Southern Utah University

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Southern Utah University
Southern Utah University
Fall Semester 2025

Introduction to Academic Writing (Face-to-Face)

ENGL 1010-03

Course: ENGL 1010-03
Credits: 3
Term: Fall Semester 2025
Department: ENGL
CRN: 32188

Course Description

The first of the required GE writing courses introduces students to academic composition. Students will engage in writing as a process, pre-drafting strategies, multiple drafts, peer review, and large and small-scale revisions. Students with ACT English scores between 17 and 28 must take 1010 before ENGL 2010; those with scores below 17 must enroll in ENGL 1010E. (Fall, Spring, Summer) [Graded (Standard Letter)] Prerequisite(s): ENGL 0990 or ACT English Subscore or Accuplacer Next Generation score - Prerequisite Min. Grade: C Prerequisite Test (Min. Score): ACT English Subscore (17) or Accuplacer Next Generation (250) Registration Restriction(s): Intensive English Program majors may not enroll General Education Category: Written Communication

Required Texts

They Say, I Say (6th Edition) -- ISBN-13: ‎978-1324070030
Writing Spaces Volumes 1 & 2. -- open-access textbooks from Parlor Press (readings built into the course Canvas modules)
Supplemental Readings provided via Canvas

Learning Outcomes


Genre Awareness: Demonstrate critical and conceptual awareness of genre in reading and writing—including organization, content, presentation, formatting, and stylistic choices.
Context and Purpose: Analyze rhetorical situations and adapt to the audience, purpose, modalities, and the circumstances surrounding a range of reading and writing tasks.
Language Awareness and Usage: Recognize and make intentional, critical, and contextually-informed language choices across a range of rhetorical contexts/situations.
Recursive Writing Processes: Develop flexible, iterative, and reflective processes for invention, drafting, workshopping, and revision.

Course Requirements

To pass this course, you must complete all major assignments, fulfill all weekly assignments, and participate actively in all class activities. You are expected to attend all class meetings and participate in draft workshops, in-class exercises, and classroom discussions.
Major Assignment Completion Policy: To pass this course, you must complete and submit all major assignments, regardless of your overall grade percentage. An assignment counts as completed under this policy when it earns at least a 60%. Assignments that earn less than 60% must be revised and resubmitted (see Revision policy) before the end of the term, and the revisions must improve the grade to 60% or higher. If you fail to turn in even one major assignment, you will receive a failing grade (F) for the course.
These major assignments are important capstones that demonstrate the core skills and learning outcomes of the course. This policy exists to ensure you fully engage with the key writing processes and rhetorical strategies we're developing together. Completing only part of the work means you haven't met the minimum expectations for course credit.
Timeliness and Participation: All assignments, drafts, papers, and revisions should be handed in on time. Failure to turn in an assignment on time or to appear at a draft workshop without a draft is equivalent to turning in an assignment late (see Late Policy for penalties and options).
Need Help? If you're facing difficulties that are preventing you from completing a major assignment on time, please reach out to me as early as possible so we can talk through your options.

Grade Scheme
The following grading standards will be used in this class:

Participation -- 40%
  • Attendance -- 5%
  • Drafts and Peer Reviews --15%
  • Reading Responses -- 10%
  • Commonplace Book -- 15%
Reflections -- 10%
Workshops -- 15%
Major Projects -- 30%

Course letter grades are calculated based on the percentages described below. 
NOTE: Automatic grade calculations made by Canvas may not always align with those of your instructor. In this case, your instructor's calculations take precedence. Click on How to Check Your Grades to see how you are doing in the course.

Excellent (A, A-) 
A | 100% | to 93%
A- | < 93% | to 90% 
Above average (B+, B, B-|
B+ | < 90% |  to 87% 
B | < 87% |  to 83% 
B- | < 83% |  to 80% 
Average (C+, C, C-) 
C+ | < 80% | to 77 %
C | < 77% | to 73%
C- | < 73% | to 70%
Below average (D+, D. D-)
D+ | < 70% |  to 67%
D | < 67% |  to 63%
D- | < 63% |  to 60%
Fail (F)
F | < 60 % |  to 0 %

Note: This is not a pass/fail class. You will receive a letter grade based on the table above for ENGL 1010.

