Last Name 1 First & Last Name First & Last Name English 101/Section # Date Essay #2 The

Committer vs. the Non-Committer There are many types of men in the world, and each type displays a variety of distinguishable characteristics. Women should become aware of these characteristics before considering a prospective mate. The smallest of personal details, from where and how they met (including the first date), the way he walks and talks, the clothes he wears, the career choice he's made, the vacation spots he frequents, or the automobile he drives can offer valuable, meaningful, insightful clues to whether or not a man will ever settle down with anyone. There are two main types of men in the world: the committer and the non-committer. The committer is serious about finding the right woman. He asks friends and relatives for introductions. He is usually open to blind dates and avoids the bar scene when looking for a quality woman. On the first date, he is polite and will not bring up the subject of money at the restaurant. He takes her to places where they can talk one-on-one. The non-committer is just looking for a woman. There is no room in his life for the woman. He, on the other hand, loves the bar scene. He usually finds a million excuses why he can't find the right woman and uses such excuses to explain why he is still unattached. On a date, he orders trendy food such as sushi to impress his date, and he

Last Name 2 monopolizes the conversation. He may even take her to places where there is no chance for good conversation such as a club or a party. The committer likes to share in conversation. He asks questions and actually listens to the answers. He is generally open about his past and is willing to share more personal details as time goes on. He is willing to meet her family and introduces her to his. The committer also formalizes his plans. He'll say, "Let's have dinner on Wednesday," or "I'll call you tomorrow afternoon." The non-committer, however, is usually supporting too many other extracurricular activities to be available. He does the talking while she does the listening. He usually has to work late which means he won't be able to make it for her mom's pot roast dinner invitation. When they speak to each other, he leaves her feeling like things are up in the air. While walking away, he yells things over his shoulder like, "Talk to you soon" or "I'll call." The committer maintains a very basic wardrobe. He tends to be neat, casual and conservative. He often has a closet full of khaki pants and Polo-style shirts. He wears boxers and tube socks, and his boat shoes are a must. The non-committer dresses to impress. He wears a jacket and tie more often than the committer, has fitted dress shirts, at least one silk robe, and tank tops in a rainbow of colors. He likes bikini underwear and loves his running shoes because they enable him to make a quicker getaway. The committer drives a family car. He likes Jeeps, Explorers, and Japanese-made cars because of their proven resale value and uncompromising dependability. The noncommitter is all too obvious when it comes to his automobile. He drives a flashy vehicle

Last Name 3 such as a Porsche, Corvette, BMW, or Ferrari. Each type is reflected in the vehicle chosen. The committer has a career that enables him to help others. He will likely be a teacher, attorney, stock analyst, computer programmer, banker, construction worker, minister, or police officer. He will claim he's too busy for vacations, but probably just doesn't want to go alone. He enjoys trips to see family, fishing trips with friends, or even a weekend at Disney World. Unlike the committer, the non-committer is likely to be a surgeon, photographer, writer, pilot, salesperson, or politician, and he always makes time for getaways. He likes Club Med, the wine-tasting country, Okotberfests, Rio, and anywhere a Windjammer cruise will take him. The committer likes good entertainment. He enjoys old movies with good plots, loves reading all kinds of books, and participates in team sports such as basketball, baseball, and football. The non-committer just likes entertainment, good or bad. He'll watch any movie with Clint, Sly, or Arnold in the credit lineup. He has many books in places they can be seen, but likely hasn't read one in its entirety. This man sticks to magazines and USA Today because they're brief, to the point, require little time, and will likely not lead to introspection. The non-committer rarely participates in team sports. He prefers solo activities such as hang-gliding, hiking, jogging, or a good workout at the gym where he can be seen wearing his newest designer labels. The bad news is that, initially, the non-committer and the committer may even mirror each other, on the surface, that is. The good news is that with a little insight, respect for one's own intuition and values, willingness to observe without the proverbial blinders on,

Last Name 4 and a basic understanding of the silent messages behind the words and actions of a prospective mate, it is possible for a woman to find that legendary dream-come-true soul mate.

Questions on Technique
1. Which sentence is the thesis (main idea) of this essay? Are there any words in the thesis to indicate that the author is going to compare or contrast anything? 2. Is this essay organized in a block pattern or a point-by-point pattern? 3. Does the author use good examples to point out the differences between the two types of men? What do you think of the examples? Explain. 4. Does the author use any contrast transitions (however, but, on the other hand, or in contrast) in this essay to help the reader move back and forth between the discussions of the two types of men? 5. Tone is an author's attitude toward the subject. It can be lighthearted, disgusted, playful, angry, and so forth. Describe the author's tone in this essay.

