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

• Understanding Rhetoric: A Graphic Guide to Writing, 3rd Edition
• Writing Spaces vol. 1, vol. 2, and vol. 3 (Digital PDFs available for free)
• Supplemental readings and videos provided via Canvas

• Genre Awareness: Demonstrate critical and conceptual awareness of genre in reading and writing—including organization, content, presentation, formatting, and stylistic choices.
• Context and Purpose: Analyze rhetorical situations and adapt to the audience, purpose, modalities, and the circumstances surrounding a range of reading and writing tasks.
• Language Awareness and Usage: Recognize and make intentional, critical, and contextually-informed language choices across a range of rhetorical contexts/situations.
• Recursive Writing Processes: Develop flexible, iterative, and reflective processes for invention, drafting, workshopping, and revision.

	Genre Awareness	Context and Purpose	Language Awareness and Usage	Recursive Writing Processes
Summary/Synthesis with Writer’s Memo	X	X	X	X
Position Argument	X	X	X	X
Reflective Rhetorical Analysis	X	X	X	X
Weekly Discussion Posts	X	X

Grading

You can expect grades to be posted for most assignments within one week of the deadline. I will always communicate with you if my turn-around time will exceed 10 days. Any late work is graded last and not considered beholden to the same turn around window.

Note: To earn a passing grade, all major projects must be completed before the end of the semester.

Grade Distribution

Assessment	Weight
Project 1: Summary and Synthesis	15%
Project 2: Position Argument	25%
Project 3: Reflective Rhetorical Analysis	15%
Discussion Posts	20%
Quill Lab, Workshops, & Writing Studios	25%
Extra Credit Opportunities
Total	100%

Grade Scale

A	>94-100	A-	>90-93
B+	>87-89	B	>83-86
B-	>80-82	C+	>77-79
C	>73-76	C-	>70-72
D	60-69	F	<60

Informal Writing & Discussion Posts

Informal writing and shorter assignments, taken together, are a major component of your grade in this course. Each week, you are required to write the equivalent of several pages in response to the readings, response to my questions, or conversations with your colleagues. Ideally, you will question ideas from the text or brainstorm ideas for the projects. These informal writings will include discussion threads via Canvas, peer reviews of other students’ work, and other short assignments.

Note: Unlike major projects, any minor assignments, peer review workshops, discussion posts, and your responses will have set deadlines throughout the week. Make sure to note these deadlines in the Weekly Plan.

Writing Center Visits

Peer tutors guide students through the writing process by creating a safe space to practice, experiment, make mistakes, and find a voice when writing. Bring your writing projects to the Writing Center in at any stage of our class projects and take advantage of this free service.

For those of you on campus, in-person appointments are available in the Braithwaite basement 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 on the SUU Writing Center website: suu.edu/hss/writingcenter/. Email: writingcenter@suu.edu Phone: (435) 865-8176.

Online appointments with writing tutors are available for distance learners or per your convenience. I recommend in-person appointments when possible.

Though this schedule may be subject to change, I want to lay out a general idea for you of what to expect throughout the semester. The weekly schedules I send out will be far more detailed.

Key

• WS1: Writing Spaces vol. 1
• WS2: Writing Spaces vol. 2
• WS3: Writing Spaces vol. 3
• UR: Understanding Rhetoric: A Graphic Guide to Writing (3rd Edition)
• Supp: Supplemental (provided via Canvas)
• TBD: To be determined
• M: Monday W: Wednesday R: Thursday F: Friday S: Sunday
• Assignments will typically be due on Wednesday, Friday, or Sunday

Unit 1: Summary and Synthesis with Writer’s Memo

Before you can build an effective argument, you should consider how to accurately understand and represent other people’s positions. Our first unit explores readings and multimedia arguments focused on the nature of academic writing. In particular, we will consider intersections between composition and Generative Artificial Intelligence, taking on questions such as: “What is the role of AI in relation to writing?” and “How should college English courses approach the use of AI?”

