English 101 @ USI: 2011

Friday, June 10, 2011

Introduction Round 2

I enrolled in the summer session of English 101 to improve my grade point average. My advisor recommended that I retake the course to better my chances of getting into the nursing program here at USI. I am not a strong writer but I was convinced that I could juggle the three hour class with my full time at the hospital.

Fortunately for me the assignments that were required to be written about were firsthand accounts of our own lives. This could not have worked out better for me because, who doesn’t have a story for every situation in your life? Although I am not a huge fan of online classes I was glad that the professor decided to use a blog to read all of our assignments.

The topics of the readings ranged from a young boy ashamed in his classroom to a proud fireman discussing his daily activities at work. I personally liked writing the essay entitled “Man of the House.” My father has made a huge impact on my life and I felt it and honor to be able to write a small essay contributing to his admirable traits. I also enjoyed writing the essays about my horses. I find them to be a great influence on my life and the person that I am today. My horses have made me a responsible adult and have also brought joy and honor at the work I have put into them throughout my life.

Although they were not the easiest essays to write I also enjoyed writing the essays about the negative encounters I have had throughout my life. Any person who has experienced the task as of being “the new kid” knows how embarrassing it can be to be excluded from the crowd and to be picked on because there is no one there to take up for you. This made me a bit timid about entering a school where I had no previous connections. My experience in fifth grade affected me into my early college days when I moved into a dormitory with two girls who had went to high school together and their families had been friends for a while. For this essay I used the practice writing example that was given to us with week one assignments. I found these very helpful while writing the essay.

The essay entitled Mean Girls obviously affects the way that I go into a work related assignment. I still have a very good work ethic but I try not to be over assertive because I have learned that this can make me appear like I know more than I do. For this essay I used brainstorming. I could not remember any situations that compared to Staples experience while living in Chicago. I wrote down several instances where I had been stereotyped based upon my size and looks but felt that my work ethic was the best example for the class.

When doing the assigned homework from each evening I found it best to read the assignment once and then go through the questions. I would skim through the reading again and then begin to look for inspiring passages in the reading to answer the questions. This process usually did not take long because the answers were my opinions on the reading assignment. To begin writing my own essays I liked the idea of free writing and idea mapping.

When I first began writing for this course I really liked the idea of actually writing the essays out on to paper with a pen. This felt more involved to me and I actually enjoy writing essays out onto lined paper and then typing the essay from there. However, as the course went on I began to only write out the idea mapping with my thesis in the middle. From the thesis the branches would reach out to the body paragraph main subjects. This decreased the amount of time it took me to write the blogs every week.

To revise my essays I am still a fan of printing the writing out and physically writing on the paper the adjustments I feel are necessary. By reading through the rough draft again it helps to avoid small spelling and grammatical errors. This allows helps to add and subtract any sentences or words that do not fit appropriately into the essay. When writing the essay I still remained formal because I know that this is a college course and tried to refrain from using too many pronouns. I also had trouble feeling that the essay was acceptable with the essay being written in first person. Although, I know that any story from my life told by me should be in first person I feel that this is not an acceptable way to turn in a college-level assignment.

Wednesday, June 8, 2011

English 101 Classification & Division-Based Peer Review

English 101 Classification & Division-Based Peer Review Sheet

Writer’s Name & Title of Essay: Mark Gregory & How Do We Find the Student Essay

Reader’s Name: Olivia Thompson

1. Is the introductory paragraph interesting? Why or why not? Does the introduction specify clearly what is to be classified and/or divided into groups?

The introductory paragraph is interesting because the writer implies that different people fill positions at K Mart but that all the people are the same. Yes the introduction specifies clearly that workers will be classified into groups.

2. Is there a clear thesis statement? Can you find a sentence (or two) that reveals the writer’s point or purpose for the classification and/or division? Type the sentence(s) below that you believe to be the writer’s thesis statement. If the thesis is implied, state it in your own words below.

Yes the thesis is that there are many different workers but that they all fit into a certain group.
The purpose of the essay is “the only thing is that the people rotate out with new people come in and refill their spot into that category.”

3. Is the writer’s basis of classification clear (see “Notes on Classification and Division” posted June 2^nd)? Why or why not? By what means is the writer grouping his or her subject matter?

The writer’s basis of classification is clear. The groups of individuals are broken up based upon age and the way that work is performed.

4. Are the groups or categories clearly defined and uniquely named? Do any seem to overlap or appear oversimplified or based on stereotypes? Explain.

