Research Paper Outline For Catcher In The Rye
The Catcher in the Rye 5 Paragraph Essay
Directions: Write a five paragraph essay on one of the following topics. Provide specific examples from the text and quotes that are relevant and effectively explained to prove your point.
Select ONE of the following topics:
1) Holden Caulfield is considered to be the poster child for teenagers and the problems they face while growing up. With that in mind, argue whether or not Holden deserves to be considered the icon of the teenage experience today.
2) Argue if Holden’s problems mainly occur because the world in which he lives is not conducive to the growth of an individual or if Holden’s problems are mainly a result of a character flaw. In your writing, justify Holden’s actions in relation to the world in which he lives or justify the world for rejecting Holden and his actions.
3) Argue whether The Catcher in the Rye should retain its status as a literary classic. Consider the elements that …show more content…
make a book a literary classic and consider if this novel fits that mold.
4) Explain three ways that this novel fits the ironic age of literature. Provide specific examples from the text to justify each of your points.
Requirements:
1. Introduction (12 Points) -Attention Grabber (5 Points) -Thesis (7 Points)
2. Three Body Paragraphs (21 Points Each, 63 Total Points) -Topic Sentences (3 Points Each) -Clincher Sentences (with dependent clause starting the sentences: because, although, due to, as a result, if, since) (3 Points Each) -1 direct quote per paragraph (5 Points Each) -Content (10 Points Each)
3. Conclusion Paragraph (8 Points) -Restate thesis + quick summary (3 Points) -Answers the questions “so what?” (5 Points)
4. Conventions (10 Points)
5. Fluency (7 Points)
Introduction | | 3 or below | 4 or 3.5 | 5 or 4 | 6 or 4.5 | 7 or 5 | Attention Grabber | Intro is vague and off topic. Does not contain an attention grabber. | Intro barely introduces the topic and may be off topic or vague. Does not have an attention grabber. | Intro introduces the topic but may lack an effective attention grabber. | Intro does a good job of creating interest in the reader and introducing the topic. | Into does an excellent job of creating interest in the reader and introducing the topic. | Thesis Statement | No thesis statement or thesis statement is off topic and ineffective.
| Thesis statement is not very effective because of lack of clarity and not being concise. Is too general or broad. | Thesis statement is somewhat effective, but could be more clear and/or concise. May be too general or broad. | Thesis statement is effective, clear, and concise while telling exactly what the paper is about. | Thesis statement is extremely effective, clear, and concise while telling exactly what the paper is about. | Body Paragraphs | | 6 or 3 or 0 or below | 7 or 3.5 | 8 or 4 or 1.5 | 9 or 4.5 | 10 or 5 or 3 | Topic SentenceP1 P2 P3 | Topic sentence may be unclear or may be missing most elements of what the paragraph is about. Sentence is off-topic. | | Has a topic sentence that explains what the paragraph is going to be about. May be a bit too general. | | Has a clear and concise topic sentence that effectively explains EVERYTHING that is contained in the paragraph.
| Clincher SentencesP1 P2 P3 | Clincher sentence is vague and does an ineffective job of summarizing the paragraph. May start a new topic or thought. | | Clincher sentence summarizes the paper but may not tie up loose ends and could be more effective. | Clincher sentence is effective at summarizing the paragraph and tying up loose ends. Does not contain a dependent clause at the beginning that draws a conclusion using one of the discussed words. | Clincher sentence is extremely effective at summarizing the paragraph and tying up loose ends. Contains a dependent clause at the beginning of the sentence that draws a conclusion using one of the discussed words. | QuotesP1 P2 P3 | Quote is irrelevant. There is no context or explanation given. | Quote is barely relevant. May be missing either the context or the explanation after the quote is used. | Quote is relevant but there may be a better quote. May be missing either the context or the explanation after the quote is used. Lends itself to the argument. | Quote is relevant but there may be a better quote. Context is given before the quote and explanation is given after. May not explain how it supports the argument. Lends itself to the argument. | Quote is relevant with context given before the quote and an explanation as to how it proves the argument after. Lends greatly to the argument. | ContentP1 P2 P3 | Does not answer the question. Is either off topic or completely plot summary. Does not provide relevant examples from the text. | Barely answers the question. Not presented in a clear fashion. Contains nearly all unnecessary plot summary. Does not provide relevant examples from the text. | Answers the questions. Presented in a mostly clear fashion. May contain a lot of unnecessary plot summary. Provides example from the text. | Answers the question effectively. Presented in a clear fashion. May contain a few pieces of