Instructor: Bodi Anderson
Office: Peterson 215
Office Hours: TBA
Website: http://dana.ucc.nau.edu/~boa
E-mail:boa@dana.ucc.nau.edu
Class:

Monday, Wednesday , & Thursday 11:30-12:20pm in LA 117

Tuesday (Lab) 11:30-12:20pm in Riles 206
Introduction
This 15-week session of English 105 is designed to heighten your critical reading, writing, and thinking skills. Throughout the term, you will complete multiple assignments designed to address those very skills. Given the structure and content of the course, it is highly suggested you attend every class meeting. In addition, budget your time well.
The class’ structure does not allow for procrastination. Make it a point to complete all assignments in a timely and diligent manner.
Absenteeism

Absent – You will be counted absent if you do not attend class, arrive to class
 more than 15 minutes late, or leave class more than 15 minutes early.
Tardy – You will be counted tardy if you arrive to class after 4:00 but before 4:15.

Being tardy four times is equivalent to one unexcused absence.
Allotment – You will be allowed four (4) unexcused absences without penalty.
For each absence beyond the allotted four your final grade will be reduced by five percent (i.e. 5 unexcused absences = -5%, 6 unexcused absences = -10% etc.).
Ensure you arrive to class on time every day (five minutes early would be even better). Absences are sometimes unavoidable (severe illness, family emergencies). For your own good, avoid them as excused absences are exceedingly few and far between.
To have an absence excused, it is requisite upon you to provide documentation of the inevitability of the absence that is acceptable to both me and the director of the writing program. Please realize that run of the mill illnesses such as colds and coughs as well as run of the mill excuses such as car trouble will never be sufficient grounds for the excusing of an absence. There is a reason you get 4 unexcused absences. However, I highly suggest you make an effort to never use them.
Assignments
 Reading: During the semester we will read a variety of texts. You, as an individual, will also research and read sources to support an extended argument paper. Reading assignments may involve various response activities-
-for instance, summaries, critiques, self-evaluations, quizzes, reaction writing about specific questions, and so on.

 Writing: During the semester expect to write both in and out of class.
+ In-class Writing may range from brief paragraphs to complete essay drafts of two to three pages each.
+ Out-of-Class Writing will involve drafting and revision to produce the following:
1.
one short polished essay that shows your skill in rhetorical analysis writing
(approximately three to five typed, double-spaced pages each).
2.
one short polished essay that shows your skill in synthesis writing
(approximately three to five typed, double-spaced pages each).
3.
one short argument paper that shows your understanding of the principles of argumentation and your ability to work on group projects (three to four typed, double-spaced pages).
4.
An annotated bibliography that shows your research and preparation for your extended argument paper (three to four typed, double-spaced pages).
5.
one extended argument paper involving library research that showcases your understanding of critical reading, writing, and argumentation skills (eight to ten typed double-spaced pages).
6.
one short polished essay that shows your skill in reflecting on your experiences in English 105 (approximately three to four typed, double-spaced pages, or its equivalent as an online text).


Portfolio: At the end of the semester you will submit a portfolio (your essay assignments) in hard copy to your instructor. You will also submit a page that includes the url for your online writer’s profile (web page) that reflects on your writing progress in ENG 105. Make sure that you save all your work on disk in case you lose your hard copy.
Technological Literacy: English 105 incorporates computer literacy as an integral part of teaching critical thinking, reading, and writing skills. The computer modules are not intended to teach you computer skills, but are intended to teach you to look more critically at how technology influences our understanding of the writing process and our thinking about reading and writing in a technology-supported environment. You will create a writer’s profile which includes a reflection on your English 105 experience.

Grading
Assignments in English 105 will be evaluated according to the following criteria:
“A” work is excellent work that fulfills assignment criteria with exceptional skill, quality, style, persuasiveness, or sophistication;
“B” work is good work that meets assignment criteria;
“C” work is acceptable work that meets assignment criteria but contains notable flaws you should have remedied in planning, drafting, revising, or conferring with your instructor;
“D” work is poor work that does not meet assignment criteria;
“F” work is poor work filled with numerous severe flaws.
Here is the weighting of assignments and activities in the course:
1 rhetorical analysis essay
10%
1 synthesis essay
1 short argument paper (needs to include 1-2 visuals)
1 annotated bibliography
10%
10%
10%
1 extended argument paper (including 2-3 visuals) 25%
Group presentation 5%
Individual presentation 5%
Website with Writer’s Profile: Reflective Essay 10%
Portfolio (revised papers) 5%
Quizzes
Classwork assessment: reflection papers, participation in class discussions and group activities, peer editing
5%
5%
100%
Figure your grade on the familiar 100-point scale:
90-100 is A, 80-89 is B, 70-79 is C, 60-69 is D, 59 and lower is F. A grade of exactly
87.521% means you win and are now king of the world. Yes I just wrote that to make sure you weren’t nodding off.