The categories are clearly defined and uniquely named. Many high school workers work at minimum wage jobs like K Mart because of the good hours and the money they can make for easy work.

5. Would the essay improve if the paragraphs were arranged differently? Why/why not? Note any paragraph that seems out of order. Are the paragraphs connected to one another smoothly and logically? Are there transitions between paragraphs that help you understand how the writer’s ideas are connected? Explain.

The paragraphs are arranged well.

6. Do individual paragraphs seem well detailed? What suggestions would you make about adding/subtracting specific examples to help illustrate the writer’s classification and/or division?

The paragraphs seem well detailed. The paragraphs are adequate the way they are written.

7. Are all of the writer’s paragraphs unified and coherent? Indicate which paragraphs have any sentences that seem irrelevant (“unity” concerns) or out of order (“coherence” concerns).

The sentence about the elderly workers being women and wanting time away from their husbands seems irrelevant and should be removed.

8. Go back and read the first and last paragraph. Has the writer fulfilled the obligations he or she established in the introduction? Does the writer accomplish everything promised in the introduction, or does the essay go off track or seem to switch focus? Why or why not? How can the conclusion be improved?

The obligations of describing the different groups of workers at K Mart have been proven successfully in the essay.

9. Now look at sentences. Does the writer have sentences that strike you as effective because they include strong verbs, specific details, memorable phrases, or striking images? Does the writer have any words they repeat too often, use incorrectly, or misspells? Finally, does the writer have any tendencies for error they should be made aware of? (Think comma splices, run-on sentences, or switches in verb tense, etc.)

The writer has many grammatical and spelling errors. The writer should proof the essay before the final draft.

10. Write a summary comment that explains what you like best about the paper. Then, describe the two features of the paper that most need improvement. What suggestion(s) for overcoming these problems do you have?

I liked that the writer grouped themself in the essay. Pointing out that it was mostly females who occupied the elderly group seems irrelevant because there is no other group that is mainly one sex. The conclusion needs work. The writer should explain something that they learned from each group throughout the time that they worked at K Mart.

English 101 Definition-Based Peer Review

English 101 Definition-Based Peer Review Sheet

Writer’s Name & Title of Essay: Amanda Elpers & Pet Peeve

Reader’s Name: Olivia Thompson

1. First of all, does the essay respond appropriately to the assignment: 1) Is the writer writing about a group or class that he or she is a member of? (For example, a male shouldn’t be writing an “I Want a Girlfriend” essay; also an “I Want a Genie” essay would not be acceptable), or 2) Is the writer ranting against a pet peeve or current societal shortcoming? Explain your answer.

Yes the writer is ranting against a pet peeve of theirs.

2. “I Want a Wife” is a good example of an essay with an implied thesis statement. Does your writer have an explicit (stated) or implicit (implied) thesis? If the thesis is clearly stated, re-write it below. If the thesis is implied, write what you believe the thesis to be below.

The thesis is implied that not lowering the toilet seat is their pet peeve.

3. Is the writer’s term or concept sufficiently defined? Why or why not? What other information would help you “define” this term?

The concept is sufficiently defined.

4. Do all of the paragraphs contribute to the development of the thesis? Point out any paragraph(s) that you have difficulty relating to the thesis statement or definition.

Yes the paragraphs contribute to the thesis.

The paragraphs work well the way they are written because the writer even puts the other characters into the writer’s situation. The paragraphs connect smoothly and logically based on a time frame.

6. Do individual paragraphs seem well detailed? What suggestions would you make about adding/subtracting specific details that would help define the writer’s term(s) or concept? Does the writer utilize the different strategies of definition (see “Notes of Definition” posted June 1^st)? What strategy should the writer consider using more? Explain your answer—why would this strategy be effective?

Although the addition of having a seminar is funny the following sentence seems out of place and unnecessary. “All lazy men are welcome,” should probably be removed because it has no reasoning in the essay.

7. Are all of the writer’s paragraphs unified and coherent? Indicate which paragraphs have any sentences that seem irrelevant (“unity” concerns) or out of order (“coherence” concerns).

See 6

8. Brady’s essay is also a good example of an effective tone…while not quite a rant, she definitely exudes frustration with society’s expectations of “wifely” duties. Does the essay you’re reading have a similar tone? What could the writer do to sound even more exasperated?

No the tone of the essay is definitely a rant. The writer seems to imply that she is completely covered in water from head to toe from falling into the toilet.

There seem to be a few fragments and run-ons. The spelling of the essay is very good though.

