Southern Utah University

Course Syllabus

Southern Utah University
Southern Utah University
Spring Semester 2026

Introduction to Academic Writing (Face-to-Face)

ENGL 1010-12

Course: ENGL 1010-12
Credits: 3
Term: Spring Semester 2026
Department: ENGL
CRN: 12055

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

This course will use a number of digital and video texts that will be provided by the instructor.

Learning Outcomes

  • Engage in writing as a process, including pre-draft strategies, multiple drafts of essays, peer review, and revision at both large and small scale.
  • Recognize and evaluate rhetorical, cultural, and stylistic elements of texts.
  • Interact with “texts” beyond the printed word.
  • Acknowledge multiple points of view.
  • Use Various rhetorical modes (such as definition, narration, comparison/contrast, and cause/effect) to analyze, generate, and organize writing.
  • Write focused, arguable thesis statements and develop subordinate ideas through paragraphs that connect through transitions and clear topic sentences.
  • Use specific evidence in development of subordinate ideas.
  • Demonstrate the ability to summarize, paraphrase, and quote correctly and appropriately. 
  • Incorporate sources with signal phrases, cite correctly using current MLA-style parenthetical references, and create a properly formatted list of works cited.

Course Requirements

Diagnostic Essay

Your first essay this semester will be a short 3-5 page diagnostic essay designed to gauge your creative and critical thinking skills and abilities and to provide me with a sense of your strengths and weaknesses as a writer. This essay will not be formally graded; you will simply receive full credit for submitting a completed essay on the assigned due date. Failure to submit the essay on time and completed will result in no points for the Diagnostic Essay.

Four Essays

For each of your essays, with the exception of your academic essay, you must complete 4-6 pages, typed and double-spaced pages; the academic essay will require 6-8 typed and double-spaced pages. More specifically, your formal essay writing will require you to:

  1. Produce a personal narrative essay by exploring the main experience or experiences that influenced you about your selected topic.
  2. Offer a well-reasoned and properly justified and supported media critique essay of a song of your choice.
  3. Advance a well-reasoned and well-supported argument with credible, relevant sources (at least three) on an academic discipline of your choice in an academic essay.
  4. Develop a reflexive essay in which you review your work over the course of the semester and analyze and explain how your writing has evolved.

Final Exam

Your final exam will be your Reflexive Essay which will be handed in on the last day of class.

Writing Exercises

Each day in class will involve a short in-class writing exercise designed to enhance your creative and critical thinking skills by reacting and responding to assigned prompts.

Grades

You will receive a letter grade based on the final point breakdown which is as follows:

Diagnostic Essay: 50 pts
Personal Narrative Essay: 100 pts
Media Critique Essay: 100 pts
Academic Essay: 150 pts
Reflexive Essay: 100 pts
In-Class Writing: 100 pts
Participation/Attendance: 100 pts
Total Points Possible: 700 pts

Grade Scale and Standards:

A 93-100% C+ 77-79%
A- 90-92% C 73-76%
B+ 87-89% C- 70-73%
B 83-86% D 61-69%
B- 80-82% F less than 60%

A: Shows superior writing skills and a definite trend toward improving writing through significant revision. Very strong in all major areas: content, organization, style, and grammar and mechanics. All required work is apparent and well-organized. Class attendance and participation is exceptional.

B: Shows above average writing skills and improvement through revision. Strong in all major areas with some minor flaws. All required work is apparent and well-organized. Class attendance and participation is above average.

C: Shows average writing skills and some improvement through revision. Average in all major areas with some definite flaws. Most required work is apparent. Class attendance and participation are average.

D: Shows below average writing skills and very little if any improvement through revision. Writing is below average in all major areas with numerous flaws. Missing a good portion of required work. Class attendance and participation is below average.

F: Shows inferior writing skills and a serious lack of effort. Serious problems in major areas. Missing most required work. Serious problems with class attendance and participation.

Classroom Behaviour, Boundaries, and Expectations

Please remain respectful of the instructor, your fellow classmates, and yourself at all times. There may be debate and discussion on a wide range of topics in this course. You may disagree with others at times. In fact, these things contribute significantly to learning. However, you must remain respectful, considerate, open-minded, and non-discriminatory at all times.

Any rude or disruptive behaviour will NOT be tolerated. 




Course Outline

ENGL 1010-12 Course Schedule
January 8th through April 4th
T/R 11:30 - 12:45 in BC 208

Week 1:
Thur 1/8: Course Introduction and Expectations. Introduce Diagnostic Essay.
Homework: Begin working on Diagnostic Essay. 

