Overview
When taking English 1010, you will draft, write, and revise to:
- Explore various opportunities for communication that allow you to consider what, how, when, why, and with whom you communicate.
- Think critically, creatively, and collaboratively about problems and solutions.
- Examine how reading, writing, analysis, and inquiry are interconnected.
- Research multiple perspectives to join ongoing conversations.
- Learn to draw on what others say to make your own contributions more meaningful.
English 1010 Outcomes
All English 1010 courses at USU have four main outcomes: Rhetorical Awareness, Critical Thinking, Information Literacy, and Composing Processes.
Writers develop rhetorical awareness by negotiating purpose, audience, context, and textual conventions as they compose a variety of texts for different rhetorical situations.
Rhetorical awareness is illustrated by the student writer’s ability to:
- Focus on a purpose appropriate to the writer’s rhetorical situation
- Identify and compose for a variety of audiences and contexts
- Analyze and respond appropriately to different rhetorical situations, including as outlined in assignment prompts
- Identify and analyze rhetorical appeals, including ethos, pathos, logos, and kairos
- Understand and rhetorically negotiate the conventions that govern genres, formats, grammar, mechanics, and the use and citation of sources
Writers practice critical thinking when they analyze, synthesize, interpret, and evaluate ideas, information, situations, and texts.
Critical thinking is illustrated by the student writer’s ability to:
- Recognize the relationships among language, knowledge, and power in texts and research
- Use writing, reading, and dialogue for inquiry, learning, and communicating
- Identify and respond to problems or questions in texts
- Analyze rhetorical patterns and conversations across
multiple texts - Integrate personal authority within a larger conversation
Writers practice information literacy when they understand research as a process of critical inquiry, consider the influence of power on texts, and become creators of information through both written and oral communication.
Information literacy is illustrated by the student writer’s ability to:
- Identify relevant information and questions in relation to audience and purpose
- Understand the strengths and limitations of a variety of primary and secondary sources
- Examine the value of multiple perspectives and personal authority while accounting for individual bias in reading and composing texts
- Begin to synthesize conversations and texts to engage in critical inquiry
- Develop academic integrity by accurately summarizing, paraphrasing, quoting, and citing a variety of texts and perspectives
Writers employ multiple composing processes to conceptualize, draft, write, revise, and finalize both written and oral projects. Writers’ composing processes are flexible and seldom linear.
Composing processes are illustrated by the student writer’s ability to:
- Organize ideas, claims, and support according to audience and purpose
- Collaborate with other writers on drafts and revision
- Apply collaborator feedback to revise for a purpose
- Revise to learn more about a topic or problem
- Identify opportunities for continued revision and inquiry
General Education Communication Literacy 1 Outcomes (CL1)
Completion of English 1010 with a minimum of a C- fulfills the university’s CL1 general education requirements. The outcomes for courses with a CL1 designation, like English 1010, can be found on the general education website.
English 1010 Curriculum
The English 1010 curricula emphasize the social act of writing and value the differences in languages, people, and ideas.
The Composition Program develops curriculum for graduate instructors teaching English 1010 for the first time at USU. Graduate instructors who have taught the courses before, lecturers, and adjuncts may use other curricula and texts to fulfill the English 1010 Learning Outcomes.
The following English 1010 curriculum was designed by the Composition Program for first-year Graduate Instructors. Experienced instructors may design and implement their own curriculum or incorporate variations of the following curriculum
Textbook
Optional Additional Texts
English 1010 can engage with a variety of texts that help students learn about writing and rhetoric. For a list of optional additional texts, contact us.
English 1010 Assignment Overview
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% |
English 1010: Concurrent Enrollment
Eligible high school students can begin their college writing experience by taking one of USU’s concurrent enrollment sections of English 1010. In a concurrent enrollment course, students simultaneously earn high school credits for graduation and college credit for English 1010. Our courses are small—only 25 students can enroll in a course—and taught by qualified educators through a variety of delivery methods, including face-to-face instruction at the high school and IVC broadcast instruction. To enroll in a concurrent enrollment section of English 1010, students must successfully complete English 11 at their high school and have a 3.0 overall GPA.
Enrollment Questions
If you have questions about how to enroll in English 1010 Concurrent Enrollment (or English 2200: Understanding Literature), please contact Dr. Jessica Rivera-Mueller, Director for the Department of English’s Concurrent Enrollment program, at jessica.riveramueller@usu.edu.
Concurrent Enrollment Teaching Partnership Program
The Department of English supports student and teacher learning in these courses through its Teaching Partnership program, a program that brings concurrent enrollment teachers and USU faculty together for collaborative professional development experiences.