Course Outline

Assignment Outline

Commonplace Book

A Commonplace Book is a notebook or journal where people collect and organize information, knowledge, ideas, thoughts, doodles, quotations, and observations for future reference and/or reflection. Each of you will be keeping a commonplace book for the duration of this semester, we will be using it frequently in class and I would encourage you to keep it with you at all times outside of class as well, so you can keep track of your thoughts. You are welcome to use whatever medium you would like for your commonplace book -- I have a special section in my Notes app on my phone that I use as well as a physical journal I carry with me. You might choose to dedicate a specific notebook to be your commonplace book, or keep a single document or folder on your computer, etc. 
You will use this commonplace to keep track of all of our Daily Freewrites, Microdrafts, In-Class Activities, Weekly Connections, and other small-stakes assignments. Each time you complete one of the items in the list, you will submit a copy in the corresponding assignment (linked in the Commonplace Module). By the end of the semester, you should have at least 40 entries across the different categories. You will receive a participation grade at the end of the semester for how well you kept your commonplace book based on the number of unique submissions in each assignment. 

Major Writing Assignments

The bulk of your grade in ENGL 1010 will come from the major projects outlined below and the interconnected assignments (including drafts and peer reviews). 
To pass this course, you must complete and submit all major assignments, regardless of your overall grade percentage. An assignment counts as completed under this policy when it earns at least a 60%. Assignments that earn less than 60% must be revised and resubmitted (see Revision policy) before the end of the term, and the revisions must improve the grade to 60% or higher. These major assignments are important capstones that demonstrate the core skills and learning outcomes of the course. If you fail to turn in even one major assignment, you will receive a failing grade (F) for the course.
This policy exists to make sure you fully engage with the key writing processes and rhetorical strategies we’re developing together. Completing only part of the work means you haven’t met the minimum expectations for course credit.
If you're facing difficulties that are preventing you from completing a major assignment on time, please reach out to me as early as possible so we can talk through your options.

Paper 1: Visual Narrative Self-Portrait (One-page illustrated comic + 3-4 page reflection)
Who are you? It is one of the most fundamental and important questions you will ever face. For this assignment, you will create a one-page visual narrative (comic) that crafts an argument about who you are through a significant moment or experience, accompanied by a 3-4 page reflection analyzing your creative choices and process.
This assignment challenges you to think beyond traditional essay writing, using the unique capabilities of the comics medium to convey identity through both visual and textual elements. You'll explore how images, words, layout, and design work together to create meaning—skills that transfer to all forms of communication. Your reflection will demonstrate critical thinking about your creative process, audience considerations, and the effectiveness of visual storytelling for representing identity.

Paper 2: Rhetorical Analysis (4-5 pages) 
Rhetoric provides a method for studying the work that language and writing do. Rhetorical analysis considers all elements of the rhetorical situation--the audience, purpose, medium, author, and context-- by examining and analyzing a text. A strong rhetorical analysis will not only describe and analyze the text but will also evaluate its composition and delivery in order to make an argument about the text. It is important for students to be educated on how to respond to and interpret a text to avoid getting lost in the ever-increasing tide of information. 

Paper 3: Viewpoint Synthesis (5-6 pages)
Synthesis means “putting together.” In this Viewpoint Synthesis paper, you will flesh out your own view on your issue in the context of what you have discovered about your research question in this unit. This paper is not just a researched argument but rather a brief overview of your own view as shaped by your research. This process is essential for your own learning because gaining information from only one "view" can lead to limited knowledge and rampant misinformation. This project will provide experience in researching and evaluating information.

