Introduction to Writing: English 1010
UVU Course Number | ENGL 1010 H72 CRN | 28062
Instructor: Mrs. Kasie Payne
Email | kasie.payne@wasatch.edu Phone | (435) 654-0640 ext. 3734
Contact & Office Hours
I am only available half an hour before and after school and other times by appointment on GOLD days only. I only teach on GOLD days (the day I see you in class). The best way to contact me is at kasie.payne@wasatch.edu, which I check every day. Please check CANVAS daily for assignments and announcements.
Social Media
Stay in the loop! Follow these accounts to get class updates, activities, and other super exciting details!

Twitter: kasie_payne
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Class hashtag: #mrspaynewhs
Course Description
Per the Utah Valley University catalog, English 1010 teaches rhetorical knowledge and skills, focusing on critical reading, writing, and thinking. English 1010 introduces writing for specific academic audiences and situations. English 1010 emphasizes writing as a process through multiple drafts and revisions. The course may include major essay assignments, writing and collaboration, research writing, journals, and portfolios.

This is a Concurrent Enrollment Course, offering both high school credit through Wasatch High School and college credit through Utah Valley University. Credit from this course is transferable to all colleges and universities in the state of Utah. Contact the receiving institution for how the credits will be applied.
Student Expectations
English 1010 is the foundation for all college-level writing. As the instructor, my goals for the students are three-fold: prepare for all college-level writing, confirm the importance of reading, and instill college skills to create successful habits.

Two main student expectations underscore the class: (1) that you will attend and participate in all scheduled class times, and (2) that you will expend substantial and sustained effort. Class time will be used for the following general purposes:
1. Discussions, question/answer sessions, and general instructions. You should read the assigned materials, prepare all assigned exercises, and come to class ready to discuss the day’s assignment. Bring your questions to class. Expect to share your insights with fellow students.
2. Writing workshops (peer response). For each major paper, you will share your draft with other class members and offer your own insight into their drafts. This is a two-way process, with each side equally responsible.

Homework will be required. Utah Valley University recommends two hours of outside work for each hour in class. Since this is a full-year course, that expectation will be modified to one hour of outside work for each hour in class (3-5 homework hours a week).
Prerequisites
Student must be a senior and have a 3.0 GPA in 10th and 11th grade English classes. Student must also have an English ACT score of 19 and a Reading ACT score of 19. Student may substitute these scores with a UVU AccuPlacer Reading and Sentence Skills Assessment Test.
Learning Outcomes
Upon successful completion of this course, students should be able to do the following:

1. Demonstrate rhetorical awareness of audience, purpose, context, and genres in written and oral forums (papers and class discussions).

2. Demonstrates critical reading, writing, and thinking skills, learning to inquire into issues and problems, explore and interrogate multiple perspectives, negotiate meanings across a diverse array of positions, and problematize oversimplifications.

3. Demonstrate use of process as an integral component of college-level writing.

4. Demonstrate knowledge of conventions of academic writing and research.

5. Craft well-reasoned written and oral arguments derived from personal and public inquiry.

6. Demonstrate the ability to complicate problematic, clichéd notions of interpretation and articulation.

PLUS:

7. Formulate thesis statements that clearly express the intended central idea of the text.

8. Organize paragraphs, with clear topic sentences, into a sequence that develops a thesis to a reasonable, well-supported conclusion.

9. Document sources according to MLA format.

10. Integrate their own ideas with those of others.
Text | Instructional Material
The Allyn and Bacon Guide, 5th or later edition will be supplied for you. Students will need to provide their own independent reading novels based on specific guidelines discussed in class.
Course Assignments
Weekly course work will include independent reading assignments, reading responses, online discussion board posts, grammar practice, and additional assignments as appropriate. Additionally, five college-level formal papers will be due throughout the course of the year:
Paper #1: :Literacy Narrative (3-5 pages)
Background
By reviewing how you’ve become the literate person you are and by deeply exploring one aspect of that process, this essay should help you identify and analyze your habits, assumptions, and beliefs about reading and/or writing and how they were formed. In addition to writing an engaging story, you will also reveal an insight, a moment of relevance beyond the personal.

A literacy narrative tells a story about your personal engagement with reading and/or writing and argues that an event significantly affected you as a literate person. Basically, you will pick an event from your past—either positive or negative—and connect that event to your current feelings about and/or abilities in reading and/or writing.

Assignment Details
For this assignment, you will write an autobiographical narrative based on your literacy experiences that communicates some insight to the rest of the class. Not only will you write an engaging and memorable narrative, but you must also expand on the narrative's relevance beyond the personal. In other words, you should include how reading and writing function in a broader context. For example, how has your understanding of literacy changed once your entered the university? Or, how did a specific experience, like winning a spelling bee, affect you culturally and socially? Perhaps, learning a new literacy skill changed or improved the ways others perceive you.