I like the way the writer explains that she has “strong words” with the men of the house and that out of respect they should lower the toilet seat. The conclusion seems sudden as if the writer goes straight from an example of the men in the situation where they fall into the toilet to the end. It seems hurried. The writer also calls the individuals in the home boys. The writer is speaking of the father and if the respect they are talking about to lower the seat should be carried on to the discussion of him as a man.

English 101 Process-Based Peer Review

English 101 Process-Based Peer Review Sheet

Writer’s Name & Title of Essay: Megan Elleser & “Conk” Influence Essay

Reader’s Name: Olivia Thompson

1. Is the introductory paragraph interesting? Why or why not? What does the writer give you to make you want to continue reading? Can you tell what strategy the writer is using to begin the essay (see handout)?

I found the introductory paragraph interesting because it explained the time of the story and gave a slight background into the writer.
The sentence “But of course with my luck things did not go so well.” made me want to continue reading because it seemed like an interesting story would follow.

2. Is there a clear thesis statement? Can you find a sentence (or two) that reveals the writer’s purpose?

The thesis is clear that the writer wanted to change their appearance.
The purpose of the essay is “I was sick of my curly hair and really wanted to have the straightest hair possible.”

3. Type the sentence(s) below that you believe to be the writer’s thesis statement. If the thesis is implied, state it in your own words below.

I was sick of my curly hair and really wanted to have the straightest hair possible.

4. Do all of the paragraphs contribute to the development of the thesis? Is it clear to you how each of the paragraphs relate to the process the writer is examining? Are any of the required steps or stages left out? Point out any paragraph(s) that you have difficulty relating to the thesis statement or process.

All of the paragraphs contribute to the development of the thesis.

5. Would the essay improve if the paragraphs were arranged differently? Why/why not? Note any paragraph that seems out of order.

No the paragraphs are in chronological order and are affective this way.

6. Are the paragraphs connected to one another smoothly and logically? Are there transitions between paragraphs that help you understand how the writer’s ideas are connected? Do individual paragraphs seem well detailed? What suggestions would you make about adding/subtracting specific details?

See 5

7. Are all of the writer’s paragraphs unified and coherent? Indicate which paragraphs have any sentences that seem irrelevant (“unity” concerns) or out of order (“coherence” concerns).

All paragraphs are unified and coherent.

The writer has fulfilled the obligations from the introductory paragraph. The explanation of the writer’s luck was proved throughout the essay. The discussion of how the chemicals would feel seem to be irrelevant. The writer tells of their experience with the chemicals and that is all that is needed.

The sentences have few spelling and grammatical errors.

I like that the writer learns to embrace their own hair and not to envy that of the other individuals. Actual sentences should be written for the paper instead of having so many notes in parenthesis. The process paragraph should be broken into different paragraphs.

English 101 Illustration-Based Peer Review

English 101 Illustration-Based Peer Review Sheet

Writer’s Name & Title of Essay: Chelsea Adams & Small Violin

Reader’s Name: Olivia Thompson

The introductory paragraph is interesting. Although the writer was aware that many other students did not recommend the professor she took the challenge of taking his class.
I was unsure of what strategy the writer was using to begin the essay.

2. Is there a clear thesis statement? Can you find a sentence (or two) that reveals the writer’s purpose?

The thesis statement is unclear in the introductory paragraph.
I believe that the writer’s purpose of writing the essay was “everything was great in the course up until the month of September.”

3. Type the sentence(s) below that you believe to be the writer’s thesis statement. If the thesis is implied, state it in your own words below.

The thesis is unclear until the conclusion paragraph where the writer implies that she would like to embarrass the professor as he had done her.

4. Do all of the paragraphs contribute to the development of the thesis? Point out any paragraph(s) that you have difficulty relating to the thesis statement or the point or purpose of the examples provided.

All the paragraphs contribute to the development of the thesis, however there should be a section in the introduction about “being tough.”

Yes there should be a paragraph about the writer being tough. The conclusion is not where the thesis should be stated. The paragraphs that are included do flow smoothly and logically.

6. Do individual paragraphs seem well detailed? What suggestions would you make about adding/subtracting specific examples to help illustrate the writer’s point or concept?

The individual paragraphs are well detailed and the inclusion of the writer and professor responses to each other is very effective. The writer should include if she informed the professor before she went to the funeral.

7. Are all of the writer’s paragraphs unified and coherent? Indicate which paragraphs have any sentences that seem irrelevant (“unity” concerns) or out of order (“coherence” concerns).

The “being tough” is out of order. There should be an earlier paragraph to describe that this is the trait she is displaying as her thesis.