English 101/Section # Date The technology department is having problems with our class website

being accessed. They have told me that it will be fixed sometime between tonight and tomorrow morning. Do not worry about losing points because of this. I will not take late points off your assignments. In the meantime,

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see the following for information about the assignments so you can still work on them. Please let me know if you have any questions. Joan

Assignment 7: 10 Points Attention Students: The essay for this unit must be submitted by 10/7/10 unless you have made other arrangements with your instructor. No more than two essays may be submitted in any given week except in summer sessions unless you have made other arrangements with your instructor.
Since most of your essays in this course, (the only exception being the personal narrative in Unit 1), must be written in third person, this exercise provides practice in using the third person point of view.

NOTE: Check with your instructor about this policy. Some instructors may allow students to write essays in first person. Regardless of your instructor's policies concerning the use of third person, this exercise is required.

Click on this link for Information on Writing in Third Person.

Rewrite the paragraph below in third person in your word processing program.

You may delete some words and add others if you wish, but you must include all of the basic ideas found in the original paragraph.

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Refer to the Editing and Revising lecture or the Writing Resources link for information about writing in the third person.

NOTE: If you have Microsoft word or a word processor that will convert a Microsoft word document, click on the link below to download Assignment 7 to your computer. If you have your web browser set to open Microsoft Word for these types of documents, the file will come up in your word processor. If your web browser is not set, it will ask you where you want the document saved. Once it is saved, you can call it up in your word processor and revise it instead of retyping it. Assignment 7 Microsoft Word Document
I am strongly in favor of the proposition that public schools should require students to wear uniforms. In today's world, we are subjected to many prejudices, some of which stem from the type of clothes we wear. If all students wore uniforms, at least one source of prejudice might be eliminated in schools because no one would be wearing expensive designer clothes while others wore second hand clothes that went out of style a decade ago. No one would be able to discern your economic status by the clothes you wore. Another reason I favor required uniforms for public school students is to increase students' safety at school. Today, it can be dangerous to wear the wrong colors or accessories such as bandannas. Gang members often take offense at an innocent and unsuspecting student's clothing. I have heard of some cases in which students who wore the wrong clothing were injured or killed because of their choice of attire. Also, we should consider supporting mandatory uniforms in public schools so students will not have to make frantic last minute choices when getting dressed for

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school. Neither would there be such pressure to "fit in" as far as clothing was concerned. Students would know exactly what they would wear on any given day, and they would know without a doubt that they would look like they "belonged." If you think about it, requiring students to wear a school uniform would solve many problems we face concerning what to wear to school.

Save and name this assignment assign7

IMPORTANT NOTE: If you do not use Microsoft Word to type your assignments, you must save this assignment as a Microsoft Word document before sending it as an attachment.

Send this assignment to your instructor's private email address through Internet e-mail as an attachment. jmassey@mesacc.edu jmoore@mesacc.edu

When asked for a subject, type "Your Last Name" Assign. 7 -- i.e. Smith's Assign 7. Assignment 8: 10 Points

First Part of Assignment 8: NOTE: Be sure to do both parts of Assignment 8 before sending it to your instructor! Read pages 62 to 63 in The Brief Wadsworth Handbook 6th edition about writing a comparison/contrast essay.

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After reading the above pages, answer the following questions in your word processing program: 1. What do comparison and contrast essays do? 2. What are two methods that can be used to organize comparison and/or contrast essays? NOTE: It is not necessary to write the questions, just the answers. For more information about writing a comparison/contrast essay, click on the following link: The Comparison Contrast Essay Lecture Second Part of Assignment 8: Read the paragraphs on pages 62 to 63 in The Brief Wadsworth Handbook 6th edition. Then, click on this link to read a Sample Comparison/Contrast Essay. Write answers to the questions on technique found at the end of the sample essay. NOTE: Answer the questions on technique to the best of your ability considering the model essay may or may not be an excellent example. Evaluate the model essay carefully as you answer the questions. Save both parts of this assignment as one document and name this document assign8

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IMPORTANT NOTE: If you do not use Microsoft Word to type your assignments, you must save this assignment as a Microsoft Word document before sending it as an attachment.

Send this assignment to your instructor's private email address through Internet e-mail as an attachment. jmassey@mesacc.edu jmoore@mesacc.edu

When asked for a subject, type "Your Last Name" Assign. 8 -- i.e. Smith's Assign. 8 Assignment 9: 5 Points

Review the lecture on Prewriting and Planning if necessary. Review the lecture on Thesis and Outline if necessary. Review pages 24 through 26 and 39 to 41 in The Brief Wadsworth Handbook 6th edition if necessary for information formulating a thesis and outline; however, your outlines for your essays MUST follow the formal outline example below, not the informal outline example in the book. Your thesis statement and outline must follow this example format: Thesis Statement: (Write your thesis statement; it MUST be a complete sentence.)

