evaluate my essay answering the questions below/ 300 or more words

ANSWER EACH QUESTION UNDER EACH CATEGORY ACCORDING TO THE ESSAY THAT IS ATTACHED.STRUCTURE: Is the essay double-spaced and in proper MLA format?Does the opening of the essay grab the reader’s attention? In the introductory paragraph of the essay, does the writer of the essay introduce the title of the story, the author of the story, its publication year, and a brief (1-2 sentence) intro to the period or author to establish cultural context of the story? Does the essay have a clear thesis statement (selected theme of the story) and plan of development (three characters that propel said theme)? Has the author only chosen one (1) theme (one is the maximum)? Are the thesis and plan of development conjoined and positioned at the end of the introductory paragraph?Are the topic sentences of each supporting paragraph well-structured, and is each topic sentence aligned with its respective plan of development point (in support of the thesis).Does each supporting paragraph solely examine its own plan of development point in support of the thesis argument, and does each supporting paragraph follow the same sequence of the plan of development?Has the author of the essay avoided any unnecessary digressions from his/her point? Is the essay focused?Has the author used transitional words/phrases at the beginning of each supporting paragraph and at the start of certain sentences to indicate a particular progression or shift in thought and when launching supporting examples (i.e. First, Secondly, One way X is so, Additionally, Next, Conversely, for example, for instance…etc.)?Does each paragraph have a proper closing sentence to bring that specific paragraph and its topic to a successful close? This is a great place to reinforce that all of the examples provided in that paragraph are ways that the character (topic) highlights/connects to the theme of the novel (thesis). Does the essay have a strong concluding paragraph that restates the thesis and plan of development to properly frame the essay? Does the author leave his/her readers with a final thought, a resolution, or brief and relevant quote that ends the entire discussion on a thoughtful note?SUPPORT: Does the essay provide sufficient, relevant, and compelling evidence to support the authors’ main claim/thesis?Does the author properly introduce the quote or paraphrased passage? After denoting the borrowed passage, does the author examine the significance of the selected passage to his/her argument? Essentially, does the writer apply the Triple-E Formula (Example + Evidence + Explanation) when presenting supports. Please refer to the Writing Assignment 2 packet for textual support requirements (amount). Are there detailed examples used in each supporting paragraph?Has the author avoided vague information or language that is confusing to the reader? Does the author properly connect the dots from the evidence to his/her argument for readers?Is the argument flat? If so, how can the author make it interesting, give it dimension and significance?Is the argument convincing? If not, what can the writer do make his/her argument more compelling?Does the author include too many long quotes (4+ lines)? If so, perhaps he/she can paraphrase or sum up some of the longer quoted passages.If the author has used a long quote (4+ lines), has he/she properly formatted the quote according to the current MLA standards by indenting 1″ and removing quotation marks.Has the author avoided using quotes back-to-back?If the author has modified the quote, has he/she used brackets around the modified portionIf the author has condensed a quote, has he/she used ellipses to show omission of information?SYNTAX: Is the essay easy to read? What are the main syntactical problems with the essay? Use the criteria below to make a list, so that your peer can use it when he/she reviews my Closing Comments for assistance, or when he/she goes online for help. I have also provided a checklist in the Writing Assignment 2 instructional document that may be used to evaluate your peer’s writing.Things to eliminate: Spelling errorsRun-onsFragmentsSlang, hyperbole, sarcasm, clichés biased language, argument fallacies, false assumptions…etc. ContractionsPersonal pronouns, such as you, your(s), yourself, me, I, mine, myself, we, us, our(s), and ourselvesRepetition, especially at the beginning of nearby sentencesVague words, such as this, that, these, those (such demonstrative pronouns without an identifier)Pronoun Agreement errorsSubject-Verb Agreement errorsPunctuation errors, such as comma, semi-colon, quotation marks, apostrophes…etc.Things to include:Use of the present tense.Careful use of diction (detailed descriptions, concise languageProper use of mechanics (good grammar, appropriate punctuation marks, strong sentence structure…etc.)A combination of sentence forms (simple, compound, complex, and compound-complex)Parallel structure with parallel elements in a series (commas must separate three or more elements in a series)CITATIONS: Is there a correct in-text parenthetical citation after each directly quoted, paraphrased, or summed up passage from the novel that serves as a piece of supporting evidence?Is there a full Work Cited page (not to be titled Bibliography or Citations) at the end of the essay that contains proper MLA reference citations (full source entries)? Refer to the MLA: OWL Purdue Online Writing Lab (Links to an external site.)Links to an external site. for the most current MLA rules and guidelines
d._donato__english_124__assignment__2.pdf