Please note that you do not have to pick either reading or writing. Often, our interactions with reading and writing are intertwined. Also, this essay does not have to be a rousing exposition about why writing and reading are the joy of your life if they are really the bane of your existence. Be honest. Tell a good story about an important literacy event.
Paper #2: Summary and Review Essay (3-4 pages)
Background
In this unit, you will incorporate critical reading and response strategies into your writing repertoire. By wrestling with complex ideas presented in an article, analyzing specialized language, pulling out details, and mapping an argument, you will fully engage with a text and discover how reading critically and carefully can help you to more fully understand any text. Once you have a better understanding of the text, you’re in a better position to evaluate whether it’s successful, unsuccessful, worth recommending, or worth avoiding.

Further, engaging deeply with a text, will eventually help you to understand how to construct your own complex arguments and to avoid simplistic solutions. Such skills will be especially useful when writing researched argumentative essays in this and other college classes.

Assignment Details
For this essay, you need to carefully read and understand a specific text. Don’t worry if at first the text seems difficult or overwhelming. You and your peers will read, analyze, reread, and discuss the text multiple times in the class.

You will be writing a review of the article that both summarizes the text for a specific audience (see “Audience” section) who hasn’t read it and also offering your evaluative opinion about the quality of the piece. Even your summary will likely reflect how you felt about the text and the way you give details to the audience. For example, consider how you would describe the plot of a movie when you really liked it and want to convince all of your friends to go see it immediately. How does the style and tone of your description change if you hated the movie? Use these strategies when writing the summary portion of your assignment.

Keep in mind the characteristics of successful reviews that are described in our textbook:

• Relevant information about the text
• Criteria for the evaluation
• A well-supported evaluation
• Attention to the audience’s needs and expectations
• An authoritative tone
• Awareness of the ethics of reviewing

One of the most important sections of your essay is what criteria you offer for your evaluation of the text. It’s not enough to simply say “it was good” or “it was bad.” Your audience needs to know what criteria you’ve used to make those judgements. Think about the genre of your text and what you think makes such a piece successful or not. Possible criteria could include: relevance, length, tone/voice, type of research used, presence of an agenda, or whether or not the text offers solutions to the problems it presents.
Paper #3: Rhetorical Analysis of a Genre/Medium (5-6 pages)
Background
Now that you’ve completed a review of a text, you are more aware of how different composition choices can have differing effects on an audience. Composers make these choices very carefully in order to achieve their rhetorical purposes. Two of these choices that we’ll now explore in more detail are the genre and medium. Genres are “ways of classifying things” that “have features that can guide you as a writer and a reader.” Often, especially in academic writing, your instructor will tell you what genre to write in. But, this isn’t always the case, and in many writing situations you’ll have to make the best choice of genre and medium (the way you get the information out—with an essay, a video, a podcast, etc.). For this reason, it’s good to start analyzing both the advantages and disadvantages of different genres and media at your disposal.

As you consider various elements of a genre of medium, you will how see how the choice of a genre and medium will allow certain aspects of topical argumentation and rhetorical moves; however, those same choices may also close off certain possibilities. Genres and media, then, both open your options and limit them. Some genres and media are better at doing certain things than others. Understanding these possibilities and limitations will help you engage with texts more deeply and make genre/medium choices of your own.

Assignment Details
First, you’ll want to come up with a topic that has likely been discussed in a variety of different ways and places. Almost anything timely, controversial, and debatable will do.

For this assignment, you’ll want to make sure your topic is suitably broad. While “the effects of the inversion on Utah County health” might be a wonderfully precise issue for a researched essay (like you’ll write in English 2010), for now you’re looking for something broader like “climate change.” If you’re too specific, you might struggle to find the required pieces to do this assignment.

Also, don’t worry about having a position on the topic at hand (though one will likely develop, and that may assist you on the next assignment). You’re not going to be focusing on the topic itself so much as focusing on how various genres and media discuss the topic.

Once you have a topic selected, you’ll need to collect 3 pieces of media that all generally discuss the same topic.

One of these pieces must be a scholarly, peer-reviewed article about the topic. Use the library databases and find one that seems to interest you.