Week 2:
Tue 1/13: Due: Diagnostic Essay. Class Discussion: Why writing matters and what makes good writing. In-Class writing. Introduce Personal Narrative Essay. 
Homework: Select focus for Personal Narrative Essay.

Thur 1/15: Class Discussion: MLA Format. Introduce: PurdueOwl. In-Class writing.
Homework: Begin working on Personal Narrative Essay.

Week 3:
Tue 1/20: Review Personal Narrative. Class Discussion: Pre-Writing. Review Media. In-Class writing. 
Homework: Continue working on Personal Narrative Essay.

Thur 1/22: Review Personal Narrative. In-Class Writing.
Homework: Continue working on Personal Narrative Essay.

Week 4:
Tue 1/27: Class Discussion: Concrete and Specific Detail. In-Class writing.
Homework: Rough draft of Personal Narrative Essay for Peer Review.

Thur 1/29: Due: Rough draft of Personal Narrative Essay for Peer Review. Class Discussion: Peer Review Process. In-Class writing.
Homework: Prepare for Peer Review workshop.

Week 5:
Tue 2/3: Peer review workshop for Personal Narrative Essay.
Homework: Prepare final draft of Personal Narrative Essay.

Thur 2/5: Due: Personal Narrative Essay. Essay Debrief. Introduce Media Critique Essay. In-Class writing.
Homework: Select focus for Media Critique Essay.

Week 6:
Tue 2/10: Media Critique Analysis. Class Discussion: Thesis Statements. In-Class writing.
Homework: Work on Media Critique Essay.

Thur 2/12: Class Discussion: Sources & Citations. In-Class writing.
Homework: Continue working on Media Critique Essay.

Week 7:
Tue 2/17: Class Discussion: Word Choice. In-Class writing. 
Homework: Prepare draft of Media Critique Essay for Peer review.

Thur 2/19: Due: Rough draft of Media Critique Essay for Peer Review. Class Discussion: Revision strategies. In-Class writing.
Homework: Prepare for peer review workshop.


Week 8:
Tue 2/24: Peer Review Workshop for Media Critique Essay. 
Homework: Prepare final draft of Media Critique Essay. 

Thur 2/26: Due: Media Critique Essay. Essay debrief. Introduce Academic Research Essay. Class Discussion: Research. In-Class Writing. 
Homework: Select focus for Academic Research Essay.

Week 9:
Tue 3/3: Individual Conferences.
Homework: Begin research for Academic Research Essay.

Thur 3/5: Individual Conferences.
Homework: Continue research for Academic Research Essay.

Week 10:
3/9 to 3/13: No Class. Spring Break.

Week 11: 
Tue 3/17: Class Discussion: Sources & Citation. In-Class writing.
Homework: Begin writing Academic Research Essay.

Thur 3/19: Class Discussion: Editing & Revision. In-Class writing.
Homework: Continue working on Academic Research Essay.

Week 12:
Tue 3/24: Class Discussion: Perspectives & Interviews. In-Class writing.
Homework: Continue working on Academic Research Essay.

Thur: 3/26: Due: Rough draft of Academic Research Essay for Peer Review.
Homework: Prepare for Peer Review workshop. 

Week 13:
Tue 3/31: Festival of Excellence. No Class.

Thur 4/2: Peer Review Workshop for Academic Research Essay. 
Homework: Prepare final draft of Academic Research Essay.

Week 14:
Tue 4/7: Due: Academic Research Essay. Essay Debrief. Introduce Reflexive Essay. In-Class writing.
Homework: Begin working on Reflexive Essay.

Thur 4/9: Course debrief. Class Q&A.
Homework: Continue working on Reflexive Essay.

Week 15:
Tue 4/14: Individual Conferences.
Homework: Continue working on Reflexive Essay.

Thur 4/16: Individual Conferences.
Homework: Continue working on Reflexive Essay.

Week 16:
Final Exams 4/20 through 4/23 No formal class. Turn in Reflexive Essay.


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

Homework and assigned work must be handed in on the date it is due. No late work will be accepted unless you give me official documentation. That said, sometimes life has a way of surprising all of us. In the event of such an occurrence, please meet with/and or contact me as soon as possible to determine if an extension can be offered. 


Attendance Policy

Attendance is mandatory! You have a minimum of two absences for the entire semester before you begin losing attendance points. Any missed classes beyond these two will result in the loss of 10% of the attendance points. Poor attendance will hurt your participation grade so attend class regularly. Chronic absences/tardiness (Four or more for the entire semester and without formal, legitimate documentation) will result in a loss of all points. Finally, any absences over four can result in a failing grade for the course.

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.