Week 1

Day	Topic	What’s Due?
W	Course Begins!*	Read: Syllabus and Course Info Module, UR: Introduction (pp. 1-36)
R	Policies and Procedures Optional Course Introduction and Question & Answer via Zoom @ 7:30pm Mountain Time (Recording will be available on Canvas)
F	Icebreakers, Visual Literacy, and Beginning the Course	Watch: Zoom Course Introduction Due: Initial Discussion Post

Day	Topic	What’s Due?
S		Due: Discussion Replies, Syllabus Agreement, Create Quill Log In, Commenced Attendance Quiz

Week 2

Day	Topic	What’s Due?
M	*No School* B eginning Project 1 & The Writing Process	Read: WS1 Inspired vs. Real Writers (pp. 34-42), WS1: I- less-ness (pp.180-190), Supp: On Unlearning/Academic Writing, Project 1 Prompt Watch: The Writing Process https://youtu.be/AXa22Csh7oE
W	Intro to Rhetorical Analysis	Read: UR: Issue 1 (pp. 37-70) Due: Initial Discussion Posts
F		Due: Discussion Replies, Workshops
S		Due: Complete Quill Diagnostic

Week 3

Day	Topic	What’s Due?
M	Intro to Critical Reading and Annotation What does it mean to Summarize?*	Read: UR: Issue 2 (71-118), WS1: How to Start Writing Assignments (18-32), WS1: Invention (pp.126-129), WS2: Reading Strategies (210-220), Supp: Annotation Basics
W	Begin Project 1 Readings How has AI impacted college English?	Read: Supp. Reading on AI (see Canvas), WS1: What is Academic Writing? (pp. 3-17) Watch: How to Paraphrase https://youtu.be/oiM0x0ApVL8 Due: Initial Discussion Posts
F		Due: Discussion Replies, Workshop 2
S		Due: Writing Studio 1

Week 4

Day	Topic	What’s Due?
M	Project 1 Readings, Cont. W hat is Synthesis?*	Read: Supp. Readings on AI for Project 1 (see Canvas) W atch: Supp. (link on Canvas)
W	Considering Citations and Writing Identities	Read: UR: Issue 3 (119-152) Watch: Quotations/Citations https://youtu.be/02XdhmeFgH4 Due: Initial Discussion Post, Draft Work: one summary for Project 1
F		Due: Peer reviews of summaries, Replies to Discussions, Workshop 3: Synthesis Practice
S		Due: Writing Studio 2 Extra Credit: Annotations for Project 1

Week 5

Day	Topic	What’s Due?
M	W riting!	Visit: SUU Writing Center Watch: https://youtu.be/pJ_tTKCDAqg
W	Writing!	Watch: Project 1 Revision Workshop Due: Rough Draft Project 1
F	What is a Writer’s Memo?*	Due: Peer Review Project 1
S		Due: Writing Studio 3: Peer Review Reflection & Revision Annotations

Unit 2: Position Paper

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

Week 6

Day	Topic	What’s Due?
M	Intro to Project 2 B rainstorming	Read: WS1: Inventing a Topic (pp.107-110), Project 2 Prompt, Supp. Glenn (pp. 205- 222) Watch: Crash Course - Essays https://youtu.be/KlgR1q3UQZE
W	Intro to Evaluating Sources	Read: WS1: Is Wikipedia Good for You? (pp. 205-224), Supp: Evaluating Sources Due: Initial Discussion Posts, (Possible Topics for Project 2)
F		Due: Final Draft Project 1: Summary & Synthesis with Writers Memo (by 5pm), Discussion Replies (by Midnight)
S		Due: Writing Studio 4

Week 7

Day	Topic	What’s Due?
M	I ntro to Argumentation	Read: UR: Issue 4 (154-192), WS1 Finding the Good Argument (156-179) Watch: What is an Argument? https://youtu.be/LNkibDGjQq8
W	Using Sources as Evidence*	Read: WS2: Googlepedia (pp. 221-241), Annoying Ways People Use Sources (pp. 242- 256) Due: Primary posts,
F		Due: Secondary posts, Workshop 4: Evaluation of a Source
S		Due: Writing Studio 5

Week 8

Day	Topic	What’s Due?
M	Fall Break
T	Fall Break
W	Building a Draft of Your Argument, Thesis Statements*	Read: UR: Issue 6 (219-260), Supp. Lamott (2 pages), WS1: Developing your Writing (pp. 59-81) Due: Initial Discussion Posts
F		Due: Discussion Replies, Workshop 5: Working Thesis Source Synthesis
S		Due: Writing Studio 6

Week 9

Day	Topic	What’s Due?
M	Considering Audience and Digital Genres Exigency	Read: Issue 8 (pp.291-332), WS3: Exigency (pp. 175-188)
W	Who is your message for?	Due: Audience exchange, Initial discussion posts
F		Due: Discussion replies
S		Due: Writing Studio 7, Quill Intermediate Diagnostic

