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. (As Needed) [Graded (Standard Letter)] General Education Category: Written Communication

Materials

• No textbook purchase required
• All readings will be provided through Canvas or linked online
• Access to Google Docs or Microsoft Word for writing
• Reliable internet access

Free Resources We Will Use

• Purdue OWL Writing Lab
• Excelsior OWL
• Writing Commons
• The New York Times Opinion
• Khan Academy – Grammar

ENGL 1010 Course 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.

Written Communication

• Construct rhetorical arguments that demonstrate awareness of purpose, audience, and context
• Organize and use relevant and compelling content for specific rhetorical situations and audiences
• Use straightforward and relatively error-free language that conveys meaning to readers

Information Literacy

• Identify and locate credible and appropriate information for a rhetorical purpose
• Evaluate sources and attribute them appropriately according to a writing style

Critical Thinking

• Evaluate and interpret source material and readings using an analytic approach
• Analyze assumptions about evidence and argument in conjunction with the context of the rhetorical situation
• Compose arguments that demonstrate a clear reliance on logic and the ability to evaluate and prioritize evidence

Assignment–Learning Outcomes Alignment (Overview)

ENGL 1010E Major Assignments Explained

These are the four core essays you’ll write in this class. Each assignment helps you build different writing skills—personal expression, analysis, argument, and research.

1. Personal Narrative Essay (10%) 100 points

What it is: This is a creative nonfiction essay where you tell a true story from your life—an event, moment, or experience that taught you something or shaped who you are.

Goals:

• Use vivid details (“show, don’t tell”)
• Create a clear beginning, middle, and end
• Reflect on why the story matters

Length: (500 words)

Example Topics: Learning something the hard way, a big change in your life, a time you overcame fear or failure

2. Rhetorical Analysis Essay (15%) 150 points

What it is: In this essay, you’ll analyze how another writer or speaker tries to persuade their audience—not what they say, but how they say it.

Goals:

• Identify rhetorical appeals (ethos, pathos, logos)
• Analyze tone, language, audience, and purpose
• Use specific examples from the text you analyze

Length: (750 words)

Example Texts: A New York Times opinion piece, a TED Talk, a speech, a viral video with a message

3. Argument Essay (20%) 200 points

What it is: You’ll choose an issue you care about and write an argumentative essay that takes a clear stance. Your goal is to persuade readers using evidence, logic, and reasoning.

Goals:

• Make a strong claim (your thesis)
• Support your claim with facts, examples, and sources
• Address counterarguments respectfully

Length: (1000 words)

Example Topics: Should schools ban phones? Is college worth the cost? Should athletes speak out on politics?

Sources: A Works Cited with a reference to at least 3 sources is required.

4. Annotated Bibliography Assignment (5%) 50 points

What It Is (4 sources)

An annotated bibliography is a list of sources (like books, articles, or websites) that you plan to use in your research project—but with a twist: each source includes a short annotation, or note, that explains what the source is about and how you might use it.

Each entry in the annotated bibliography includes:

• A proper citation in MLA.
• A paragraph (usually 150–200 words) that does one or more of the following:
  • Summarizes the source’s content.
  • Evaluates the credibility, quality, or relevance of the source.
  • Reflects on how the source fits into your research (how you plan to use it or how it connects to other sources).

Goals of the Assignment

• Research more effectively by reviewing sources in-depth rather than just collecting links or titles.
• Evaluate source credibility, bias, and usefulness.
• Clarify your research direction and organize your thinking before writing a full paper.
• Avoid plagiarism by carefully tracking and understanding where your information is coming from.
• Build a foundation for your argument by identifying gaps, patterns, or differing perspectives among sources.

5. Research Paper (20%) 200 points

What it is: This is your most formal, academic paper. You’ll research a topic related to pop culture, find credible sources, and make a clear argument or analysis supported by evidence.

Goals:

• Use at least 4–6 credible sources
• Integrate research using MLA in-text citations and a Works Cited page
• Show critical thinking, organization, and voice

Length: (1500 words)

Example Topics: How social media affects body image, the impact of video games on mental health, fast fashion and sustainability

Course Summary (Graded Components)

Grading Scale

• A: 93–100%
• A-: 90–92%
• B+: 87–89%
• B: 83–86%
• B-: 80–82%
• C+: 77–79%
• C: 73–76%
• C-: 70–72%
• D+: 67–69%
• D:63-66%
• F: Below 60%

Course Calendar – 15 Weeks

Week 1 (Aug 27–29)

• W: Course Introduction & Icebreaker
• Th (Lab): Diagnostic Essay: 'Why I Write'
• F: What is Academic Writing?