The other two pieces are your choice but should be selected from the following options:

• A documentary film about the topic
• A Youtube video about the topic
• A podcast about the topic
• An article from an internet site about the topic
• A collection of tweets from Twitter about the topic organized around an existing hashtag (at least five)
• A collection of internet memes about the topic (at least five)

In fact, you may want to work backwards from this list in finding a topic that interests you. If there’s a documentary you’ve recently seen (or wanted to watch), then you’ll easily be able to find a scholarly article about the same topic. Or, if you’ve recently come across an interesting article, meme, or tweet on your social media, that too might give you a direction to investigate.

Once you have your pieces selected, you should read, analyze, and study them with the following main question in mind: How do the authors’ choices of genre and medium affect how they discuss/argue/present about the topic?
Paper #4: Stasis Interrogation Essay (5-7 pages)
Background
In classical terms, the word “stasis” (or stases) literally means a “slowing down” or a standstill. Similarly, in rhetoric, we use stasis to point to an issue that is controversial and needs a decision before the argument can move forward. Stasis theory, therefore, can be used to identify and work through impasses in an argument. As our textbook explains, stasis theory is “a simple system for identifying the crux of an argument—what’s at stake in it” (387). And, we do this by asking four specific questions in sequence:

1. What are the facts?
2. How can the issue be defined?
3. How much does it matter and why?
4. What actions should be taken as a result?

Assignment Details
For this essay, you will attempt to understand the complexity of an issue by using stasis theory to interrogate a single article. The goal is to discover the various points at which you could enter the conversation. Unlike a rhetorical analysis or genre/medium analysis, this essay will focus mostly on the content of the argument rather than how the argument is made.

The goal is to understand the many components of how the article presents an issue to see not only where you can agree (or grant the author’s point) but also where you can most easily (or passionately) disagree. After analyzing your primary text using the stasis questions, you will then offer a supported argument on one of the many points of contention you discover through the stasis analysis, using a secondary source (found in the UVU Library Databases).

For example, perhaps you found one of the article’s “facts” to be wrong or debatable. Maybe you disagree with the explicit or implicit definition of a key term in the argument. Maybe you don’t think the issue is as important as the author suggests (or, more likely, you wish the emphasis was placed elsewhere). Perhaps the suggested actions seem simplistic, short-sighted, or ineffective. This section of your essay needs to argue for your disagreement, once again, using your secondary source.

First, pick an essay that you find interesting. Then, after reading through your essay several times, use the following stasis questions to develop a rich analysis that both summarizes the issue and posits various alternative perspectives:

As you work through each stasis category, consider each question in developing your paragraphs; however, not every question needs to be directly addressed. Choose the ones that seem most relevant to your article.

Next, based on your interrogation of the issue, pick one of the stasis questions that you had the most disagreement with the author’s position. Find a secondary source to write a short, but well-supported argument for your own perspective. Make sure that your argument has a claim and at least one reason to support it. Use your secondary source as evidence for your argument.
Paper #5: Reflection Essay (2-3 pages)
Background
At the end of the writing process, it’s always beneficial to reflect over what you’ve written and the process that allowed you complete each task. This semester, you were asked to analyze and write in a variety of genres. You also learned useful rhetorical skills that you can employ in your writing in other college classes.

This short essay, or reflection letter, is an opportunity to recall your triumphs and struggles, your writing process and finished projects, and your overall learning gains in the course. Reflecting on what you’ve accomplished can help you retain the lessons you’ve learned and prepare the way for improvement in your future writing projects.

Assignment Details
This assignment will be one document split into two parts (invention and a reflective letter):

1. Invention: Begin thinking about the writing process by completing the following statements with at least two additional explanatory sentences:
• “I believe writing is…”
• “I believe revising is…”
• “I feel that writing courses are…”

2. Reflective Letter: Write a short letter to your classmates and instructor about your writing progression this year.
WHS Department Grading Scale
Your WHS grade will count all assignments and will be based on the following scale:

A = 100-92.5 B - = 82.5-79.5 D+ = 69.5-66.5
A - = 92.5-89.5 C+ = 79.5-76.5 D = 66.5-62.5
B+ = 89.5-86.5 C = 76.5-72.5 D - = 62.5-59.5
B = 86.5-82.5 C - = 72.5-69.5 F = 59.5-0
UVU Grades and Credit
Your college course grade will be the percentage average of all four terms. Your grade for this class will become part of your permanent college transcript and will affect your GPA. A low grade in this course can affect college acceptance and scholarship eligibility.

All assignments will be averaged and the resulting percentage will be compared to the UVU grading scheme, meaning your UVU final letter grade may be different than your WHS letter grades.

