English 1010 and English 2010 Curriculum

Assignment

Weight

Discourse Analysis Essay (750-900-word essay)

Students identify and analyze how the rhetorical situation of their chosen discourse community is reflected in a specific communication document or text from that community.

10%

Summary and Analysis Essay (900-1,100-word essay)

Students summarize and analyze two texts from a pre-selected list of non-fiction texts, including essays by Gloria Anzaldúa, James Baldwin, bell hooks, June Jordan, and Amy Tan. This essay offers students the opportunity to demonstrate their ability to identify an author’s purpose; navigate their own biases while engaging with other perspectives; use textual evidence effectively in the form of summary, paraphrase, and quotation; identify rhetorical patterns and themes across texts; and contribute to critical conversations. After completing this essay, students are able to write about texts in a way that enables them to recognize what they still might not understand so that they will continue questioning and re-reading.

15%

Investigating the Conversation Literature Review (1,000-1,200 words with a minimum of six cited sources)

Students 1) select a social issue to investigate, 2) research the issue using a variety of sources, and 3) write a literature review that contextualizes and analyzes the ongoing conversation in the published information they research. Students will analyze themes and trends in the research to provide commentary, present conflicts in evidence and conclusions, and/or identify a problem or new perspective.

20%

Annotated Bibliography (Three sources with 150+ word annotations)

In preparation for the Investigating the Conversation Literature Review, students compose an annotated bibliography with three secondary sources.

5%

Revision Portfolio (Portfolio with a reflective cover letter, revised Investigating the Conversation Literature Review, and revised Discourse Analysis Essay or Summary and Analysis Essay)

The Revision Portfolio demonstrates what students have learned as writers throughout semester in English 1010. As part of the portfolio, students revise the Investigating the Conversation Literature Review and choose to revise either the Discourse Analysis Essay or the Summary and Analysis Essay. In addition to the revised essays, students compose a 500-700-word cover letter that describes how they revised their work and how they connected those revisions to the course outcomes. In their cover letters, students draw directly from their revisions to provide evidence of what they have learned as writers.

25%

Oral Presentations (Two 5-7-minute oral presentations)

Students give oral presentations twice during the semester. In the first presentation, the Discourse Analysis Presentation, students present about their discourse communities in small groups after submitting their Discourse Analysis Essays. In the second presentation, the Research Presentation, students use multiple modalities to present about their researching and composing processes for the Investigating the Conversation Literature Review.

10%

Attendance

Students attend and engage in class activities. Engagement in class includes listening, responding to discussions, and taking notes when appropriate. Students participate using multiple formats, including discussion and group work. Students may miss three class sessions without an impact on their Attendance grade.

10%

Writing Center Tutoring Sessions

Twice in the semester, students will complete tutoring sessions with an assignment from this class and compose a brief reflection about each visit. Students may choose to complete their tutoring session at any stage in the composing process.

5%

Assignment

Weight

Argument Analysis (1,000-1,200-word analytical essay)

Students select an essay from Voices of USU: An Anthology of Students Writing to analyze the effectiveness of the text’s argument and research.

15%

Minding the Gap Essay (1,300-1,400-word argumentative essay with a minimum of six cited sources)

Students compose an argument that addresses a gap in the research or argument of an essay from Voices of USU: An Anthology of Student Writing. To identify the gap in the essay’s argument or research, students analyze new developments that change the way a concept is perceived and identify a perspective or a population that might have been understudied or underrepresented in the text’s argument.

20%

Researched Argumentative Essay (2,200-2,700-word argumentative essay with a minimum of eight cited sources)

Students develop an argument supported with research about an issue of social, political, historical, or scientific significance. Students choose the topic, audience, and rhetorical strategy for their essays.

20%

Annotated Bibliography 1 (Five sources with 150+ word annotations)

To begin researching for the Researched Argumentative Essay, students complete two annotated bibliographies on their topic. For this first annotated bibliography, students gather five sources that provide an overview of the significant conversations that address their developing research question. Students spend one class session in the library investigating their topics.

5%

Annotated Bibliography 2 (Three sources with 150+ word annotations)

To continue research for the Researched Argumentative Essay, students complete a second annotated bibliography that uses the Synthesis Matrix to identify gaps in research and perspectives. This second annotated bibliography emphasizes that students research and engage with multiple perspectives as they develop nuanced arguments. Students spend one class session researching multiple perspectives.

5%

Oral Presentations (Two 7-9-minute oral presentations)

Students give oral presentations twice during the semester. In the first, the Minding the Gap Presentation, students present the gap they are researching for the Minding the Gap Essay in small groups. In the second, the Synthesis Presentation, students present on their argument with an emphasis on how their sources work together to support their argument. Students use oral, visual, and written communication in their presentations.

15%

Researcher’s Notebook (10 entries throughout the semester)

Students respond to short writing prompts that help students engage in the iterative processes of composing and researching.

15%

Attendance

Students attend and engage in-class activities. Engagement in class includes listening, responding to discussions during class, and taking notes when appropriate. Students participate using multiple formats, including discussion and group work. Students may miss three class sessions without an impact on their grade.

10%

Writing Center Tutoring Session

Once in the semester, students complete a tutoring session with an assignment from this class and compose a brief reflection about the visit. Students may complete their tutoring session by the assigned deadline at any stage in the composing process.

5%