ENGLISH 1010
SALT LAKE COMMUNITY COLLEGE
FALL SEMESTER 2013
WEEK 1:8.21.13-8.23.13.
DR. PAUL ANDERSON.
English 1010 – Introduction to Writing
 Fall Semester 2013
 Course Syllabus
 Professor: Dr. Paul Anderson
 Email: pander88@bruinmail.slcc.edu – Please use
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this email in the first instance to get the quickest
response. NB. andersonmpaul57@gmail.com
Office Hours:
SCC: M-W-F: 11:00am – 4:00pm, or by
appointment. NB. Use email, conference or chat
Phone: 435-201-4687
Writing Center: best by appointment AD 218)
AGENDA
 Calendar & Semester length: number of classes
 ENG 1010 Text
 Course Description
 Academic Habits of Mind
 Course Outcomes
 Grades
 Major Assignments
 Introductions
Fall Semester
 August 21 – December 4 (12)
 Breaks – No Classes:
 1. Labor Day: Monday September 2 (1)
 2. Fall Break: Thursday Oct 17-Sat Oct 19 (1)
 3. Thanksgiving Holiday: Thursday Nov 28-Sat Nov 30
 Last class on: Wednesday December 4
 Finals: December 9-12
 Grades Posted on December 18
 Thus: 43 classes for the semester
 Attendance Requirement: 40/43 (93%)
1010 TEXT
 The Academic Writer: A Brief Guide (2nd edition) by Lisa
Ede.
 Portions of the following text will be provided in weekly PP Lessons:
They Say / I Say with Readings by Gerald Graff, Cathy Birkenstein,
and Russell Durst, 2nd edition. New York: W. W. Norton: 2011.
2012. (ISBN# 978-0-393-91275-3 pbk).
 There are many good, free, online aids to help with grammar and
the mechanics of American Written English. We will cover these
mechanics and any others skills on a needs basis in class. That is, if
a problem occurs with a number of students, we will Taylor-make a
lesson to address these specific needs.
 Class lessons will be based on Power Point Lessons that will be
posted on Canvas, or your college email address (emailed directly
to you on request).
Course Description
 English 1010 emphasizes that academic writing
(and much other writing and discourse) is
fundamentally about entering ongoing
conversations and understanding the rhetorical
choices (choices of effective expression) people use
to communicate their ideas to an audience.
 To this end, as writers, you must attend to what
“they say” before answering with “I say.” It is only
by connecting your ideas to others’ ideas that you
can write effectively, making an impact on readers
and issues.
College/Academic Habits of Mind
 Habits of mind this course develops:
 To help you write with an impact, to connect what you want to say with what others
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have said, the course breaks the writing process into a series of moves, or habits of
mind, you will learn to deploy for your own purposes. These include attending to the
complexity of issues by
learning the contexts within which writing/reading/talking about issues takes
place;
summarizing others’ writing and synthesizing several threads of a larger
conversation about an issue;
examining your own ideas in response by analyzing and evaluating the
persuasiveness of others’ writing;
doing research to expand your knowledge and take a position on an issue;
revising your ideas and responses through drafts and conversations with class
members.
Through this process, you will strengthen your ability to make thought-provoking
contributions to written conversations both assigned and of your choice.
Course Outcomes
English Department's Outcomes for English 1010.
 By the end of English 1010, you should be able to
demonstrate:
 Rhetorical strategies, including adapting to
differences in purpose, audience and genre;
 Critical thinking processes, including summary,
analysis, synthesis, and argument;
 Composing processes, such as invention, drafting,
revision, editing, peer feedback, and selfassessment.
 Conventions of writing, especially the conventions of
correctly citing (MLA style) multiple texts and
incorporating them into your own writing.
GRADES
 Your final grade is determined thus:
 30 %: Daily/Class Work, Discussions, Participation,
Attendance.
 The semester is about 16-17 weeks long, or 43 classes). You should
aim for 100% attendance, BUT ARE ALLOWED 3 ABSENCES.
 Attendance enables you to receive critical instruction and
clarification, and complete in-class assignments. Please let me know
beforehand if you will not be able to attend a class. You can email or
call me, or even text me. Also, as we work towards graded writing
assignments, we will do much preparation work including:
discussions, drafting, peer reviewing/ responding to others,
exercises at the end of chapters, quizzes, and in-class or other
writing, such as summary and reflections that will earn you
points. Most importantly, daily assignments include short
journal entries based on new/key concepts or skills. All this work
earns credit if it is done on time and completely.
Major Assignments
 Midterm Portfolio
 During the first half of the semester (weeks 1-8), you will
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create drafts of three essays:
Reflection/Reflective Essay
Visual Analysis (visual text)
Rhetorical Analysis
Rhetorical Rationale
Each revised essay should each be from 2-4 pages in
length and should follow current MLA (Modern
Language Association) format: typed, double-spaced, 1”
margins on all sides of the document and an 11-12 point
font.
Midterm Portfolio …
 Your midterm portfolio will also include a short
rhetorical rationale that briefly introduces your
work and provides a rationale for how/why you
selected the topic for each of the essays. This
document should be from 1½-2 pages in length and
should also follow current MLA format as outlined
above.
Q’S & A’S?
 Introductions:
 Name
 Major
 Career aspirations
 Strengths
 Weakness
 Goals for ENG 1010 Spring Semester
Cont’d.
 As you work on these essays, you will participate in a
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series of in-class peer review workshops where you
will:
1. Give feedback to your peers and
2. Receive feedback on your own writing.
You will then revise each of your essays for submission in
your midterm portfolio.
