Introduction to Writing
ENGL 2010
2015-16
Instructor
Name
Email | Website
Office | Office Hours
Course
Description
This is a Concurrent Enrollment Course, offering both high school credit through ______________ High
School and college credit through Utah Valley University. Credit from this course is transferable to all
colleges and universities. Contact the receiving institution for how the credits will be applied.
Continues to emphasize rhetorical knowledge and skills, building on and extending skills learned in ENGL
2010. Focuses on critical reading, writing, and thinking; writing for specific academic audiences and
situations; writing as a process through multiple drafts and revisions. Major focus on research-based
analysis, synthesis, and argument. In addition to major essays, may include in-class writing and
collaboration, research writing, journals, and portfolios.
Choice of readings is up to the individual teacher and should be used in support of the writing process rather
than as a primary focus.
Prerequisites
Completion of ENGL 1010 with a grade of C- or higher.
Learning Outcomes
(Sample)
1. Rhetorically analyze different types of texts, which includes the following: focusing on angle of
vision and purpose of the writer; distinguishing between types of evidence and understanding
their appeal to different audiences; recognizing how diction and syntax (language) are dependent
on genre and other rhetorical considerations.
2. Synthesize ideas from multiple texts.
3. Produce a coherent, well-organized, research-based argumentative essay, which includes the
following: formulating a thesis statement that clearly expresses the intended central idea of the
text; organizing paragraphs with clear topic sentences that develop the thesis to a reasonable and
well-supported conclusion; fairly representing opposing arguments, with refutation and/or
concession to those arguments.
4. Show evidence of process writing, including pre-writing, significant revision, and editing of
multiple drafts.
5. Experience the social aspects of process writing, including the value of peer collaboration.
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6. Document sources according to MLA format, and apply MLA conventions to published text.
7. Produce work relatively free of editing errors.
Text | Instructional Material
Allyn and Bacon Guide, Brief 5th Edition (updated summer 2008)
(More recent editions of this text are appropriate. Other texts should be approved by the department.)
Course Papers and Assessment
If using Allyn and Bacon (brief 5th ed.) check the Table of Contents and/or Index for relevant chapters.
[Writing assignments are not always the explicit assignment of a single chapter or set of chapters in the textbook.
Instead, instructors should help students link skill sets introduced and developed in chapters to assignments.
Instructor is not limited to chapters in the text but is, instead, encouraged to supplement them with handouts of
his/her design, excerpts from other texts, and exemplary readings by professional and student writers. Nor is
instructor limited to these core assignments.]
Writing Project #1: Personal Reflection (1-2 pages)
Read/review the first several chapters of Allyn and Bacon to review the characteristics of academic writing
• Introduce students to rhetorical principles of audience and purpose with a low-stakes personal writing
project
Writing Project #2: Rhetorical Analysis (4-5 pages)
•Analyze one scholarly article/essay.
•Focus on rhetorical situation, purpose, audience, and specific kinds of claims (fact/value/policy).
•Make a substantive claim/thesis statement that sets up a clear argument for the analysis.
•Cite appropriate quotations and paraphrase as supporting evidence.
•Develop paragraphs carefully.
•Cite the source in a Works Cited page, using MLA (or for 2020 APA) style.
Instructors may choose a common article or have students find an article that begins their semesterlong inquiry and research process. Readings in the text make good choices, particularly those that cite
sources. The assigned chapters help students review critical reading and analysis skills introduced in 1010.
(Remind students of the Summary/Strong Response Assignment.)
Spend time in class helping students master the concept of analysis. Make the distinction between simple
responses of agree/disagree (not desirable for this paper) and careful and thoughtful analysis.
Because the Rhetorical Analysis is the first graded paper, carefully teach skills of peer-editing and establish
a protocol for the semester. In addition, instructors may wish to consult with students individually.
Remember, however, to work toward students helping each other through peer-editing as the semester
progresses.
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The Rhetorical Analysis provides a means for students to enter into the academic conversation as they
evaluate and respond to a scholarly text. Thus, this paper lays the groundwork for academic research and
writing during the remainder of the semester.
Writing Project #3: Synthesis Paper (4-5 pages)
•Identify research issue for the semester’s inquiry.