Final Portfolio
The final project for this course will be an assembled portfolio highlighting the polished drafts of each of the three major projects with an editorial note reflecting changes from the first to the final draft that explores what you learned about your own writing process through the semester. 
  • Course Reflection (2-3 pages)
  • Final Revised Drafts

Reading Responses

These discussion boards are completion-based assignments that allow us to explore course ideas and readings in depth.
For each assigned reading group, I would like you to write a brief, half-page (single-spaced) response addressing the following:
  1. Tell me one thing you know for certain from the reading.
  2. Tell me one thing you’d like to know more about from the reading.
  3. Tell me one thing you didn’t understand from the reading.
Your questions might deal with any part of the reading—a confusing example, a term from the text that struck you, an essay that intrigued you, etc.   
Reading Responses are due BEFORE the class wherein we will be discussing the reading. Responses submitted after class will only be given a max of half-credit. If you miss a couple, don't worry. I will drop the three lowest-scored responses from your final grade. 

Workshops

Workshops are low-stakes activities designed to help you practice skills and explore ideas--they also let your professors check in on how your research is developing. They are designed to help with your Major Writing Assignments, so feel free to reuse and recycle the writing you do for them!
Like the Reading Responses, I will drop the three lowest-scored workshops from your grade (though, be aware that certain workshops will be excluded from the drop allowance).

Instructor's policies on late assignments and/or makeup work

Late Policy:

There is no secret shortcut to good writing: it just takes time. This course and its due dates are paced to help you manage your time through probably more writing than you've ever done before while being as humane as possible. Falling behind can snowball very quickly!
In this course, we value all your work as it contributes to your learning, so you should always do it, even if it will be late. While late submissions are accepted, they incur a 10% penalty per day, including weekends. Work more than a week late risks not being accepted or receiving a maximum of half credit. Once a learning unit has concluded, I will no longer accept any late work from that unit. However, I'm open to discussing extensions if you communicate your needs
Workshops and small assignments must be submitted before the unit's major project due date, as they provide crucial scaffolding for your major projects.
The only exception to the standard late penalty are Reading Responses. They are due BEFORE the start of the class wherein we will be discussing the readings and I use them to help guide our discussions. The point of these is to help you engage and reflect on what you are reading and how much you understand what you are reading. Late reading responses will earn a maximum of half-credit since I can't always go back and address questions you didn't ask.
To provide some flexibility, Canvas automatically drops the lowest scores from Reading Responses (3) and Workshops (3) - consider these your free passes for life's unexpected moments.
Remember, good writing takes time. This policy aims to keep you on track while being flexible. Don't let small assignments slide - the learning and practice they provide are crucial to successful major projects, and the points add up quickly. If you're struggling, let's chat and figure it out together! To that end, if you find yourself falling substantially behind you should make an appointment to talk to me so we can strategize. If you find yourself more than two weeks behind, an in-person meeting becomes mandatory. This allows me to check in, offer help, and develop a plan to either catch up or, if necessary, withdraw in the best possible way.
Bottom line: I want you to succeed, not penalize you. But I can't provide feedback on super late work (there is only one of me and 24 of you). So, let's work together to keep everyone on track!

Freebies (Late Pass):

Deadlines are important. If you get behind, the effect tends to snowball VERY quickly. That said, I understand that sometimes an extra day is just plain necessary. For this reason, I allow three (3) freebie passes on assignments.
We all have crises we cannot foresee, so using your freebies will give you extra time without losing credit. But do use them wisely—once they're gone, they're gone (I recommend saving these for emergencies on your major assignments!).
You must notify me in the Canvas submission box when using a freebie, or you'll lose points according to the late policy (10 points per day). No advance discussion with me is needed for freebies - just submit with the note. If you submit all assignments on time without using any freebies, you'll receive a 2% bonus on your final grade.


Revisions:

