today discuss the movie Finding Forester. Identify:
The initial goal
The journey and the obstacles encountered
Significant people who act as guides or helpers
Intangible treasure gained
Not an Essay -- Just Some Paragraphs
You will be expected to write a paragraph for each of the following assignments below. Each paragraph must include a concise topic sentence, at least four or five supporting sentences, and a concluding sentence. Each paragraph is worth 50 points (Content 30, Format and Mechanics 10, and Stylistic Techniques 10).
* Choose one theme that you believe is evident in the novel and use the title, characterization, plot, point of view, and symbol as supporting detail. Include one example of onomatopoeia and circle the example.
* Explain how The Catcher in the Rye is an example of a quest. Include one color word and circle it.
* Write one paragraph explaining how weather is used to advance the plot, character, or theme of the novel. Include one zeugma within the paragraph and underline it.
* Write one paragraph in which you explain how one motif rises to the level of a symbol in the novel The Catcher in the Rye. Demonstrate your mastery of the varied sentence formula (5-10-20).