Please note: To pass English 105, you must turn in all five of the out-of-class writing assignments and online writer’s profile with the reflective essay. You must also submit a completed writing portfolio which will be kept in the University Writing
Program office .
Respect and Courtesy
It is my hope and intention that English 105 operate as a dynamic learning environment. In pursuit of that goal, we as a class will be discussing, viewing, and encountering subject material that is often associated with strong feelings and/or opinions. In voicing those opinions it is imperative that we each never forget the unique perspectives of everyone else within the class. We should never lose scope of the individual personalitie s, beliefs, and outlooks that comprise our classroom. What’s more, we should never do or say anything that disrespects those personalities, beliefs, and outlooks or, even more importantly, the persons to which those personalities, beliefs, and outlooks belong. In other words, you as a voice amongst many are required to treat every other voice with the utmost respect. This ideal of respect must also be applied to the subject material and, for your own good, your personal studies. I as an instructor have no intention of tolerating what I perceive to be disrespect toward any one at any time.
By now I do not feel it is requisite that I outline for you what is courteous and what constitutes discourtesy. As a college student the definitions of those terms should now be familiar and well integrated into your own academic persona. Be aware that I fully expect you to exemplify the prototypical respectful and courteous student in all aspects of English 105.
Expectations
All standard rules apply. All work you turn in must be your own. Plagiarism will not be tolerated and will carry severe consequences (i.e. failure of the class). Late assignments, regardless of the excuse, will not be accepted unless acceptable and prior arrangements have been made. Please note that “prior” is defined as at least 24 hours beforehand. You will be expected to attend all class meetings prepared. This entails completing any and all reading and/or writing assignments. The syllabus that follows is subject to change. Should a change be necessary, you will be notified at the earliest possible time. Should you have any questions and/or concerns, please do not hesitate to bring them to me. You are welcome to set up an appointment with me, or to contact me via e-mail.
A little list of tips if you plan to pass this class
(AKA THE CLASS CONTRACT)

1. Do not sleep in class! If you are having a caffeine impaired day tell me, we have a vending machine with coffee/Mt. Dew right outside class.
2. Do not have your cell phone ring in class. Silent mode will save you an extra page on your next essay for every time I hear ringing in class.

3. Do not take anything too personally in class. If someone says something offensive make them aware of it, in most cases they didn ’t mean it. Be open minded and realize that not everyone has the right words for every situation .Some of us get tongue tied some of the time and tongue locked even more. If the problem persists see me after class and I ’ll be more than happy to deal with it. Do not turn my class in Jerry Springer. (AKA do not freak out in class).
4. Your teacher is only human (or at least you think!) and so are you (lab results pending). If you see someone making a mistake or an oopsie (ala ’
Ned Flanders) don ’t be an annoying know-it-all. That said correcting someone in a polite way can save everyone a lot of work.
5. Don ’t be afraid to talk or throw in your well thought out two cents. Don’t worry, no one will think you are a freak for throwing in an alternative view on a subject (and if they do they probably won’t last long in college anyways). I like a classroom where we can analyze and look at a multitude of views and ideas on a given subject. Now that said …
6. Avoid raising your hand and spouting off the obvious without giving something any thought. “Murder is bad” , “Racism is wrong”… yes yes we all know and have heard it bazillion times. Take the time to listen and think things through when you respond to me or other people in the class.
You ’ll find you make more friends when you listen to what others have to say and then talk.
7. You were not born with the God given/genetic right to an A (or whatever grade). If you come to me with questions or problems with grades be ready to have logical support and a multitude of examples to help your case. I am judge and jury in the class and I grade with a fair, methodological hand (actually I generally use both hands to grade but shhh …)
8. That said don ’t take grades as indicators of acceptance of your general person or how much I like you. I ’ve given evil hearted well mannered and thought out students A ’s and some of my favorites D’s. To be honest no one ever got turned down for a job based on a Freshman Comp grade.
Believe it or not the President of the United States got a C in Freshman
Comp.
9. Try and do you best to liven the class up with you particular take on the world and make our ride through the world of rhetoric a little more interesting. As a teacher I really hate boring classes! We meet 4 times a week for a full semester, so why not get to know each other! Make pals with your classmates. It ’s a good chance to get to meet folks you might not normally hang with. Also if the class is boring that means no one is having fun and that sucks. I ’ve taught the same material for up to 5 years in a row and I can say a great class who knows each other well and gets along can make even grammar seem fun. That said please don ’t disturb class in an unruly manner if you hope to walk out of here with a good grade.
10. If you don ’t know, ask. Better to check with me if you are unsure about an assignment. AKA I ’m not responsible for your grade if you turn in 10 pages of “Oops wrong assignment dude”
11. If the Teacher says “Friday” he means “Thursday”