The introduction does not have any obligations in it. There is not mention of how she will deal with the situation.

The sentence structure is effective and the writer has no major grammatical or spelling errors.

I really liked that the writer included the exact conversation between themself and the professor.
I feel as if the writer should include the thesis in the introductory paragraph. The writer should also describe why this is their thesis, did the writer grow up believing that they shouldn’t question authoritative figures, etc.

How to Con an Instructor

Enter college, and you'll soon be reminded of an old saying: “The pen is mightier than the

sword.” That person behind the instructor's desk holds your future in his or her ink-stained hands. So your first important assignment in college has nothing to do with required readings, examinations,or even the hazards of registration. It is, instead, how to con an instructor.

The first step in conning an instructor is to use body language. You may be able to convince your instructor that you are special without even saying a word. When you enter the classroom, be sure to sit in the front row. That way, the instructor can't possibly miss you. Then, as the instructor lectures, take notes frantically. The instructor will be flattered that you think so much of his or her words that you want to write them all down. A felt-tip pen is superior to a pen or pencil; it will help you write faster and prevent aching wrists. While you are writing, be sure to smile at the instructor's jokes and nod violently in agreement with every major point. Most important, as class continues, sit with your body pitched forward and your eyes wide open, fixed firmly, as if hypnotized, on your instructor's face. Make your whole body suggest that you are watching a star.

Once you have mastered body language, it is time to move on to the second phase of conning the instructor: class participation. Everyone knows that the student who is most eager to learn is the one who responds to the questions that are asked and even comes up with a few more. Therefore, be sure to be responsive. Questions such as, “How does this affect the future of the United States?” or “Don’t you think that someday this will all be done by computer?” can be used in any class without prior knowledge of the subject matter. Many students, especially in large classes, get lost in the crowd and never do anything to make themselves stand out.

Another good participation technique is to wait until the instructor has said something that sounds profound and then ask him or her to repeat it slowly so you can get it down word for word in your notes. No instructor can resist this kind of flattery. However, the most advanced form of conning an instructor happens after class. Don’t be like the others who slap their notebooks closed, snatch up their books, and rush out the door before the echoes of the final bell have died away. Did you ever notice how students begin to get restless about five minutes before

class ends, even if there’s no clock on the wall? Instead, be reluctant to leave. Approach the

instructor’s desk hesitantly, almost reverently. Say that you want to find out more about the topic. Is there any extra reading you can do? Even better, ask if the instructor has written anything on the topic—and whether you could borrow it to read (or, even better, where you can purchase a copy).

Finally, compliment your instructor by saying that this is the most interesting course you’ve ever

taken. Nothing beats the personal approach for making an instructor think you care. Body language, questions, after-class discussions—these are the secrets of conning an instructor that every college student should know. These kinds of things go on in high school, too, and they’re just as effective on that level. Once you master these methods, you won’t have to worry about a thing—until the final exam.

Southern Slang

Growing up in Southern Indiana I tend to have an accent. The slang most commonly used by members of my family comes from a southern descent. This includes words like ain’t, youens, and never completing words that end in –ing with an actual “g.” I usually use this type of English around my friends and family from home.

This type of English is used around individuals who speak the same way. My grandmother was constantly calling for my cousins and I by saying “Youens get in the house and close that door! We ain’t tryin to cool the outdoors.” It wasn’t until I recently watched a home video of this that it actually hit me how much of a twang that we all had while growing up. Although we are from around the Bloomington area my family talked like we were from south of the Dixie line.

When I first started school this affected how I communicated with friends and how I would complete my homework. I had to learn to sound out words just like every other student but I just was not sure why they wanted to add extra letters to some words they sounded perfectly fine to me without the addition of a “g.”

During middle school my friends and I began to base our language upon our favorite movies. To my parents’ dismay the movie my best friend and I really enjoyed Legally Blonde with Reese Witherspoon. She was a very pretty girl who got into Harvard, what was not to like? “Like” became a staple in my vocal vocabulary I became the typical “airhead girl.” I would whip my hair back and forth and probably said “like” around 10 times in one sentence. It got to the point where I annoyed myself. This is the point at which my friends and I quit quoting movies and just began to have conversations.

I began to change my English when I entered high school and had to write formal papers. I had quickly learned in school that writing in first person was unacceptable for formal papers. Therefore, any slang that I commonly used in conversations was not appropriate to be included in the paper. I began to expand my vocabulary by looking up synonyms for words I frequently used in everyday conversations.

