Southern Utah University

Course Syllabus

Southern Utah University
Southern Utah University
Fall Semester 2025

Introduction to Academic Writing, Extended (Face-to-Face)

ENGL 1010E-04

Course: ENGL 1010E-04
Credits: 4
Term: Fall Semester 2025
Department: ENGL
CRN: 32213

Course Description

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. This extended version of 1010 is designed to provide extra support for students whose placement scores suggest they might need extended writing practice. Students with ACT scores below 17 or Accuplacer Next Generation scores below 250 must enroll in ENGL 1010E. Students with ACT English scores below 29 must take 1010 before ENGL 2010.

General Education Category: Written Communication

Required Texts

Required Texts

This course has a required textbook, The Little Seagull Handbook, 5th edition, 2024. The textbook is available to students in Canvas from the first day of the semester through Inclusive Access, and students are automatically charged the cost of it. Students can opt out of Inclusive Access to the textbook and be refunded the cost if they decide to purchase their own copy. Selected assigned readings from this textbook will be assigned throughout the semester.

Students will read sources of their own choosing during the process of their Research Paper project. They will also direct their own research and reading in making presentations to their classmates about academic writing skills.

Finally, students must read two shorter works in preparation for the Rhetorical Analysis essay: "I Have a Dream" by Dr. Martin Luther King and at least one of the following additional readings:

Lopez, “A Literature of Place”
Adichie, “The Danger of a Single Story”
Clinton, “Women’s Rights are Human Rights”
Busari, “How Fake News Does Real Harm”
Alter, “Why Our Screens Make Us Less Happy”
Foster, “This is Water”
Anzaldua, “How to Tame a Wild Tongue”

Learning Outcomes

Course Learning Outcomes

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

Course Requirements

Assignments with Grading Values

45% Writing Process Assignments (prewriting, revision plans, peer reviews, writing conferences, reflections, etc.)
This is a writing-process based course. Students will use the steps of the writing process—including prewriting, drafting, revising, and editing—and utilize metacognitive practices to examine their engagement in the writing process for each required essay.
20% Participation (attendance, in-class writing, in-class assignments, weekly discussions)
My classroom becomes a community of learners, where each person supports the learning of their classmates and learns how to ask for the feedback and support that they need as a learner. This means that attendance and participation are a large portion of the graded activity in this class. In-class assignments (which are graded on completion) support the expected learning outcomes for the course. Attendance on our lab days is required.
20% Writing Skills, Readings, and Quizzes
Various small writing and practice assignments (Writing Skills) that are completed outside of class will provide additional support for the expected learning outcomes for the course. Readings from the textbook will be graded through quizzes that can be completed multiple times, keeping the highest score. There will be some writing quizzes that take place in the Writing Center.
15% Essay Drafts (initial and final drafts)
Details for each essay draft assignment will be posted to Canvas at least 2 weeks before the essay draft is due. Three essays will be required this semester:
  • Essay 1: Rhetorical Analysis. This essay of 4-5 pages will analyze the rhetorical situation and rhetorical choices of a speech or short piece of writing chosen by the student. 1-2 sources, 80 points.
  • Essay 2: Research Paper. This essay of 6-8 pages will synthesize information from multiple sources into a coherent argument about an issue chosen by the student. 5 sources, 120 points.
  • Essay 3: Academic Writing Reflection. This essay of 2-3 pages will reflect on what the student has learned about academic writing during the course of the semester. 0 sources, 40 points.
Initial and final drafts of each essay must be submitted to receive a passing course grade.

Grade Scheme

A grade of D- is required to pass this course and enroll in ENGL 2010 (the next required GE Composition course).
While a D- will allow you to move into the next GE Composition course, it will generally not indicate a strong enough mastery of the material to predict a passing grade in ENGL 2010. Additionally, passing many GE courses with the grades of D- will result in low GPA, expulsion or non admittance to the major of your choice, or even being required to withdraw from the University.
The following grading standards will be used in this class:
GradeRangeA | 100% to 94.0%
A- | < 94.0% to 90.0%
B+ | < 90.0% to 87.0%
B | < 87.0% to 84.0%
B- | < 84.0% to 80.0%
C+ | < 80.0% to 77.0%
C | < 77.0% to 74.0%
C- | < 74.0% to 70.0%
D+ | < 70.0% to 67.0%
D | < 67.0% to 64.0%
D- | < 64.0% to 61.0%
F | < 61.0% to 0.0%

Course Outline

Course Outline

Unit 1: Rhetorical Analysis
This unit will cover the following topics: basic essay organization, academic integrity, analysis, quoting, paraphrasing, summarizing, signal phrases, MLA formatting, MLA in-text citations, MLA Works Cited page, rhetorical situation, rhetorical choices, critical reading, annotation. 4-5 weeks.
Unit 2: Research Paper
This unit will cover the following topics: research, library resources, note-taking, quoting (review), paraphrasing (review), summarizing (review), argumentation, topic selection, generative AI and research, academic rhetorical choices, minimizing bias, evaluating sources, academic essay organization, MLA formatting (review), MLA in-text citations (review). 6-7 weeks.
Unit 3: Academic Writing Reflection
This unit will cover the following topics: reflection, future/career application, rhetorical situation (review). 2-3 weeks.

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

Late Assignments and Makeup Work Policy

In general, assignments lose 10% of their points each day they are late. Assignments will be graded with a 0 after they are 10 days late. (This is the general policy, but there are some smaller assignments that can be turned in at any point in the semester for credit. This grading policy will be noted on the specific assignment.)
This policy can be set aside if you arrange for a delayed due date IN ADVANCE. As soon as you are aware that you won't meet a deadline, communicate with me to arrange a new due date. I will not be flexible with a new deadline if you request it after you've already missed the deadline.
Essays and other assignments must be turned in within 1 week of the due date to receive feedback, unless you cleared the late submission with me in advance (those turned in after a week but before 10 days can still receive a percentage of the points, but will not receive comments).
 Makeup work (work that is turned in again but late because you are unsatisfied with your original grade) will be assessed the late penalty of 10% per day. This includes assignments that receive 0s for plagiarism or artificial intelligence misuse. It is up to you to decide if you can resubmit it fast enough to get a better grade than the original once you factor in the daily grade deduction. 

Attendance Policy

Attendance Policy

You receive a small grade for attendance in this class. Missing class means that you will miss in-class assignments that enhance your learning. Regular participation and activity in this class is essential for you to learn writing skills, understand the requirements of the assignments, and be part of our community of learners/writers. Attendance on our lab days is required. If you are not in class 2 weeks in a row, I will stop grading your submitted assignments until you meet with me to talk about improving your class participation.

Course Fees

There are no course fees, only the costs of the required textbook and materials. The textbook is available to students in Canvas from the first day of the semester through Inclusive Access, and students are automatically charged the cost of it. Students can opt out of Inclusive Access to the textbook and be refunded the cost if they decide to purchase their own copy.

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.