unnecessary plot summary. Provides relevant examples from the text. | Answers the question thoroughly and effectively. Presented in a clear fashion. Does not contain excessive, unnecessary plot summary. Provides explicit and relevant examples from the text. | Conclusion Paragraph | | 3 or 1 or below | 3.5 or 1.5 | 4 or 2 | 4.5 or 2.5 | 5 or 3 | Restates Thesis/ Summarizes paper | Does not restate thesis and does not summarize paper. | Restates thesis. Barely summarizes the paper and contains too much information or not enough information. | Restates thesis. Summarizes the paper but may contain too much information or may not contain enough information. | Restates thesis. Does a good job of summarizing the paper quickly and concisely. | Restates thesis. Does an excellent job of summarizing the paper quickly and concisely. | Answers “so what?” | Leaves loose ends and does not make the paper relevant to the reader. | Does not leave any loose ends in the paper, but does not make the paper relevant to the reader. | Makes the paper somewhat relevant to the reader but may lack an effective overall connection as to why this paper is important. | Does a good job of making the paper relevant to the reader. Makes the reader feel as though this paper was worth their time to read. | Does an excellent job of making the paper relevant to the reader. Makes the reader feel as though this paper was worth their time to read. | Other | | 6 or 3 or below | 7 or 4 | 8 or 5 | 9 or 6 | 10 or 7 | Conventions | Contains 6-7 or more spelling, punctuation, grammar, tone, and/or style errors. Contains contractions. Contains first person pronouns. | Contains 5-6 spelling, punctuation, grammar, tone, and/or style errors. Contains contractions. Contains first person pronouns. | Contains 3-4 spelling, punctuation, grammar, tone, and/or style errors. Contains contractions. | Contains 1-2 spelling, punctuation, grammar, tone, and/or style errors. Contains few contractions. | Free from spelling, punctuation, grammar, tone, and style errors. Contains no contractions. | Fluency | Sentences are not well-structured and poorly written. No variety and no transitions. Paragraphs are not structured effectively and contain more than one idea per paragraph. | Most sentences are not well-structured with little variety and few transitions. Paragraphs are not structured effectively and may contain more than one idea per paragraph. | Some sentences are well-constructed with varied structure and transitions. Paragraphs could be more effectively structured, but usually contain only one idea per paragraph. | Most sentences are well-constructed with varied structure and transitions. Paragraphs are structured effectively with one idea per paragraph. | All sentences are well-constructed with varied structure and transitions. Paragraphs are structured effectively with one idea per paragraph. |
Directions: Write a five paragraph essay on one of the following topics. Provide specific examples from the text and quotes that are relevant and effectively explained to prove your point.
Select ONE of the following topics:
1) Holden Caulfield is considered to be the poster child for teenagers and the problems they face while growing up. With that in mind, argue whether or not Holden deserves to be considered the icon of the teenage experience today.
2) Argue if Holden’s problems mainly occur because the world in which he lives is not conducive to the growth of an individual or if Holden’s problems are mainly a result of a character flaw. In your writing, justify Holden’s actions in relation to the world in which he lives or justify the world for rejecting Holden and his actions.
3) Argue whether The Catcher in the Rye should retain its status as a literary classic. Consider the elements that …show more content…
make a book a literary classic and consider if this novel fits that mold.
4) Explain three ways that this novel fits the ironic age of literature. Provide specific examples from the text to justify each of your points.
Requirements:
1. Introduction (12 Points) -Attention Grabber (5 Points) -Thesis (7 Points)
2. Three Body Paragraphs (21 Points Each, 63 Total Points) -Topic Sentences (3 Points Each) -Clincher Sentences (with dependent clause starting the sentences: because, although, due to, as a result, if, since) (3 Points Each) -1 direct quote per paragraph (5 Points Each) -Content (10 Points Each)
3. Conclusion Paragraph (8 Points) -Restate thesis + quick summary (3 Points) -Answers the questions “so what?” (5 Points)
4. Conventions (10 Points)
5. Fluency (7 Points)
Introduction | | 3 or below | 4 or 3.5 | 5 or 4 | 6 or 4.5 | 7 or 5 | Attention Grabber | Intro is vague and off topic. Does not contain an attention grabber. | Intro barely introduces the topic and may be off topic or vague. Does not have an attention grabber. | Intro introduces the topic but may lack an effective attention grabber. | Intro does a good job of creating interest in the reader and introducing the topic. | Into does an excellent job of creating interest in the reader and introducing the topic. | Thesis Statement | No thesis statement or thesis statement is off topic and ineffective.