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Donato 1
Domenic Donato
English 124
Prof. Adlparvar-Lange
Writing Assignment #2
30 March 2018
Put your “Big Boy Pants” on Holden!
J. D. Salinger’s, The Catcher in the Rye, published in 1951, places the protagonist in the
center of post-World War II, and part of the “Greatest Generation Era”, a time when
standardization of morality, pro-social behaviors, and consumerism – “keeping up with the
joneses”- swept over the American masses. For most of the book, the overwhelming theme is
the self- inflected burden of the narrator, Holden Caulfield, to deny adulthood on a personal
level and to attempt to ensure the protection of innocence, to a great extent for those he loves.
However, this self- imposed encumbrance only leads to Holden’s detachment from reality,
isolated behavior, and immature actions. Despite the pleas and persuasions of Mr. Antolini, a
teacher, Phoebe, his younger sister, both who desperately attempt to speak into Holden’s life.
Warning him that life’s momentum is only forward to adulthood. Also, the “supernatural”
intervention of his demised brother, Allie whom Holden draws upon to survive. This “quest” to
protect innocence and ward off the fraudulences of adulthood is what guides Holden’s lifecompass and gives the novel its dominating subject matter.
Although, the reader never meets the character Allie Caulfield because he dies from
Leukemia several years prior to the start of the timeline of the story, his presence in the novel
and his significance to Holden is overwhelming. Allie was and still is very special to Holden as he
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takes painstaking efforts to describe his brother and all the things that made him special such
as his red hair:
“I’ll tell you what kind of red hair he had. I started playing golf when I was only ten
years old. I remember once, in the summer I was around twelve, teeing off and all, and having
a hunch that if I turned around all of a sudden, I’d see Allie. So I did…there, about a hundred
and fifty yards behind me, watching me tee off. That’s the kind of red hair he had (Salinger 4344).
Holden reveals that Allie was left-handed (unique because only 10% of the population is lefthanded). And wrote poems (a sensitive person), using green ink (not ordinary color choice).
“My brother Allie had this left-handed fielder’s mitt…he had poems written all over the fingers
and the pocket and everywhere. In green ink. (Salinger 43). This clearly shows Holden’s
perception of his brother, is that Allie is the essence of virtue. “He was also the nicest, in a lot of
ways. He never got mad at anybody” (Salinger 43). Holden frequently holds discussions with
Allie, asking for guidance and even protection. Protection of his, own slipping innocence. When
Holden reaches the end of his rope, and wanders around Manhattan asking Allie if he can hear
him, he demonstrates the guardian angel/supernatural relationship Holden has with the
memory of his dead brother. He looks for Allie to be his “Catcher” and keep him connected to
the world round him and not allow him to fall over the preverbal cliff of adulthood-death.
“Allie, don’t let me disappear. Please, Allie. And then when I’d reach the other side of the
street without disappearing, I’d thank him” (Salinger 218).
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Likewise, Phoebe Caulfield, Holden’s other younger sibling, is a character that Holden is
desperately trying to protect innocence in and for throughout the novel. Phoebe too, is special
and unique to Holden, just like Allie. Here too, Holden goes to great lengths to sing her praises.
“You should see her. You never saw a little kid so pretty and smart in your whole life” (Salinger
75). Phoebe is a compelling character that advances the theme of the novel. She is young and
yet very insightful in regard to her brother’s trouble with the inevitable of growing up. “You
don’t like any schools. You don’t like a million things” (Salinger 187). Phoebe becomes angry
with Holden when he rejects the process of growing up. She knows that the people in Holden’s
life will not accept his immaturity, rebellion, and fantasies much longer. By her long silence
after Holden shares his “dream job”, her unconditional love for her brother and her concern for
his detachment from reality is obvious. She as a child can only respond “Daddy’s going to kill
you” (Salinger 191). Correcting his error in interpretation of the Burns poem. “It’s ‘If a body
meet a body coming through the rye’! Old Phoebe said. It’s a poem by Robert Burns. She was
right” (Salinger 191). Phoebe Caulfield’s character is symbolically showing that Holden is
oversimplifying things and has a skewed view on reality.
Lastly, Mr. Antolini, an instructor who has left his position at the prep school, seems to
be the only adult that Holden does not hold in contempt as “phony”. Antolini sees Holden’s
struggles and he appeals to Holden to stand in integrity and maturity by sticking to what one
commits to:
“Holden…One short, faintly stuffy, pedagogical question. Don’t you think there’s a time
and place for everything? [childhood and adulthood] Don’t you think if someone starts out
Donato 4
telling you about his father’s farm, he should stick to his guns, then get around to telling you
about his uncle’s brace?” [show the maturity in action] (Salinger203). Mr. Antolini attempts to
warn Holden of his future if he does not step up and begin to grow up. He explains to Holden
that detachment and isolation will only lead to misery and loneliness. “All right. Listen to me a
minute now…This fall I think you’re riding for-it’s asocial kind of fall, a horrible kind” (Salinger
206-207). Again, it is evident that this character just like Holden’s siblings are venturing to snap
Holden out of his self-destructive path.
Despite the culmination of pleas and persuasive conversation as well “spiritual
intervention” from those that love and care for him, Holden Caulfield is institutionalized again.
He closes history by stating, “Don’t ever tell anybody anything. If you do, you start missing
everybody” (Salinger234). Reintegrating his detachment from reality, isolated behavior, and
immature actions. Holden simply needs to accept what cannot be changed and put on his “big
boy pants.”
Work Cited
Donato 5
Salinger, J. D. The Catcher in the Rye. New York: Little, Brown and Company, 1951. Print.

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