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Southern Utah University

Fall Semester 2025

English 1010E: Introduction to Academic Writing

ENGL 1010E-37I

Course:	ENGL 1010E-37I
Credits:	4
Term:	Fall Semester 2025
Department:	ENGL
CRN:	33722

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

Required Texts

Writing Spaces vol. 1
Supplemental Readings via Canvas

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

To pass this course you must complete all the major assignments, fulfill all the weekly assignments, and submit all the writing assignments on time. You are expected to participate in draft workshops, exercises, and discussions. 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).

Course Outline

Grading

Paper 1 Narrative Self-Portrait 15%

Paper 2 Position Argument 20%

Paper 3 Proposal Argument 25%

Reflective Rhetorical Analysis 10%

Reading Responses 10%

Participation 20%

(Participation includes attendance, discussion, in-class writing, group work, drafting, and revising.)

Paper 1: Narrative Self-Portrait (15 pts) (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 3-5 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 pts) (5-7 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 pts) (5-10 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.

Reflective Rhetorical Analysis (10 pts) (~2 pages)

A rhetorical analysis examines and explains how an author attempts to influence an audience. For this assignment, you will complete a short rhetorical analysis of your final Proposal Argument. Your analysis should not simply paraphrase or summarize what you have said, but should provide a way of understanding how the text persuades its audience. This analysis will draw on readings from class to examine and explain your decisions and argumentative strategies in the essay you wrote. It might also draw on successes and failures from previous assignments and how you have capitalized/improved on them for the Proposal.

Reading Responses (10 pts--1 pt each)

For each assigned reading, I would like you to write a brief, half-page (single-spaced) response addressing the following:

Tell me one thing you know for certain from the reading.
Tell me one thing you’d like to know more about from the reading.
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.

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

Participation and Late Policy (20 pts--1 pt per In-Class Workshop):

This course and its due dates are paced to help you manage your time through a broad amount of reading over 14 weeks (while being as humane as possible). If you find yourself falling substantially behind the due dates in Canvas you should make an appointment to talk to me so we can strategize. I don't penalize late work, but it also will not receive written feedback.

However, if you fall more than two modules/weeks behind, you have to meet with me before continuing. This is (1) so I can check in and offer help, and (2) so we can develop a clear plan to get you caught up OR a clear plan to get you withdrawn and in the best situation possible to try again.

Attendance Policy

Attendance: As with my Late Policy, if you miss or fall more than two modules/weeks behind, you must meet with me before continuing so we can make sure you are situated to do well!

Accommodations: I am committed to making this class a pleasant and effective learning environment for all. Please reach out to me as early as possible about available learning and support resources, or contact theSUU Disability Resource Center.

Grading and Commenting:

Each major paper will have a submission window of one business week (8AM Monday to 5PM Friday) in which you can turn your paper in via Canvas. You may submit your paper at any point during this submission window. After many years of teaching, I have found that some students would simply like a rubric explaining quantitatively the strengths and areas for improvement in their writing, while others prefer more detailed written feedback, and some still prefer line-by-line suggestions on smaller things like grammar and style. So, in an attempt to customize the feedback each of you gets to best suit your learning style, the detail of my feedback will be based on when in the submission window you submit--earlier submissions will receive more detailed feedback than later submissions, and YOU control your destiny. For example, if you submit on Monday of the submission window, you can expect marginalia, a substantial end note, individual grammar and style notes, and a quantitative rubric. If you submit on Friday, you can expect a rubric.

Notes of Importance:

Your grade will never be affected by when you submit--only the level of detail in my feedback will change.
Late work will not be accepted for any reason outside of the submission window without my prior approval.
Documents that cannot be opened will be considered missing. Please submit as a .doc or .docx to ensure compatibility with Canvas’ commenting function.
Due dates and times are based on Canvas Standard Time and are firm.
I am always happy to discuss a paper in detail during student hours regardless of when it is submitted in the submission window. Drop-ins are welcome, though making an appointment helps ensure I’ll be there (and not making copies/grabbing a sandwich/meeting with another student/etc.).

Writing Center

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/. Also, feel free to email us at writingcenter@suu.edu, or call us at (435) 865-8176.

Plagiarism

As explained in the SUU General Catalogue, “the university’s goal is to foster an intellectual atmosphere that produces educated, literate people. Cheating and plagiarism are at odds with this goal and therefore will not be tolerated in any form. All work submitted by a student must represent that student’s own ideas and effort. When the work does not represent the student’s own work it must be properly cited; if it is not, the student has engaged in academic dishonesty. Cheating, forgery, plagiarism or the use of work belonging to another are all considered academic dishonesty...Except in cases of major offenses, responding to academic dishonesty is the responsibility of the instructor of the course in which the violation occurs. If a student is found responsible for academic dishonesty, the student may be dismissed from the class and may receive a failing grade. Other penalties may include suspension or expulsion from school. Such transgressions become part of the student’s permanent University record.” 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. The university policy on plagiarism is available online at <http://suu.edu/pub/policies/pdf/PP633Academic.pdf>.