When speaking to someone of authority like my boss at work I speak only with respect and with terms that communicate the opinion or idea I have to help make work more efficient. When speaking to my boss about a work situation I do not bother her with unneeded information. It is best to get the point across and let her continue with her work. However, if I am just having a conversation with my boss I feel I can be semi-formal with her. It is unprofessional to discuss many personal matters with my boss but perfectly acceptable to inform my boss of what is happening with my life.

A situation that would require me to give my boss information on my personal life would be if there was a particular family reason that I could not attend work when I was scheduled. I would still have the discussion without a sentence such as “I ain’t goin’ to be able to make it to work on Saturday, I have a family deal.” Instead I would explain that “I have a family issue that contradicts me working on Saturday is there any way that I could have that weekend off?”

The most formal situations that I have entered into would be interview situations. To have a successful interview however you must allow the interviewer to know you. I have always believed the best way to do this is to tell them about myself and not let my “southern slang” do that for me. I have been interviewed for jobs, scholarships, and in pageants. During situations such as these most people become very nervous. Although I have heard all of the ways to avoid the nervousness, imagine them in their underwear count to three before answering, nothing has really ever worked for me. I go into the interview and answer the questions straight forward and then when I become acquainted with the interviewer I began to tell them more detailed answers.

I have noticed the different Englishes I have used my whole life throughout my writing career but was never aware of the different types I used verbally until I read “Mother Tongue.” If I would talk to some of my relatives the way I continue to write papers some of them would never understand a word I have said. I find it very difficult to have a conversation with someone who encourages wordy conversations because they become boring and seem like homework. I feel privileged that I can relate to people of many different Englishes and hope to relate to more people through conversations in the future.

Mother Tongue

“Mother Tongue” Response Questions

1. What occasion caused Amy Tan to become “keenly aware of the different Englishes” she

used?

Amy Tan became aware of the different ways in which she spoke at a talk to a group she had many times before. The difference occurred to her when she realized that her mother was in the group and it would be hard for her mother to understand what Amy was saying.

2. The expression used in Amy Tan’s title, “Mother Tongue,” is also used in paragraph seven.

What does this expression generally mean? What does it seem to mean in this essay?

The expression generally means the language that a child first learns.
In this essay “mother tongue” refers to the way in which Amy’s mother communicates.

3. Tan uses dialogue throughout the essay…why do you think she does this? What purpose does

it serve? Which sentences of dialogue do you find particularly effective, and why?

Amy uses dialogue to efficiently show how her mother actually communicates.
The purpose that the dialogue serves is that it allows the readers to understand how a conversation with Amy’s mother would sound.
I find the dialogue of Amy speaking to her mother very effective because it between it and the sentence she demonstrates from her speech you can understand the different ways in which Amy speaks English.

4. In what ways did outsiders (like bankers and waiters) make judgments of Tan’s mother

because of her language? Do you think the judgments where deliberate or unconscious on their

part? Explain.

Outsiders negatively judged Amy’s mother because they thought that her thoughts were incomplete because of her “broken” English.
Some of the judgments may have been unconscious but the individuals who choose to ignore her were deliberate because they did not want to work with her to determine an effective way to communicate.

5. Growing up, how was Tan’s perception of her mother influenced by the way she spoke?

Amy first thought negatively of her mother because of her speech. She also thought that her mother had incomplete thoughts because of the way she spoke. She later learned that she could understand her mother perfectly and that her thoughts were complete she just couldn’t express them herself so Amy must do it for her.

Nursing Aide

It does not matter where you work you will always encounter different types of individuals in any working condition. I work in a hospital as a nursing aide. I encounter different types of individuals every day. The personalities that I work with differ from day to day but we do have some individuals I work with on a daily basis.

Anyone who has been to a hospital is aware of the different workers there. The nurses, doctors, aides, and food service workers all come to mind. For anyone who has worked in a hospital you can classify these people even more.

There is the ever evasive specialty doctor. They have went to school for many years to focus their work on a particular field of the body. These physicians can keep a patient waited to be discharged for many days. They are not required to be at work every day and report only to patients that have a problem within the area of the body that the physician specializes in.

There is the common yet still ambiguous medical doctor who is the physician upon admission. These physicians make their rounds when they arrive at the hospital and ask the nurses to do most of the basic care. These individuals will appear when they wish and in the situation of emergencies. Before a patient can return to their homes these physicians must tell the patient of any future medications and treatments that they will have to go through to continue a healthy life. These individuals must also determine if the patient is healthy enough to go home.