| Thesis statement is not very effective because of lack of clarity and not being concise. Is too general or broad. | Thesis statement is somewhat effective, but could be more clear and/or concise. May be too general or broad. | Thesis statement is effective, clear, and concise while telling exactly what the paper is about. | Thesis statement is extremely effective, clear, and concise while telling exactly what the paper is about. | Body Paragraphs | | 6 or 3 or 0 or below | 7 or 3.5 | 8 or 4 or 1.5 | 9 or 4.5 | 10 or 5 or 3 | Topic SentenceP1 P2 P3 | Topic sentence may be unclear or may be missing most elements of what the paragraph is about. Sentence is off-topic. | | Has a topic sentence that explains what the paragraph is going to be about. May be a bit too general. | | Has a clear and concise topic sentence that effectively explains EVERYTHING that is contained in the paragraph.
| Clincher SentencesP1 P2 P3 | Clincher sentence is vague and does an ineffective job of summarizing the paragraph. May start a new topic or thought. | | Clincher sentence summarizes the paper but may not tie up loose ends and could be more effective. | Clincher sentence is effective at summarizing the paragraph and tying up loose ends. Does not contain a dependent clause at the beginning that draws a conclusion using one of the discussed words. | Clincher sentence is extremely effective at summarizing the paragraph and tying up loose ends. Contains a dependent clause at the beginning of the sentence that draws a conclusion using one of the discussed words. | QuotesP1 P2 P3 | Quote is irrelevant. There is no context or explanation given. | Quote is barely relevant. May be missing either the context or the explanation after the quote is used. | Quote is relevant but there may be a better quote. May be missing either the context or the explanation after the quote is used. Lends itself to the argument. | Quote is relevant but there may be a better quote. Context is given before the quote and explanation is given after. May not explain how it supports the argument. Lends itself to the argument. | Quote is relevant with context given before the quote and an explanation as to how it proves the argument after. Lends greatly to the argument. | ContentP1 P2 P3 | Does not answer the question. Is either off topic or completely plot summary. Does not provide relevant examples from the text. | Barely answers the question. Not presented in a clear fashion. Contains nearly all unnecessary plot summary. Does not provide relevant examples from the text. | Answers the questions. Presented in a mostly clear fashion. May contain a lot of unnecessary plot summary. Provides example from the text. | Answers the question effectively. Presented in a clear fashion. May contain a few pieces of unnecessary plot summary. Provides relevant examples from the text. | Answers the question thoroughly and effectively. Presented in a clear fashion. Does not contain excessive, unnecessary plot summary. Provides explicit and relevant examples from the text. | Conclusion Paragraph | | 3 or 1 or below | 3.5 or 1.5 | 4 or 2 | 4.5 or 2.5 | 5 or 3 | Restates Thesis/ Summarizes paper | Does not restate thesis and does not summarize paper. | Restates thesis. Barely summarizes the paper and contains too much information or not enough information. | Restates thesis. Summarizes the paper but may contain too much information or may not contain enough information. | Restates thesis. Does a good job of summarizing the paper quickly and concisely. | Restates thesis. Does an excellent job of summarizing the paper quickly and concisely. | Answers “so what?” | Leaves loose ends and does not make the paper relevant to the reader. | Does not leave any loose ends in the paper, but does not make the paper relevant to the reader. | Makes the paper somewhat relevant to the reader but may lack an effective overall connection as to why this paper is important. | Does a good job of making the paper relevant to the reader. Makes the reader feel as though this paper was worth their time to read. | Does an excellent job of making the paper relevant to the reader. Makes the reader feel as though this paper was worth their time to read. | Other | | 6 or 3 or below | 7 or 4 | 8 or 5 | 9 or 6 | 10 or 7 | Conventions | Contains 6-7 or more spelling, punctuation, grammar, tone, and/or style errors. Contains contractions. Contains first person pronouns. | Contains 5-6 spelling, punctuation, grammar, tone, and/or style errors. Contains contractions. Contains first person pronouns. | Contains 3-4 spelling, punctuation, grammar, tone, and/or style errors. Contains contractions. | Contains 1-2 spelling, punctuation, grammar, tone, and/or style errors. Contains few contractions. | Free from spelling, punctuation, grammar, tone, and style errors. Contains no contractions. | Fluency | Sentences are not well-structured and poorly written. No variety and no transitions. Paragraphs are not structured effectively and contain more than one idea per paragraph. | Most sentences are not well-structured with little variety and few transitions. Paragraphs are not structured effectively and may contain more than one idea per paragraph. | Some sentences are well-constructed with varied structure and transitions. Paragraphs could be more effectively structured, but usually contain only one idea per paragraph. | Most sentences are well-constructed with varied structure and transitions. Paragraphs are structured effectively with one idea per paragraph. | All sentences are well-constructed with varied structure and transitions. Paragraphs are structured effectively with one idea per paragraph. |