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.

Course Schedule

Unit 1: Who Are You?

Before you can build an effective argument, you have to know who you are. In this unit we will explore what you value, what you feel strongly about, and why.

Week 1: How Do You Write?

Readings:

WS1 18-32
WS1 180-190
Rhetorical Situation Handout
“Macadam”, Lucia Berlin

Assignments:

Discussion 1 — Due Thursday, 8/28
I Understood the Assignment: Narrative Self Portrait — Due Sunday, 8/31
Workshop: One Word — Due Sunday, 8/31
Workshop: How Do You Write? — Due Sunday, 8/31

Week 2: Timeless Traits and Where’s Your Stress

Readings:

WS1 34-44
Choose one personal essay from Brevity

Assignments:

Discussion 2 — Due Thursday, 9/4
Workshop: Writing Studio 1 — Due Sunday, 9/7
Workshop: Where’s Your Stress? — Due Sunday, 9/7
Workshop: Timeless Traits — Due Sunday, 9/7

Week 3: Commenting on Drafts

Readings:

“Revising Drafts”
“Shitty First Drafts”, Anne Lamott

Assignments:

Discussion 3 — Due Thursday, 9/11
Writing Center Feedback Assignment 1 — Due Sunday, 9/14
Major Assignment 1 — Due Sunday, 9/21

Unit 2: What Do You Think?

In this unit we will build upon the skills from the first few weeks of class, applying those techniques to your own writing in order to take a persuasive, well-researched stand on an issue important to you!

Week 4: Finding Your Passion and Translating Passion to a Position

Readings:

WS1 107-125
WS1 3-17

Assignments:

Discussion 4 — Due Thursday, 9/18
I Understood the Assignment: Position Argument — Due Sunday, 9/21
Workshop: Finding Your Passion — Due Sunday, 9/21
Workshop: Translating Passion to a Position — Due Sunday, 9/21

Week 5: Using Research to Find the Way

Readings:

WS1 126-145
WS1 205-224

Assignments:

Discussion 5 — Due Thursday, 9/25
Workshop: Using Research to Find the Way — Due Sunday, 9/28
Workshop: All the Sources — Due Sunday, 9/28

Week 6: Gnarly to Smooth

Readings:

Integrating Sources Handout
WS2 242-256

Assignments:

Discussion 6 — Due Thursday, 10/2
Workshop: Gnarly to Smooth — Due Sunday, 10/5
Workshop: Writing Studio 2 — Due Sunday, 10/5

Week 7: Finishing Rough Drafts

Readings:

N/A

Assignments:

Rough Draft Discussion — Due Thursday, 10/9

Week 8: Finishing Final Drafts

Readings:

N/A

Assignments:

Writing Center Feedback Assignment 2 — Due Sunday, 10/19
Major Assignment 2 — Due Sunday, 10/26

Unit 3: What Are You Going to Do About It?

Having researched an issue important to you and constructed a thoughtful and well-articulated position argument, you are now ready to actually do something about your topic! In this unit you will expand on the research you have already done to formulate a reasonable and realistic proposal for addressing the issue you wrote about in the previous unit.

Week 9: Wicked Problems

Readings/Viewings:

Wicked Problems Handout
Wicked Problems Video

Assignments:

Discussion 7 — Due Thursday, 10/23
I Understood the Assignment: Proposal Argument — Due Sunday, 10/26
Workshop: Wicked Problems — Due Sunday, 10/26

Week 10: Mixed Methods Research

Readings:

WS2 153-174
Choose one short “profile” from Brevity

Assignments:

Discussion 8 — Due Thursday, 10/30
Workshop: Mixed Methods Narrative Portrait — Due Sunday, 11/2

Week 11: Rhetorical Analysis

Readings:

Assignments:

Discussion 9 — Due Thursday, 11/6
Workshop: Writing Studio 4 — Due Sunday, 11/9
Workshop: Rhetorical Analysis — Due Sunday, 11/9

Week 12: Reflective Rhetorical Analysis

Readings:

Assignments:

Reflective Rhetorical Analysis — Due Sunday, 11/16
Workshop: Writing Studio 5 — Due Sunday, 11/16

Week 13: Writing Center Workshop 3

Readings:

Assignments:

Workshop: Writing Studio 6 — Due Sunday, 11/23
Writing Center Feedback Assignment 3 — Due Sunday, 11/23

Week 14: Finishing Up

Readings:

Assignments:

Discussion 10 — Due Sunday, 11/30
Major Assignment 3 — Due Sunday, 12/7

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.

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