The next level seen commonly throughout the hospital is that of the nurses. These individuals must perform most of the hands on treatment of the patient. If a patient requires pain medication then the nurse is the individual who actually administers it. The nurse is the person who will follow out the orders given down by the physician. These nurses can be broken down into two types.

There is the friendly nurse who will listen to the patient. This nurse will also work efficiently with the aides and other individuals below them. These nurses will become busy just like everyone else but choose to react in a positive way. They will ask for help from other individuals and will demonstrate to the newer individuals procedures that they will learn to help make the day less hectic for everyone. These nurses strive to make everyone around them more educated and have a better idea of how to efficiently care for patients.

The other type of nurse that is present at a hospital setting are those who become overwhelmed when they become busy. These nurses feel as if they do not have time to listen to the patients or aides when they present them with a problem. The “grumpy” nurse feels that they should only be notified if it is an emergency. These nurses will be rude to anyone who speaks to them when they are busy and will avoid going into rooms and listening to aides when they are busy.

The student nurse is an individual who is currently in nursing school. These individuals cannot participate in all of the actions that a nurse can but they can help the registered nurse with some tasks. These individuals can give shots, discontinue IVs, and remove catheters. Individuals at this state are usually very interested in learning and are willing to help with most procedures even if they are only watching.

The nursing aides have the most time spent actually with the patient. These individuals are responsible for basic patient care including changing linens and ensuring that patients have a bath. Aides are the faces of the hospital they are the people that the patient and their family becomes acquainted with throughout their stay. The aides are the individuals who first notice if a patient is not acting as they normally do. Aides are who the patient usually bases their stay upon because they are the member of the hospital most frequently in their room and helping to inform the nurse and doctor if there is a serious problem with the patient. Aides can be put into different groups as well.

There are the happy aides who are more than willing to help the patient in any way that they can. These aides will gladly get anything the patient or family needs, a water, coffee, or notifying the nurse that the family wishes to speak to them. These aides will negotiate with the patients to help them feel better. Some patients do not to physically exert themselves and would much rather for the aides to physically bathe them and care for them. If the patient can care for themselves their stay will not only be shorter but the time it takes to heal would be less.

There are also aides who believe anything that a patient says. These aides will allow patients not to bathe if they do not feel like it. They will allow patients to refuse meals and will leave the tasks of getting patients to participate to an aide on a different shift. These aides will do as little as possible and will leave anything that they do not have done to the aide coming in to cover their next shift. These individuals typically do not last long at my particular hospital because the administration at my hospital believes in equal work distribution.

The administration team at the hospital in which I work believes that all work should be equally distributed between all members of the hospital staff. This helps to ensure that everyone has a pleasant working experience and that patients are taken care of efficiently and thoroughly.

How Do We Find the Student?

“How Do We Find the Student…?” Response Questions

1. This essay appeared in The Chronicle of Higher Education, a weekly publication for college

and university professors and administrators. How do you think this audience influenced Baker’s

analysis of types of students? What about his tone and language seems appropriate for this type

of audience?

Baker’s analysis of types of students would need to be entertaining to encourage college and university professors and administrators. He would also have to efficiently describe the students that are commonly in class. Many professors do actually get to know their students and can describe them.
Baker’s tone and language is appropriate because he is straight forward with the facts he does not draw the definitions out. He describes a person and then moves on to the next.

2. Baker deliberately creates, rather than avoids, stereotypes to establish exaggerated

representatives of types…do you think his classifications are fair? Do they accurately reflect the

whole spectrum of students? Why or why not?

Baker’s classifications are fair. Some students only come to college to party, get a degree, or get married, all of which he discussed.
The whole spectrum of students is discussed because while describing the student he represents many types of individuals. Baker explains that one individual can riffle through all the described stereotypes to become a student and in the end get what they need from college.

3. This article was published in 1982: How well have Baker’s classifications held up to present

conditions? Do these groups still exist? How closely do they mirror the student population at

USI or other colleges (or high schools) you’ve attended? Explain your answer.

Baker’s classifications have held up extremely well to the present conditions.
These groups still exist, however one more classification could be added. A group of the older adults returning to college to pursue a degree because the factory that they worked out will pay for the schooling because the company is being shipped out of the country should be added.
I feel that the classifications mirror USI effectively. Many students begin the campus wanting to have a good time and then slowly transition into getting their degree, while there are still students in their 50s taking one class at a time.

4. Which category (or combination of categories) do you fit? Explain your answer.

I began my college career as the academic gymnast. I transitioned into a student when I realized my first choice of a major was not the field that I was the happiest with.

