ENGL 1010E provides students with a supplemental workshop to improve their written communication, critical thinking, and information literacy skills. This course is required of students with an ACT English sub-score lower than 17, international and nontraditional students, as well as for all students who would like extra support in English 1010. ENGL 1010 is a co-requisite of ENGL 0990 meaning students need to take both classes during the same semester.

The goal of English 1010, as a rhetorically grounded writing course, is to help you build on what you already know how to do as you become a stronger, more confident, more resourceful, and more flexible reader and writer. You will become more attuned to your goals as a writer, more aware of the on-going conversation surrounding the topics you research and write about, and more resourceful in terms of the appropriate delivery of your information, the rhetorical appeals at your disposal, and the needs and expectations of your audience. In other words, I hope you’ll come to write with skill, conviction, sophistication, and grace—if not immediately, then soon. In the process, you’ll learn how to inquire and analyze more critically, as well as manage information in various forms, from numerical data to interview transcripts.

• Writing Spaces vol. 1 (provided by Instructor) via Canvas
• Writing Spaces vol. 2 (provided by Instructor) via Canvas

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

To pass this course you must complete all the major assignments, fulfill all the weekly assignments, and submit all the writing assignments on time.

Grading

• Paper 1 Narrative Self-Portrait 20%
• Paper 2 Position Argument 20%
• Paper 3 Proposal Argument 25%
• Reading Responses 15%
• Participation 20%

Paper 1: Narrative Self-Portrait (15%) (3-5 pages)

Who are you? It is one of the most fundamental and important questions you will ever face. For this assignment, you will use narrative to craft an argument about who you are in 4-5 pages. That’s not a lot of room, so you’ll have to be strategic: what are the most important aspects of your identity, and how can you convey them clearly and succinctly while telling a good story?

Paper 2: Position Argument (20%) (4-6 pages)

Argue a point. Take a stand. Change a behavior. Correct a misconception. Refute an argument or belief. Launch a manifesto! In this paper, you will build on the skills learned in class to identify an interesting problem or issue that merits your taking a stand; translate your stand (or position) into a thesis statement; support the good reasons for your position with specific details and examples; and marshal your reasoning and appeals to persuade others to accept your position.

Paper 3: Proposal Argument (25%) (4-6 pages)

A proposal argument aims to identify a problematic situation that merits your taking a stand and then advocating a plan of action. For this assignment, you will build from your Position Argument to advocate for a solution to or way to address the problem (or problems) identified in the previous assignment. The Proposal Argument will require that you use credible sources (among other appeals) to supply the data and authority that often persuade contemporary audiences.

Reading Responses (10-15 pts)

For each assigned reading, 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.

• First Class Discussion-- Introduce Yourself!

• Reading and 250 Word Response: "Storytelling, Narration, and the “Who I Am” Story" in Writing Spaces Volume 2
  
  
• "Shitty First Drafts" with 250 Word Response
  
  
• Rough Draft of Self Narrative Portrait w/ Peer Review Workshop
  
  
• Final Draft-- Self Narrative Portrait with Peer Review Feedback
  
  
• Reading Response to Writing Spaces Vol. 1, pgs. 3-17-- "What Is "Academic" Writing?"
  
  
• Proposal of Topic for Essay #2 (250-350 words)
  
  
• Reading Response to Writing Spaces Volume 1, pgs. 126-145: “Finding Your Way In”: Invention as Inquiry Based Learning in First Year Writing
  
  
• Rough Draft of Essay #2 with Peer Review Workshop
  
  
• Essay #2: Position Argument
  
  
• Proposal of Topic for Essay #3 (250 words)
  
  
• Synthesis Matrix for Essay #3
  
  
• Rough Draft of Essay #3 with Peer Review Workshop
  
  
• Essay #3: Proposal Essay

All proposals, drafts, papers, and revisions must be handed in on time; failure to turn in a proposal on time, or to appear at a draft workshop without a draft is equivalent to turning in an assignment late (i.e., normally a penalty of one grade per late day).

A.I. Usage

This is an online writing course. Everyone should be writing in their own voice in every assignment, including our class discussions and especially our essays. Not only do I not expect perfect writing, I do not expect robotic writing. If you are found by our university approved program, CopyLinks, to be using A.I. in any of these assignments, you will not be receiving credit for the assignment and will possibly be failed for both the assignment and the course. If anyone has any questions about this, please reach out.

Plagiarism

My policy, based upon the Plagiarism Statement found in the SUU Guide to English Composition, entails a failing grade for egregious cases of intentional plagiarism/academic dishonesty or for the failure to remedy instances of unintentional plagiarism after being warned about it.

Format

Choosing a format is a rhetorical decision—it’s all about delivery. So keep in mind that your papers should typically be typed, printed in dark ink, and double-spaced, with one-inch margins. Place your name, the date, and the instructor’s name in the upper left-hand corner of the first page. Number all of the pages, except page 1. Fasten the pages with a paper clip or staple. Place the paper in a folder, and also include earlier drafts and peer review activities in the folder.

You are expected to attend all class meetings and to participate in draft workshops, in-class exercises, and classroom discussions.

The Writing Center is where students learn they are writers. As tutors, we guide students through the process of tackling the unique challenge of each writing situation by creating a safe space to practice, experiment, make mistakes, and find a voice. We listen because we believe that every student has something to say. Bring your writing projects in at any stage of the writing process and take advantage of this free service. We are open in the Writing Center in Braithwaite 204 Monday through Friday 8 am - 5pm, and in the Gerald R. Sherratt Library Monday through Thursday 7pm - 9pm. Sign up online for a session at our website: suu.edu/hss/writingcenter/ Links to an external site. Also, feel free to email us at writingcenter@suu.edu, or call us at (435) 865-8176.