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I. (Write the topic of the first body paragraph; it does not have to be a complete sentence.) II. (Write the topic of the second body paragraph; it does not have to be a complete sentence.) III. (Write the topic of the third body paragraph; it does not have to be a complete sentence.) Conclusion: (If you do not know your conclusion yet, just repeat your thesis statement.) NOTE: This is just a basic format for an outline. Your outline, of course, will be short topic entries. You will only write the information in black. The information in blue in parentheses is explanation only. IMPORTANT NOTE: To receive full points for this assignment, your thesis statement MUST be a complete sentence, and your outline must follow the example format exactly. Save and name this assignment assign9

IMPORTANT NOTE: If you do not use Microsoft Word to type your assignments, you must save this assignment as a Microsoft Word document before sending it as an attachment.

Send this assignment to your instructor's private email address through Internet e-mail as an attachment. jmassey@mesacc.edu jmoore@mesacc.edu

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When asked for a subject, type "Your Last Name" Assign. 9 -- i.e. Smith's Assign. 9 Assignment 10: 200 Points

Review pages 62 to 63 in The Brief Wadsworth Handbook 6th edition if necessary about writing a comparison/contrast essay. Review the lecture on The Comparison/Contrast Essay if necessary for information on writing the essay. In your word processing program, write the rough draft of a comparison/contrast essay supporting your thesis statement with well-organized, interesting details. NOTE: Your essay needs to be 600 to 700 words in length. Use your word processor's statistics feature to check the length of your essay as you are writing it. You will be writing this essay in third person (he, she, they, people, society, etc.); however, DO NOT use second person (you, your) at any time in your writings in this unit or in any of the other units unless it is in dialogue or a direct quote.

Review the Information on Writing in Third Person if necessary.

NOTE: ESSAYS 2 THROUGH 6 MUST BE WRITTEN IN THIRD PERSON ONLY!!!!!

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Read the Grading Comments that your instructor may use when grading the final draft of your paper. By reviewing grading comments and MLA documentation comments, you may be able to avoid some common problems in your writing. After you have written your rough draft, review pages 41 through 45 in The Brief Wadsworth Handbook 6th edition and/or the Editing and Revising link, if necessary, for additional help in revising your rough draft. Pay close attention to the checklists on pages 41 to 44. Also review the following checklist as you revise the rough draft of your essay:

Is your thesis statement a complete sentence that states the main idea of your essay? Is your thesis statement the last sentence of the introductory paragraph? Does your essay follow the order of your outline? Is each paragraph in the body of your essay well developed with a topic sentence at the beginning followed by subtopic sentences with supporting details? Does your essay have a concluding paragraph that sums up the main ideas of the essay without adding any new details? Have you used complete sentences, not fragments, comma splices, or run-on sentences? Are your sentences clear and concise?

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Are your sentences grammatically correct using consistent verb tense and avoiding subject/pronoun disagreement? Have you used correct punctuation and capitalization? Are all words spelled correctly?

You may either edit your own rough draft, or you may arrange with another student in the class to peer edit each other's essay. You can contact another student through MyMCC and arrange to send each other your rough drafts. NOTE: It is NOT necessary to send a copy to your instructor unless you have specific questions or problems you would like your instructor to address. Your instructor will NOT fully edit your entire paper for you. It is essential that you learn to recognize problems within your own writing. If you need one-toone attention throughout the entire paper, you need to make an appointment with a tutor in the Writing Center (480-461-7513). Read the Self-Edit/Peer Reviewing Lecture. Click on the following Self-Edit/Peer Reviewing Worksheet link if you wish to use it for help with peer editing or with editing your own essay. This link can also be found in the Self-Edit/Peer Reviewing lecture. Self-Edit/Peer Reviewing Worksheet

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When you have received the peer review from a classmate or have self-edited your own essay, consider what needs to be edited and revised in your own essay. If you have a specific question or problem area in your paper with which you feel you need additional help, contact your instructor or a tutor in the Writing Center. Also, review the Grading Comments link to prior to editing your rough draft so you will be aware of what problems to look for in your rough draft. NOTE: Editing and revising are vital steps in the writing process. Do not be satisfied with your first draft. No writing is perfect in rough draft form. There is always room for improvement. Look up and refer to pages in the index at the back of the The Brief Wadsworth Handbook 6th edition if you need help with sentence structure, punctuation, or grammar, etc and/or refer to the lecture on Editing and Revising. Be sure to format your essay according to the directions. Click on this link to review Formatting Directions if necessary. When you have finished revising your essay, use the following instructions to turn it in to your instructor: Save and name this assignment essay2

IMPORTANT NOTE: If you do not use Microsoft Word to type your assignments, you must save this

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assignment as a Microsoft Word document before sending it as an attachment. Send this assignment to your instructor's private email address through Internet e-mail as an attachment. jmassey@mesacc.edu jmoore@mesacc.edu

When asked for SUBJECT, type "Your Last Name" Essay 2 -- i.e. Smith's Essay 2.