5. Based on your experience, how would you define the relationship between students and

faculty? What stereotypes does each group (fairly? unfairly?) hold about the other?

Students and faculty only have relationships through class and similar groups they are in. Students will tend to select professors that their friends recommend; the faculty does not have this luxury. Some stereotypes such as the worker ant and the good time Charlie/Charlene find each other a nuisance to each other and that the other group will negatively affect their college experience.

I want a Friend

I find it an honor to be included in the classification of “best friend.” I have been one since I was young and continue to participate and become one to many more people every day.

Every time you meet a new individual you make it your personal responsibility to evaluate them based upon the standards of a friend, if the individuals have similar interests and goals in life as yourself. The world would be a terrible place to be if a person did not have a single best friend. I personally want a best friend. What is the reasoning of wanting a best friend you ask?

I want a friend to call me just to say hello. I want a friend to call every day and discuss the daily activities with. I want a friend to call me on their lunch hour so I do not have to eat alone. I want a friend to call me on my birthday at midnight to be the first to tell me happy birthday. I want a friend who plans a surprise party for my birthday and invites all of the guests without my help. I want a friend who will bring me a can of gasoline when I let my car run out while driving down the highway. I want a friend who will not judge me based upon the decisions I make.

I want a friend to plan a “day of fun” for us that they pay for. I want a friend that will pay for my manicure and pedicure when I do not have the extra cash before a big date. I want a friend to take me out to eat and pay for my food when I am hungry but cannot afford to pay for it myself. I want a friend to lend me money when my electric bill is due but I spent the money on a new Coach purse. I want a friend who will come and pick me up from a bar when I am unable to drive home. I want a friend that no matter how many times we fight we will still be there for each other.

I want a friend who will call me in the hospital while I am sick. I want that friend to visit me while I am hospitalized, and sneak me in food so I do not have to eat the hospital food. I want a friend who will call my relatives while I am in the hospital and give them a daily update of my illness when I do not want to talk on the phone. I want a friend who will tolerate my family and respect them.

I want a friend that no matter how bad their day is will do anything to make mine better. If I happen to end my relationship with my significant other I want a friend who will drive for miles to bring me a carton of ice cream and movies to sit on the couch so I will not have to be alone. I want a friend who will plan an abduction of me while I am recovering from a break up. I want a friend who will call other friends to have an emergency night out on the town to forget about that “loser.” I want a friend to hold my hair while I am lying over the toilet from too many margaritas. I want a friend who will walk up to my ex and inform them of the bad decision they made by “letting me get away.”

I want a friend who will help me find a potential significant other by being my “wingman.” I want a friend who will put up a cute suitors annoying friend so that I can familiarize myself with the suitor. I want a friend who will not critique my significant other. I want a friend who will endure my endless wave of suitors until I find “the one.” I want a friend who will be happy for me when I do find my significant other.

I want a friend who will plan my bachelorette party. I want a friend who will help to plan my wedding. I want a friend who will go on endless shopping sprees to look for my wedding dress. I want a friend who will do anything for me on my wedding day. I want a friend who will write a speech about our lives together that the friend will read at the reception that moves me to tears.

I want a friend that will be like another mother to my children. I want a friend who will help me raise my children the way I wish. I want a friend who will remain by my side during fights with my significant other and children. I want a friend that will remain with me until the day I pass away.

Who would not want a friend with all of these positives that they bring into your life?

I Want a Wife/Husband

“I Want a Wife” & “Why I Want a Husband” Response Questions

1. Do these essays have a traditional, explicitly stated thesis? If so, what is it (for each)? If you

believe the thesis or purpose is implied for both essays, paraphrase each in your own words.

Brady and Fernsler both imply that they want a wife/husband to take on the needs of not only themselves but their children. The spouse has certain responsibilities to which they are solely accountable for and the other spouse should not be asked or encouraged to participate in them.

2. Throughout the essay, Brady repeats the words “I want a wife” and Fernsler repeats “I want a

husband.” What is the effect of this repetition?

The repetition implies that only the wife in Brady’s case or husband in Fernsler’s case can do these particular tasks at hand. It implies that the spouse has no want or anticipation of being responsible for this task.

3. Brady never uses the personal pronouns he or she to refer to the wife she defines. Why do you

think she makes this choice? What about Fernsler’s pronoun usage? Is he equally “genderless”?

How does his pronoun usage impact or affect the essay?