Each revised essay should each be from 2-4 pages in
length and should follow current MLA (Modern
Language Association) format: typed, double-spaced, 1”
margins on all sides of the document and an 11-12 point
font.
Midterm Portfolio
 Your midterm portfolio will also include a short
rhetorical rationale that:
 Briefly introduces your work and
 Provides a rationale for how/why you selected the
topic for each of the essays.
 This document should be from 1½-2 pages in length
and should also follow current MLA format as
outlined above.
Issue Exploration Project (AKA IEP)
 Issue Exploration Project (IEP)
 This is the final writing project for English 1010.
 In the IEP, you will explore an issue of public (and personal)
concern as you practice some of the skills you were introduced to
earlier in the semester (ex. reflection, summary, analysis, etc.).
 Specifically, your work for the IEP will include the following
assignments:
 Notebook/research journal (this is part of your work/grade for
the Notebook Assignment. For details, refer to the assignment
description outlined just above.)
 Notebook Assignments Throughout the semester, you will
complete a series of 10 weekly notebook assignments. They will be
comprised of responses to brief writing projects found in the course
textbook, peer review work and research note/source evaluations
for the Issue Exploration Project (IEP).
Assignments …
 annotated bibliography
 issue exploration essay
 brief self-assessment
IEP …
The main focus of the IEP is threefold:
 1) Take time to investigate an issue that you
really care about;
 2) Investigate conflicting viewpoints about this
issue; and
 3) Learn to analyze and summarize viewpoints
that you both agree and disagree with.
IEP …
 Additionally, this assignment aims to help you:
 Learn how to conduct research, including
evaluating sources
 Begin to learn and practice using MLA format,
including citation/documentation
 The IEP is also the foundation of the work that you
will post on your SLCC e-Portfolio site at the end
of the semester: the issue exploration essay and a
brief self-assessment. For more specific details about
the e-Portfolio requirement, refer to the e-Portfolio
section of this syllabus.
REVIEW OF CHAPTER 1.
 1. Writing in the 21st Century – role of technology (email,
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blogs, Facebook, the web, PP, Photoshop …
2. Key Concepts:
Rhetoric
Thinking Rhetorically: ways that words and images are
used to engage – and sometimes persuade – others.
Rhetorical Approach: 4 key elements – writer,
readers/audience, text (words, images and other
graphics), Medium (print text, Power Point, poster,
brochure, report, blog, video clip, etc.) that makes
communication possible.
The relationship between these 4 elements is dynamic.
How? _______________________________
Review …
 The role of “design” in composing (writing)
 There are endless strategies, but it is important to
consider what is appropriate for a given task (and
audience).
 Rhetorical Sensitivity: analyze the situation, think
about the purpose (persuade, inform, etc.), and goals of
the project, the meaning you wish to communicate, your
reasons for composing, and the needs and wants of your
intended audience, and textual conventions.
 Involves the use of both words and images, and other
graphic elements.
Unit One/Block One: The Rhetorical Process
 Reading: Text chapter 1.
 Guiding Questions:
 1. What is meant by rhetoric? What did you understand by the term before,
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and what do you now understand by it?
2. What is: rhetorical sensitivity?
What is “critical” reading/thinking/writing?
3. List the kinds of writing you do and the role (4-5).
4. How might this list be different to the kinds of writing your parents and
grandparents did at school/college?
5. What kinds of writing are students required to do in classes? (Interview
another student for your response). Note: this is often discipline specific.
6. How is college writing evaluated?
7. What are “productive and satisfying writing experiences?” Have you had
any?
8. What is the relationship between writing and design? (12)
WRITING PROJECT #1.
ENGLISH 1010
WRITING PROJECT #1.
Reflection Essay
Choose one of the following options and write a 2-3 page (typed and
double-spaced, 1” margins) reflection essay:
 Option #1: Reflection (develop your answers on a rhetorical situation
from page 19 in the textbook)
 Option #2: Literacy Narrative (page 21 in the textbook and/or page 20
in the Reflective Writing PDF – see below)
 In addition to thinking about and engaging your own writing processes as
discussed in Chapter 2, you should use the PDF document entitled
Reflective Writing from “Writing for College and Beyond” by Lester Faigley
as a guide for writing the reflection essay. We will discuss this PDF
document in class during Week 2; please review it before you come to
class. Thanks!
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Option #1: Reflection
 For this essay option, take a look at page 19 in The Academic Writer by
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Lisa Ede. Develop your analysis of the rhetorical situation by considering
the people/places/events that significantly impacted this situation. You
might choose to focus on a moment of conflict and how it was resolved.
Helpful Hints for Beginning a Reflection Essay:
Consider the following ideas as you begin your first draft of the reflection
essay:
What is reflective writing?
What ISN’T reflective writing?
Review pages 5-12 of the Reflective Writing PDF.
More Tips:
Think about what literacy is and why it’s important
Think about your own experience writing in different situations
Write about something that’s important to you
Articulate your audience and purpose before you start writing
Think about how to move around in time (“I Now”, “I Then”)
Option #2: Literacy Narrative
 For this essay option, you can consider either one
(just pick one) of the following ideas:
 A childhood memory of reading or writing (consider
the questions on page 21 in The Academic Writer)
 An experience with learning a new language
 For either of these ideas, think about how the
experience impacted your life. What did you learn?
(Refer to page 20 of the Reflective Writing from
“Writing for College and Beyond” by Lester Faigley
PDF for more ideas.)
Q&A
WEEK 2
 WEEK 2 Ending August 30.