Catcher In The Rye In An English Class

For many years people have argued about the inclusion of The Cather in the Rye, by J.D. Salinger in the high school english curriculum. This is such due to the inappropriate and adult oriented themes within If considered, many times within the novel the main character will face situations in which that the negative and vulgar themes will blossom into something meaningful that the reader can benefit from as a person and as a student. While the vulgarity and adult themes in The Catcher in the Rye are indeed inappropriate for adolescent students, ultimately its underlying themes of self discovery and possessing moral values provides life and ethical lessons that can be applied in the classroom as well as on a daily basis and therefore, the

Salinger uses the symbol of a red hunting hat to suggest and develop the themes of transitioning from childhood to adulthood, isolation and loneliness. Holden

Salinger’s full use of symbolism goes unnoticed until his novel is read a second or third time. Most of it

Many students and adults do not like the novel,”The catcher in the rye”. The writer of this paper is one of those people. Most of the time the problem is the main charachter, 16 yaer old Holden Caulfeild’s tendencies an language. “ the catcher in the rye”, has been banned from many schools for these reasons, but when one takes a closer look at this seemingly spoiled teenager, one may notice that Holden has a mental illness. Holden Caulfeild has symptoms relating to post traumatic stress disorder, depression, and bipolar disorder. He should be admitted to the State Sanitariom for specialized treatment, thus resulting in better and more stable mental healt in the future for him.

Holden Caufield emphasizes on the loss of innocence in children. He feels that once they lose their innocence, they will soon turn into phonies like everyone else. The loss of innocence is very common in the development in human existence. It is caused by many factors. Past a certain age, children are either forced or led unintentionally into a pathway of corruption. A child is also known to lose their innocence by desires, fantasies, and attention. But once they lose their innocence, they tend to desire to go back and pretend to be young again. In the Catcher in the Rye by J.D. Salinger, Holden discusses the importance of innocence in children's lives. He feels that once a child loses his/her innocence, he/she will soon be leaded to a

Many schools throughout the United States have banned The Catcher in the Rye by J.D. Salinger from their curriculums. There has been much debate on whether or not teachers should be able to include it as a part of their lesson, and if copies should be allowed in libraries. However, without a doubt, The Catcher in the Rye should be apart of schools’ curriculums for anyone above elementary school. There are very few inappropriate themes, banning the novel would be neglecting the First Amendment, and would also ignore a good chance for teens to relate to a character their age.

Many novels cannot be fully understood and appreciated if only read for face value, and J.D. Salinger’s The Catcher in the Rye is no exception. The abundant use of symbolism in Salinger’s The Catcher in the Rye is of such significance that it “proclaims itself in the very title of the novel” (Trowbridge par. 1). If the symbolism in this novel is studied closely, there should be no astonishment in learning that The Catcher in the Rye took approximately ten years to write and was originally twice its present length. J.D. Salinger uses copious amounts

Understanding of symbols and patterns within the novel catcher in the rye allowed me to better grasp the point that the author, J. D. Salinger, was trying to get across to me. It is unlikely that I would have been able to grasp the message without the understanding of patterns and symbols and would likely have brushed it aside as a simple short story.

“I swear to God I’m crazy. I admit it.” It is very easy to automatically assume that Holden Caulfield is crazy. It’s even a logical assumption since Caulfield himself admits to being crazy twice throughout the course of the book. However, calling Holden Caulfield crazy is almost the same as calling the majority of the human race crazy also. Holden Caulfield is just an adolescent trying to prevent himself from turning into what he despises the most, a phony. Most of Caulfield’s actions and thoughts are the same as of many people, the difference being that Holden acts upon those thoughts and has them down in writing.

     J.D. Salinger's The Catcher in the Rye has captured the spirit of adolescence, dramatizing Holden Caulfield's vulgar language and melodramatic reactions. Written as the autobiographical account of a fictional teenage prep school student named Holden Caulfield, The Catcher in the Rye deals with material that is socially scandalous for the time (Gwynn, 1958). As an emotional, intelligent, and sensitive young man, Holden puts his inner world to the test through the sexual mores of his peers and elders, the teachings of his education, and his own emerging sense of self. Throughout the years, the language of the story has startled readers. Salinger's control of Holden's easy,

All disciplines in knowledge have their own respective facts and theories which are most applicable to them. They all culminate to form the basis and principles of that particular discipline. It is debatable if those theories and facts can or cannot cross borders to function as effectively in other disciplines. I intend to unravel the limitations and strengths of this being done.

The ‘knowledge for knowledge sake’ enhances our personal lives and produces meaning and purpose if it is an interest in our personal lives, such as the example of the ‘Mona Lisa’. In addition to that statement, the perspective of different people with dissimilar knowledge in The Areas of Knowledge plays a significant role in what they would consider their knowledge to have both purpose and meaning in their personal lives. Time in this essay has proven to be significant in what we consider knowledge in our personal lives to produce both meaning and purpose. Such as the knowledge we are given when we were children, which seemed insignificant to our personal lives at that period of time however may become significant over

Encompassing a significant portion of human knowledge such as the arts and physics, an academic discipline is a subject area studied in higher education. Over time, knowledge in academic disciplines naturally develops and advances. Knowledge is what one acknowledges to be true because one believes in the evidence provided. Knowledge quality can be a measure of the degree of excellence of the knowledge gained. Personal knowledge can then be of quality when it is useful to the individual, and shared knowledge, when it contributes to societal wellbeing and advancement. However, such a definition suggests numerous issues. First, quality can be abstract and difficult to measure. Next, not every type of knowledge is equally useful to everyone; knowledge gained doesn’t have equal quality for everyone. Additionally, methods of gaining knowledge are developing, so how can the quality of knowledge found a century ago compare to ten years ago? Knowledge at any point is considered to be of the best quality at the time, but this standard of quality changes. What was of quality yesterday may not be so today.

2. ‘There are only two ways in which humankind can produce knowledge: through passive observation or through active experiement.’ To what extent do you agree with this statement?

Thesis: While looking at Sense Perception, History and Reason, we will see that knowledge can be generated through the interaction of critical and creative thinking.