A = 100-94 B = 86.9-84 C = 76.9-74 D = 66.9-64
A- = 93.9-90 B- = 83.9-80 C- = 73.9-70 D- = 63.9- 60
B+ = 89.9-87 C+ = 79.9-77 D+ = 69.9-67 E = 59.9 and below

According to the UVU catalog, A = exceptional, indicating superior achievement; B = commendable mastery;
C = satisfactory mastery, considered an average grade; D = substandard progress, in sufficient evidence of ability to succeed in sequential courses; E (F) = inadequate mastery of pertinent skills or repeated absences from class.
Late Policy
Work is due at the beginning of class. Every assignment will have Punctuality Points assigned to it. If you turn it in at the start of class, you will get full points. If it is late, you get zero punctuality points. These cannot be made-up. I believe you are fully capable of watching the calendar and getting in your work on time. Work not handed in due to school-excused, prior-approved, and parent-approved absences must be handed in the first class period back or it will be considered late and will not receive punctuality points. ALL work must be turned in before the final unit test or paper. You may not turn in homework past its content test date.
Quiz Policy
Textbook reading quizzes are taken at home, open book, with 2 chances. These quizzes close before class the day the reading is due and will not be reopened for any circumstances.
Attendance
This is a lecture, discussion, and workshop course. You will find it very difficult to duplicate the classroom learning experience if you miss class. You are responsible for all missed work before you return to class following an absence.

As per the English Department policy, Attendance is worth 7% of your final grade and will be calculated at the end of each term. You are allowed 3 absences (excused or unexcused) without your grading being affected. That may not seem like a lot, but we only have class about 22 days per term. Three is pretty generous. Every additional absence is -2 points from a total possible of 10.

You are allowed 1 tardy. Any additional tardy is -1 point from a total possible 10. Attendance points cannot be made up.
Plagiarism
Plagiarism may be intentional or unintentional. Unintentional plagiarism, or incidental use of another's ideas or words without proper attribution, arises from a lack of understanding of the rules of citation and quotation.

One commits intentional plagiarism (academic fraud) when one does any one of the following:

1. represents as one's own the work or knowledge of another person, regardless of the form in which that work or knowledge had originally appeared (e.g. in the form of a book, article, essay, lecture, web site, speech, photograph, chart, graphic, or any other form)
2. incorporates into one's work the words or ideas of another person without clear attribution that appears at the point the words or ideas have been incorporated, to an extent substantial enough that the origin of the words or ideas has been misrepresented
3. fails to acknowledge clearly the partial or full authorship of someone else when submitting work
4. consistently fails to cite or quote textual resources properly, despite the instructor's attempts at educational intervention.

A person who knowingly allows his or her work to be copied, or submitted by another student as course work without the work's proper authorship clearly identified, is an accomplice to plagiarism, and the sanctions outlined below, as relevant, will be applied to this person as well.

If evidence shows that intentional plagiarism, as defined above, has occurred, the following sanctions shall be imposed:

1. The academic work shall receive a failing grade
2. The student will fail the course, or may elect to drop the course if the last day to drop a course has not yet passed, provided that the instructor's syllabus for the course conveys that intentional plagiarism will result in a failing course grade
3. A written summary of the infraction of this policy, with copies of the relevant evidence, shall be submitted to the Office of the Dean of Student Services to document a violation of the Student Code of Utah Valley University, as outlined in "Student Rights and Responsibilities". This documentation shall also be provided to the student, and constitutes both a warning and a reprimand to the student as described in Section M, "Sanctions," of "Student Rights and Responsibilities" (Article IV, Section M in the print version).

For more information and tips on avoiding plagiarism, please visit: http://www.uvu.edu/english/student-resources/policies-procedures.html
Statement of Accessibility
If you have any disability which may impair your ability to successfully complete this course, please contact the Accessibility Services Department (LC 312; 863-8747; www.uvu.edu/asd/). Academic Accommodations are granted for all students who have qualified, documented disabilities. Services are coordinated with the student and instructor by the Accessibility Services Department.

Students who need accommodations because of a disability may contact the UVU Accessibility Services Department (ASD), located on the Orem Campus in LC 312. To schedule an appointment or to speak with a counselor, call the ASD office at 801-863-8747. Deaf/Hard of Hearing individuals, email nicole.hemmingsen@uvu.edu or text 385-208-2677.
Dropping the Class
August 31: Last day to complete admission for UVU.
September 5: Last day to submit prerequisite scores to UVU (ACT or Accuplacer scores)
September 7: Last day to register for course with UVU.
October 19: Last day to drop the course without it showing on your transcript.
January 14: Last day to withdraw from the class.

If you drop the high school class, you must also withdraw from the UVU class to avoid receiving an E or UW (unofficial withdrawal).

Disclosure Agreement
Please complete this form and submit it to me before class for 5 Punctuality Points.
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