Brady chooses to disregard using the pronouns he and she because wants to make the essay seem more like a job title that only a wife would do the tasks. By remaining genderless she is implying that the husband could also participate in these feminine tasks.
Fernsler uses the pronoun “he” to refer to the husband. He is not as “genderless” because by using these pronouns he is stating that only males could occupy these positions.

4. The first and last paragraphs of each essay are quite brief. Why do you think Brady and

Fernsler chose to write such short introductory and concluding paragraphs? What effect does it

have on the reader?

By using such short paragraphs the point is driven across more effectively. The introductory paragraph introduces the reader to the writer and helps to decipher why the essay is written. The end paragraphs impact that both Brady and Fernsler would like to have a spouse that would support them either emotionally or financially.

5. Do you think both authors really want the kind of wife and husband each describes—does this

ideal spouse actually exist? Explain why you think Brady wrote her essay in the early 1970s—

and then what motivated Fernsler to respond in the late 1980s...what does each essay say about

the time period in which they were written?

I believe that both authors would appreciate a spouse that was willing to compromise and work on the designated chores together. If either author had a spouse like the one described they would both become “spoiled” and would regret how much that they are taking advantage of their significant other. These ideal spouses do not actually exist in the present time. More women are working now and less are stay at home mothers. But many mothers still do plan and care for their family as described by Brady.
Brady wrote her essay in the early 1970s because this was the time of shows like “Leave it to Beaver” and other shows that implied that women should stay at home and care for the family.
Fernsler responded in the late 1980s because at this time it was still mandatory for men to be the main income in the household.
Each essay describes the oppressions of the genders in the time frames. Many spouses are encouraged to take on only a certain role during a marriage but a compromise must be met between financial and family burdens.

What I've Learned from Children

I have always though “what could you possibly learn from someone whose sole existence relies on someone else?” Infants obviously cannot bath, clothe, or feed themselves. They are completely innocent, relying on their parents for all care. When I was little all I thought that infants and babies could teach me was how to get what I wanted. If a baby starts to cry they are immediately tended to. This could include feeding, attention, and to my little cousin McKayla “moneys.”

Growing up children always hear “don’t be a crybaby.” This implies that by crying about your own wants and needs signifies that an individual cannot provide for themselves. Although some parents and adults give in to their children there are still others who believe that this will hurt the child’s future. Little girls have a higher probability of getting their way than baby boys.

What I have really learned from babies and infants is responsibility. I first started babysitting when I was 10 years old. My best friend’s mother had a baby that year and began to pay us to watch him for extra money for clothes and games. The two of us always had worked small odd jobs to help our families, school, and church. These included chores, helping with concession stands, and cleaning the church as well as helping with youth groups.

I had previous experience with children. My mother is the youngest of 13 children. This results in me having numerous cousins of all ages with babies continuously present. However, the contact I had with these children were limited and in small amounts. My physical size resulted in the parents not allowing me to carry children. I would sit in a chair to hold the baby. As soon as the child would cry they would be out of my arms and I would run outside to play.

Our first time actually watching Ezra by ourselves we were only with him for a few hours. He could walk and “babble.” I had spent previous time with him and we had gotten along well. I could sometimes decipher what he was saying but I had never tried this while he was in a fit of tears. After an occurrence of this all my prior thoughts and feelings changed. It seemed as if Ezra would never stop crying. He cried when he was hungry, thirsty, or tired.

After my first time babysitting I never wanted to do it again. I even refused to go to my friend’s house for a while. When I did finally decide to babysit again I was more prepared. This next encounter was much more positive. I went into the situation with a plan. Crying would be a direct result of one of a few possibilities. These include hungry, tired, angry, lonely, or gassy. My plan started out simply. I would feed him and then we would play games and do activities outside until Ezra became so worn out from playing that he would sleep for the rest of the time I was babysitting.

This plan began to work effectively, however it also made me very tired because Ezra was content with playing hard outside in the sun. We played a variety of different sports all of which somehow involved me chasing after him. This not only made him tired from running but I was as well. We both had to return indoors to have refreshments and then he settled down for a nap. I was so extremely tired that it was complicated for me to remain awake while waiting for his parents to return home. Ezra continued to teach me about responsibility the more I babysat him and I continued to learn other ways of distracting him and giving him time to play alone. By the time I reached high school we had a system that worked for both of us.

Ezra would help me clean up his toys around the house before we would begin playing any games. This made less work for me after he “crashed” from playing. I could then sit and do homework until his parents arrived. The responsibility I learned from Ezra has continued to help me throughout my life because it helps to establish a plan of action for every course I take.