Week 2 (Sep 1–5)

• M: No Class – Labor Day (Sep 1)
• W: Narrative Writing: ‘Show, Don’t Tell’
• Th (Lab): Workshop: Vivid Description
• F: Narrative Essay Brainstorming

Week 3 (Sep 8–12)

• M: Narrative Structure & Organization
• W: Drafting the Narrative Essay
• Th (Lab): Peer Review: Narrative Draft
• F: Editing and Finalizing the Narrative Due

Week 4 (Sep 15–19)

• M: What is Rhetorical Analysis?
• W: Understanding Purpose, Audience, and Genre
• Th (Lab): Rhetorical Appeals (Ethos, Pathos, Logos)
• F: Text for Rhetorical Analysis Assignment

Week 5 (Sep 22–26)

• M: Rhetorical Analysis Essay Planning
• W: Annotating and Prewriting
• Th (Lab): Drafting the Rhetorical Essay
• F: Peer Review Workshop

Week 6 (Sep 29–Oct 3)

• M: Editing for Clarity and Tone
• W: Final Rhetorical Analysis Essay Due
• Th (Lab): Introduction to Argument
• F: What Makes a Strong Claim?

Week 7 (Oct 6–10)

• M: Building Evidence & Reasoning
• W: Fallacies and Counterarguments
• Th (Lab): Argument Proposal Workshop
• F: Argument Proposal Due

Week 8 (Oct 13–17)

• M: No Class – Fall Break (Oct 14)
• W: Drafting the Argument Essay
• Th (Lab): Peer Review: Argument Essay
• F: Final Argument Essay Due

Week 9 (Oct 20–24)

• M: Introduction to Research
• W: The CRAAP Test & Evaluating Sources
• Th (Lab): Library Databases and Search Strategies
• F: Choosing a Research Topic

Week 10 (Oct 27–Oct 31)

• M: Plagiarism and Paraphrasing
• W: MLA Citation Basics
• Th (Lab): Practice: Integrating Sources
• F: Annotated Bibliography Workshop

Week 11 (Nov 3–7)

• M: Annotated Bibliography Due
• W: Research Paper Structure
• Th (Lab): Outlining the Research Essay
• F: Writing an Effective Introduction

Week 12 (Nov 10–14)

• M: Drafting Body Paragraphs
• W: Source Integration Practice
• Th (Lab): Peer Review: Research Draft
• F: Continued Revision

Week 13 (Nov 17–21)

• M: Finalizing the Research Essay
• W: Editing and MLA Review
• Th (Lab): Research Paper Final Due
• F: Introduction to Portfolio

Week 14 (Nov 24–28)

• M: Reflection Letter Brainstorming
• W: No Class – Thanksgiving Break
• Th (Lab): No Lab – Thanksgiving
• F: No Class – Thanksgiving Break

Week 15 (Dec 1–5)

• M: Portfolio Assembly & Formatting
• W: Reflection Letter Workshop, Final Portfolio Due
• Th (Lab): Presentations
• F: Wrap-up & Final Reflections

Weekly Topics & Activities (At-a-Glance)

Key Due Dates

Late Work (Overview)

Accepted up to 7 days late with a grade deduction unless previously approved.

Late Work & Revisions Policy

Planned due dates are important for keeping the class on track and ensuring everyone can participate fully in peer review and feedback cycles.

Grace Period: You may submit major assignments (final drafts) up to 24 hours after the deadline without penalty, but you must notify me before the original due date. 1st draft for peer review MUST BE TURNED IN ON TIME and cannot be made up because we do the peer review in class, therefore, your peers need your draft on time to make comments. If you miss the peer review, you will also miss the points associated with doing the peer reviews.

After 24 hours:

• Major assignments lose 10% per calendar day late (up to 50% total).
• Daily work, journals, and in-class writing may not be accepted late unless there are extenuating circumstances.

Exceptions: Emergencies, illness, or documented situations will be considered on a case-by-case basis. Communication is key—contact me as soon as possible.

Revisions of Final Drafts

You may revise one major assignment (Personal Narrative, Rhetorical Analysis, or Argument Essay) for a higher grade within two weeks of receiving feedback.

The Research Paper and final portfolio are not eligible for revision after submission, as they represent capstone work for the course.

To revise:

• Meet with me during office hours or schedule a conference to discuss revision plans.
• Submit the revised draft along with the original graded draft and a brief reflection explaining changes and improvements.
• The new grade will replace the old one, but significant improvements are required for a higher score.

Note: Peer review and draft workshops are your best opportunity to improve before final grading—use them fully.

Technology & Course Platforms

• Technology Use: Devices must support—not distract from—class activities.
• Canvas: All assignments and grades will be posted on Canvas.

Students may miss up to 4 classes without penalty. More may affect your grade unless arrangements are made. Students who miss more than 8 classes, excused or unexcused, will fail the course.

The SUU Undergraduate Writing Center invites all students to the Writing Center in Braithwaite Center 101 where qualified peer tutors are ready to help with any stage of the writing process. Fall hours start September 2: M-Th 8 am–9 pm, F 8 am–5 pm, and Saturday 11 am–3 pm. All appointments are free, and in-person, online, and written feedback appointments are available. To schedule, visit our website.