•Analyze and compare two research sources, putting them into conversation: “A synthesis is a discussion
that forges connections between the arguments of two or more authors” (Greene and Lidinsky 152).
•Option 1: Analyze, compare and contrast two scholarly articles/sources.
•Option 2: Compare one scholarly article with the results of primary research.
Primary research should consist of an observation or an interview with an authority or expert on the
research topic. (Because of legal restrictions, students are not allowed to conduct research in the form of
surveys, experiments, or interviews with students or the general public. Advanced research of this type
requires approval from the University Institutional Review Board.)
Instruct students in identifying a research issue or topic. After choosing a tentative topic, library instruction
will help students identify appropriate sources.
Help students summarize and paraphrase sources and introduces the notion of synthesis. Emphasize
writing a “gist statement”; students may write a “gist outline” of their articles as a prewriting activity.
Writing Project #4: Argument Proposal (3-4 pages)
•Present a viable plan for a research project.
•Persuade an audience that the research project is provocative, significant, and well-constructed.
Help students formulate and discuss important questions that the research will investigate, as well as to
consider possible implications of those questions. Spend time in class comparing research topics and
helping students problematize their issues in significant ways.
Writing Project #5: Annotated Bibliography (4-6 pages)
•Present eight sources (six of them scholarly).
 Cite each source in MLA style
 Summarize the source
 Analyze/discuss the source for the specific project needs.
•Organize bibliography according to projected sections of the research paper.
Explain to students that the Annotated Bibliography provides a map, or rough draft, of their paper.
Students should access library databases to find scholarly articles and books. The final paper should include
at least eight sources, but instructors may want to require additional research.
Review the research process. In class discussion, emphasize source evaluation and model this process for
students.
Teach paraphrase, summary, synthesis, quotation, and plagiarism. Work through in-class examples of
various plagiarism problem
Writing Project #6: Researched Argument (10-12 pages)
•Draft and revise an argument based on research
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•Present a claim/thesis that controls the argument
•Employ an effective introduction and conclusion
•Demonstrate sophisticated use of source material
.
As students draft their Researched Arguments, they review guidelines for developing a thesis/claim. They
learn to use a working thesis to guide their draft, but to move eventually to an argumentative assertion.
Spend time in class working through the idea of context for thesis, so that students understand how to craft
an appropriate introduction.
Review ethos/pathos/logos to help students broaden the appeals that their eventual argument will make.
Help students focus on writing individual paragraphs, from introduction, body, to conclusion, and to
develop appropriate strategies for longer papers. The final paper cites sources in MLA (2010) style,
integrates skills of summary, problematization, evaluation, analysis, and argument. The paper should
include a considered
thesis or claim based on the evidence examined, and carefully demonstrate the complexity of the research
issue.
Department
Grading Scale
A = 100-93
A - = 92-90
B+ = 89-87
B = 86-83
B - = 82-80
C+ = 79-77
C = 76-73
C - = 72-70
D+ = 69-67
D = 66-63
D - = 62-60
F = 59-0
Grades and Credit
You will receive the same grade for your high school course as you receive for your college course. 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.
University
Academic Integrity
Utah Valley University expects all students to maintain integrity and high standards of individual honesty in
academic work, to obey the law, and to show respect for others. Students of this class are expected to
support an environment of academic integrity, have the right to such an environment, and should avoid all
aspects of academic dishonesty. Examples of academic dishonesty include plagiarizing, faking of data,
sharing information during an exam, discussing an exam with another student who has not taken the exam,
consulting reference material during an exam, submitting a written assignment which was authored by
someone other than you, and/or cheating in any form. Violators of this policy will be subject to disciplinary
action. Cheating will not be tolerated. It will result in a FAILING grade for the course.
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In keeping with UVU policy, evidence of academic dishonesty may result in a failing grade in the course and
disciplinary review by the college. Additional information on this topic is published in the student handbook
and is available on the UVU website.
Students with Disabilities
If you have any disability, which may impair your ability to successfully, complete this course, please contact
the Accessibility Services office, 863-8747, BU 146. Academic accommodations are granted for all students
who have qualified documented disabilities. All services are coordinated with the Accessibility Services
office.
Dropping the Class
_________ is the last day to drop the course without it showing on your transcript.
_________ is the 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).
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