Southern Utah University

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Southern Utah University
Southern Utah University
Spring Semester 2026

Introduction to Academic Writing, Extended (Online)

ENGL 1010E-SW2

Course: ENGL 1010E-SW2
Credits: 4
Term: Spring Semester 2026
Department: ENGL
CRN: 12867

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

We will be using: The Norton Field Guide to Writing with Readings and Handbook by Richard Bullock, Maureen Daly Goggin, & Francine Weinberg
The electronic version is incorporated into Canvas, and you will not need to purchase a hardcopy. 

Learning Outcomes


By the end of this course, you will be able to:

    1. Access peer-reviewed sources.
    2. Evaluate sources.
    3. Write an academic argument using appropriate sources as support.
    4. Produce an argumentative essay.
  2. Written Communication
    1. Construct rhetorical arguments that demonstrate awareness of purpose, audience, and context
    2. Organize and use relevant and compelling content for specific rhetorical situations and audiences
    3. Use straightforward and relatively error-free language that conveys meaning to readers
  3. Information Literacy
    1. Identify and locate credible and appropriate information for a rhetorical purpose
    2. Evaluate sources and attribute them appropriately according to a writing style
  4. Critical Thinking
    1. Evaluate and interpret source material and readings using an analytic approach
    2. Analyze assumptions about evidence and argument in conjunction with the context of the rhetorical situation
    3. Compose arguments that demonstrate a clear reliance on logic and the ability to evaluate and prioritize evidence.

Course Requirements


Assignment Outline

Paper 1: Letter for Change (100 pts) (2-3 pages)

We often encounter problems—whether in our neighborhoods, our workplaces, or the world at large—that feel too big for us to solve alone. For this assignment, you will write a formal letter to a decision-maker who has the power to address a problem you care about. I would love it if it had something to do with the topic that you mentioned in the introductory discussion in the first week.


Your goal is to bridge the gap between your personal experience and their power. You are not just reporting a problem; you are helping a leader understand the "human side" of an issue so they are motivated to act.

Paper 2: Literacy Narrative (150 pts) (3-5 pages)

The purpose of this project is to write a literacy narrative. Literacy refers not only to the ability to read and write but also to the knowledge you have about any topic, such as math, finance, playing an instrument, DIY projects, and so on. A narrative is a story.


For this assignment, you will write a story that explores how your language literacy — your knowledge and experiences with language — has played a role in your life.


This project also requires reading sample literacy narratives that explore language. Through reading and writing, you will learn narration and description skills useful in your academic, professional, and everyday lives. Useful applications include, but are not limited to, scholarship applications; job interviews; directions or instructions you provide to others; conversation at networking events; and summaries of meetings, articles, or movies.

Paper 3: Position Argument (250 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.
Reading and Quiz (10 pts each)
For each assigned reading, I would like you to post a response addressing the questions listed in the individual assignment.
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. 
 
Assignments (10-50 pts per Assignment):
There is no secret shortcut to good writing: it just takes time. This course and its due dates are paced to help you manage your time through a significant amount of writing 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.
This is a long way of saying: I don't penalize late work, but it also will not receive written feedback.
However, if you fall more than two weeks behind, you have to meet with me via phone or Zoom 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.

Course Outline

Paper 1: Letter for Change (100 pts) (2-3 pages)

We often encounter problems—whether in our neighborhoods, our workplaces, or the world at large—that feel too big for us to solve alone. For this assignment, you will write a formal letter to a decision-maker who has the power to address a problem you care about. I would love it if it had something to do with the topic that you mentioned in the introductory discussion in the first week.


Your goal is to bridge the gap between your personal experience and their power. You are not just reporting a problem; you are helping a leader understand the "human side" of an issue so they are motivated to act.

Paper 2: Literacy Narrative (150 pts) (3-5 pages)

The purpose of this project is to write a literacy narrative. Literacy refers not only to the ability to read and write but also to the knowledge you have about any topic, such as math, finance, playing an instrument, DIY projects, and so on. A narrative is a story.


For this assignment, you will write a story that explores how your language literacy — your knowledge and experiences with language — has played a role in your life.


This project also requires reading sample literacy narratives that explore language. Through reading and writing, you will learn narration and description skills useful in your academic, professional, and everyday lives. Useful applications include, but are not limited to, scholarship applications; job interviews; directions or instructions you provide to others; conversation at networking events; and summaries of meetings, articles, or movies.

Paper 3: Position Argument (250 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.
Reading and Quiz (10 pts each)
For each assigned reading, I would like you to post a response addressing the questions listed in the individual assignment.
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. 
 
Assignments (10-50 pts per Assignment):
There is no secret shortcut to good writing: it just takes time. This course and its due dates are paced to help you manage your time through a significant amount of writing 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.
This is a long way of saying: I don't penalize late work, but it also will not receive written feedback.
However, if you fall more than two weeks behind, you have to meet with me via phone or Zoom 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.

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

Late Work and Re-submissions
I don't penalize late work unless the assignment is time bound (peer reviews, for example), but late work will not receive written feedback.

However, if you fall more than two weeks behind, you have to meet with me via phone or Zoom 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

This is an online class, so attendance will be measured by participation assignments.

Writing Center


The SUU Undergraduate Writing Center invites all students to 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 8:00 am–9:00 pm, F 8:00 am–5:00 pm, and Saturday 11:00 am–3:00 pm. All appointments are free; in-person, online, and written feedback appointments are available.

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.