In our writing course, we're not just chasing grades - we're here to help you grow as a writer. That's why I've set up this revision policy. It's your chance to take feedback, roll up your sleeves, and really improve your work. Think of it as a writing gym where you can flex and strengthen your skills!
Revision policy for major projects (except final):
  • Available for grades C or lower
  • Steps:
    1. Meet with the instructor (me!) and/or a Writing Center Tutor
    2. Revise your work
    3. Resubmit with 200-500 word reflection on revisions 
      • Reflection must include specific reference feedback from the instructor and/or Writing Center tutor
      • No revisions will be accepted without this reflection!
      • You can choose to revise and resubmit your projects at any point -- I will accept resubmissions up until the final project is due. 
Now, let's talk about that reflection piece. I know, I know - another thing to write. But trust me, this is where the magic happens. It's like looking in a mirror and seeing your writing evolve. You'll start to pick up on patterns, understand feedback better, and honestly, it'll make you a smarter writer. It's not just about fixing a paper; it's about leveling up your entire writing game.
I'm not leaving you to figure this out alone, either. This policy is my way of saying, "Hey, let's work on this together!" I want you to come chat with me and to visit our awesome Writing Center tutors. Building these connections and learning to seek help - that's a superpower that'll serve you well beyond this class.
And let's be real - I know that grades matter. That's why I'm not averaging your scores. If you put in the work to revise, your new grade reflects that effort. Struggled the first time around? No worries. Your revision could still earn top marks. It's all about rewarding your hard work and progress.
Finally, this whole process? It's a bit like a dress rehearsal for the real world. Out there, writing often involves drafts, feedback, and revisions. We're building your resilience, teaching you to roll with constructive criticism. It might feel challenging now, but you're developing skills that'll serve you long after our class ends.
So, dive in! Embrace the revisions, reflect on your growth, and watch yourself transform into a more confident, skilled writer. I'm here cheering you on every step of the way!

Extra Credit:

The best way to earn extra credit in this class is to engage in literate practices and processes (reading, writing, discussing, reviewing, researching, etc.). Most often, this will be in the form of visiting the Writing Center with your projects, but there are other options outlined in the Extra Credit assignment in Module 0. Between my generous Late Work and Revision Policies, there really isn't a need for extra credit in this class.  Please do not ask for extra credit outside of what is already offered. I will not be offering additional work to complete to make up for not completing the required work. If you work hard, you will be rewarded.

Attendance Policy


Active attendance and participation are crucial for improving your writing skills (nobody ever got better at writing by not writing!). You are expected to attend every class and engage in discussions and activities. You will be marked absent if you physically attend classes but refuse to actually participate. If you can't attend due to illness or an emergency, please communicate with me as soon as possible. Missing class means missing valuable lessons and in-class activities, which negatively impacts your success.
If you miss four or more consecutive classes without notifying me, you'll need to meet with me in person to continue in the course. I reserve the right to not grade or provide feedback on assignments if you have ongoing unexplained absences. This meeting is not a punishment but an opportunity to discuss how you can succeed in the class or, if necessary, withdraw in the best possible way.
Excessive absences will result in a failing grade. If you miss more than 30% of the classes, you will receive an automatic failing grade. However, if you have perfect attendance with no unexcused absences or tardies, you'll receive a 2% bonus on your final grade.
In short: Attend every class, participate, and communicate with me if something prevents you from attending. Basically, when something is going on, talk to me! I can’t help if I don’t know what is going on. 

Course Fees

Content for this section will be provided by the instructor.

ADA Statement

Students with medical, psychological, learning, or other disabilities desiring academic adjustments, accommodations, or auxiliary aids will need to contact the Disability Resource Center, located in Room 206F of the Sharwan Smith Center or by phone at (435) 865-8042. The Disability Resource Center determines eligibility for and authorizes the provision of services.

If your instructor requires attendance, you may need to seek an ADA accommodation to request an exception to this attendance policy. Please contact the Disability Resource Center to determine what, if any, ADA accommodations are reasonable and appropriate.

Academic Credit

According to the federal definition of a Carnegie credit hour: A credit hour of work is the equivalent of approximately 60 minutes of class time or independent study work. A minimum of 45 hours of work by each student is required for each unit of credit. Credit is earned only when course requirements are met. One (1) credit hour is equivalent to 15 contact hours of lecture, discussion, testing, evaluation, or seminar, as well as 30 hours of student homework. An equivalent amount of work is expected for laboratory work, internships, practica, studio, and other academic work leading to the awarding of credit hours. Credit granted for individual courses, labs, or studio classes ranges from 0.5 to 15 credit hours per semester.

Academic Freedom

SUU is operated for the common good of the greater community it serves. The common good depends upon the free search for truth and its free exposition. Academic Freedom is the right of faculty to study, discuss, investigate, teach, and publish. Academic Freedom is essential to these purposes and applies to both teaching and research.