Week 10

Day	Topic	What’s Due?
M	Topic Sentences, & Body Paragraphs*	Watch: Topic Sentences https://youtu.be/2R-9T9TgGnE
W	Introductions, Conclusions, & Counterclaims	Read: Writing an Introduction for an Argumentative Essay: 10 Do's and Don'ts (writersperhour.com) Due: Introduction, Body Paragraph 1
F	Writing!	Due: Peer Review Introduction, Body Paragraph 1
S		Due: Writing Studio 8

Week 11

Day	Topic	What’s Due?
M	Organization, Persuasion, Local Revisions	Read: UR: Issue 7 (pp. 261- 290), Writing Center Assignment Prompt
W	Writing!	Watch: Project 2 Revision Workshop Due: Rough Draft of Project 2
F	Peer Review	Due: Peer Review Project 2, Initial Discussion Posts
S		Due: Discussion Replies, Writing Studio 9

Unit 3: Reflective Rhetorical Analysis

At this point in the semester, you have researched an issue important to you and written a thoughtful and well-articulated position argument towards a specific audience. At least, I hope that’s what happened during Unit 2. In our final unit you will formulate a reflective rhetorical analysis of your own argument and suggest how the essay might have been improved to better reach your chosen audience.

Week 12

Day	Topic	What’s Due?
M	Intro to Project 3	Read: UR: Issue 5 (pp. 193-218), Project 3 Prompt
W	Collaborative Writing	Listen: This American Life, “Bad Apples” https://www.thisamericanlife.org/3 70/ruining-it-for-the-rest-of-us Due: Initial Discussion Posts
F	Watch all materials related to the Workshop: AI and Art	Due: Workshop: AI and Art; Final Draft Project 2: Position Argument; Discussion Replies

Week 13

Day	Topic	What’s Due?
M	No Classes	Thanksgiving Holiday
W	Thanksgiving Holiday
F	Thanksgiving Holiday

Week 14

Day	Topic	What’s Due?
M	Exchanging final drafts of Project 2	Re-read: UR: Issue 1 (pp. 37- 70), your own Position Argument
W		Due: Exchange audience reflections, Initial Discussion Posts
F		Due: Workshop 8, Discussion replies
S		Due: Writing Studio 10

Week 15

Day	Topic	What’s Due?
M	Work Week and Conference time with Ms. Smith	Watch: Tips for Project 3 (link on Canvas
W	Work Week and Conference time with Ms. Smith	Due: Final Discussion Post, Project 3 Draft
F	Work Week and Conference time with Ms. Smith	Due: Writing Studio 10, Project 3 Peer Reviews
S		Due: Final Draft of Project 3 and Quill Benchmark

Finals Week

Day	Topic	What’s Due?
M	Finals Week begins
W	Late and Missing Work deadline	Due: All Late Work Due
R	End of Finals Week—enjoy Winter Break!

Late Assignments

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 your grade on late work with one exception: Drafts for Peer Reviews (and subsequent peer feedback) must be done on time.

Please also note: I do not offer written feedback on late assignments. You will have to meet with me directly to go over late assignments if you have questions.

If you fall more than three weeks behind, we will need to meet via Zoom before you continue in my course. 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.

Feedback and Commenting on Major Projects

Final Drafts for Projects 1 and 2 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. In an attempt to customize my feedback 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 style notes, etc. If you submit on Friday, you can expect an end comment.

The final draft for Project 3 will be due no later than 5PM on the last day before finals week and will not follow the submission window pattern like the first two major projects.

Notes of Importance

• Your grade will never be affected by when you submit--only the level of detail in my feedback will change.
• Documents that cannot be opened will be considered missing. Generally .doc, .docx, or .pdf are safe extensions.
• Due dates and times are based on Canvas Standard Time and are firm.
• I am always happy to discuss a paper in detail during office hours regardless of when it is submitted in the submission window. Simply schedule an appointment with me to ensure that I will be available to meet with you on Zoom.

Class Participation

Students who participate at a high level in our online course discussions will be rewarded.

Class Policies & Expectations

To pass this course you must complete all the major assignments, fulfill all the weekly assignments, and submit all the writing assignments on time. Though there is no official meeting time, you are expected to log into Canvas regularly to stay up to date with our class readings, discussion boards, writing workshops, and assignment deadlines.

AI and Improving your Communication

Finally, it might help to conceive of this course as a personalized fitness/sport training program--you've got an expert-designed work out plan, guided practice each week with a pro, and 3 formal papers where we'll measure your progress towards your goals. Just like you wouldn't bring a forklift to the gym if your goal were to get stronger, unthoughtful AI use will almost certainly slow your progress at growing your communication skills. My suggestion is to make sure AI can't replace YOU in the workforce by being better/faster/stronger writers. The only way to get stronger is to move weight.