Academic Freedom in the realm of teaching is fundamental for the protection of the rights of the faculty member and of you, the student, with respect to the free pursuit of learning and discovery. Faculty members possess the right to full freedom in the classroom in discussing their subjects. They may present any controversial material relevant to their courses and their intended learning outcomes, but they shall take care not to introduce into their teaching controversial materials which have no relation to the subject being taught or the intended learning outcomes for the course.

As such, students enrolled in any course at SUU may encounter topics, perspectives, and ideas that are unfamiliar or controversial, with the educational intent of providing a meaningful learning environment that fosters your growth and development. These parameters related to Academic Freedom are included in SUU Policy 6.6.

Academic Misconduct

Scholastic honesty is expected of all students. Dishonesty will not be tolerated and will be prosecuted to the fullest extent (see SUU Policy 6.33). You are expected to have read and understood the current SUU student conduct code (SUU Policy 11.2) regarding student responsibilities and rights, the intellectual property policy (SUU Policy 5.52), information about procedures, and what constitutes acceptable behavior.

Please Note: The use of websites or services that sell essays is a violation of these policies; likewise, the use of websites or services that provide answers to assignments, quizzes, or tests is also a violation of these policies. Regarding the use of Generative Artificial Intelligence (AI), you should check with your individual course instructor.

Emergency Management Statement

In case of an emergency, the University's Emergency Notification System (ENS) will be activated. Students are encouraged to maintain updated contact information using the link on the homepage of the mySUU portal. In addition, students are encouraged to familiarize themselves with the Emergency Response Protocols posted in each classroom. Detailed information about the University's emergency management plan can be found at https://www.suu.edu/emergency.

HEOA Compliance Statement

For a full set of Higher Education Opportunity Act (HEOA) compliance statements, please visit https://www.suu.edu/heoa. The sharing of copyrighted material through peer-to-peer (P2P) file sharing, except as provided under U.S. copyright law, is prohibited by law; additional information can be found at https://my.suu.edu/help/article/1096/heoa-compliance-plan.

You are also expected to comply with policies regarding intellectual property (SUU Policy 5.52) and copyright (SUU Policy 5.54).

Mandatory Reporting

University policy (SUU Policy 5.60) requires instructors to report disclosures received from students that indicate they have been subjected to sexual misconduct/harassment. The University defines sexual harassment consistent with Federal Regulations (34 C.F.R. Part 106, Subpart D) to include quid pro quo, hostile environment harassment, sexual assault, dating violence, domestic violence, and stalking. When students communicate this information to an instructor in-person, by email, or within writing assignments, the instructor will report that to the Title IX Coordinator to ensure students receive support from the Title IX Office. A reporting form is available at https://cm.maxient.com/reportingform.php?SouthernUtahUniv

Non-Discrimination Statement

SUU is committed to fostering an inclusive community of lifelong learners and believes our university's encompassing of different views, beliefs, and identities makes us stronger, more innovative, and better prepared for the global society.

SUU does not discriminate on the basis of race, religion, color, national origin, citizenship, sex (including sex discrimination and sexual harassment), sexual orientation, gender identity, age, ancestry, disability status, pregnancy, pregnancy-related conditions, genetic information, military status, veteran status, or other bases protected by applicable law in employment, treatment, admission, access to educational programs and activities, or other University benefits or services.

SUU strives to cultivate a campus environment that encourages freedom of expression from diverse viewpoints. We encourage all to dialogue within a spirit of respect, civility, and decency.

For additional information on non-discrimination, please see SUU Policy 5.27 and/or visit https://www.suu.edu/nondiscrimination.

Pregnancy

Students who are or become pregnant during this course may receive reasonable modifications to facilitate continued access and participation in the course. Pregnancy and related conditions are broadly defined to include pregnancy, childbirth, termination of pregnancy, lactation, related medical conditions, and recovery. To obtain reasonable modifications, please make a request to title9@suu.edu. To learn more visit: https://www.suu.edu/titleix/pregnancy.html.

Disclaimer Statement

Information contained in this syllabus, other than the grading, late assignments, makeup work, and attendance policies, may be subject to change with advance notice, as deemed appropriate by the instructor.