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English 112:
Composition II Spring 2006 MWF Section W: 9-9:50 Dillard 204 Section Q: 10-10:50 Hopwood 23 |
Dr.
Chidsey Dickson dickson_c@lynchburg.edu Office:
222 Carnegie Phone:
544-8110 Office
Hours: M&W 11-12:30 and by appt. |
Course Description
In
order to develop more sophisticated strategies of reading and writing in
academic and public contexts, you will engage heuristics and work on projects
that allow you to investigate the following big questions:
- how
does understanding something about the "structures" of reasoning
help a writer to do better at research-based inquiry, persuasion and
multi-source synthesis?
- how
do writers draw on and process their own "experiences" in ways
that are both creative and analytically rigorous?
- how
does research, analysis and cultural positioning fit together in the
production of academic knowledge?
- how
can the interpretation and composition of images and graphic design add
emphasis and/or complexity to written texts?
This
semester's work is organized around three major writing projects. The first
readings in reasoning and analysis prepare students to write a creative and
analytic multi-source essay on violence. The second project is a unconventional web-based narrative essay on your
relationship with your family. The last project will be a multi-author E-book,
a collaboratively researched and designed interactive hypertext of a problem
facing a subculture. The website will incorporate several perspectives on the
history, problems and activities of the group, so that the overall effect of
the E-book is to offer an interactive experience of an issue rather than a
linear polemic.
In
support of learning to read critically in, and compose creatively for, online
environments, students will read and respond in weekly Connectweb
discussions to articles and assignments in the course packet or textbook, Picturing
Texts. Students will also spend time in Hopwood 003 lab doing
mini-workshops in the use of Photoshop, Frontpage, and Dreamweaver.
Course Objectives
At
the end of the semester, students will have made significant progress on:
- Identifying and dealing with
the constraints operating in print and online contexts
- Shaping (and reshaping) a
research question and conducting a thorough analysis of sources
- Writing succinct argument
summaries
- Analyzing and evaluating
arguments on the basis of logic
- Analyzing
and composing images and lay-out
- Synthesizing
sources in multi-source writing projects
Required Materials
Texts
Picturing Texts.
Lester Faigley, Diana George ,
Anna Palchik and Cynthia Selfe. W.W. Norton &
Company. 2004
Style: The Basics of Clarity and Grace. Joe
Williams
Course Packet (for sale
in the English Department office Tuesday afternoon; Carnegie Hall 2nd
floor. I will bring
copies to class on Wednesday)
Other
Requirements
ConnectWeb (available in the bookstore)
A working “P” drive
Suggested
A PC linked to the campus network
A memory stick
A free “trail” version of Photoshop and Dreamweaver on your personal computer so that you can work
on assignments in your room
Grades
|
3 Writing Projects (multiple drafts required) |
60
points (20 pts each) |
|
Online Discussion Participation/Quizzes |
30
points |
|
Final Exam (3 page reflective essay on how
you achieved the course objectives) |
10 points |
|
Semester |
100
points |
Behavioral
Standards For Learning Environments
The
values and attitudes that should guide student behavior consistent with
maintaining an environment conducive to learning are set forth in the
The following standards and procedures apply to all learning environments.
However, each School and each instructor may have codes to specify additional
standards suitable for learning environments or activities.
No student in
- Arriving on time
- Being seated when it is time
to begin and being attentive throughout.
- Refraining from engaging in
conversations with others unless participating in group activities
- Using a courteous tone when
speaking
- Using appropriate language
- Refraining form leaving the
class while it is in progress (except for illness or with prior approval)
- Treating others with respect
- Refraining from eating
Use
of the
All
writers can benefit from discussing their work with another interested writer;
hence, the individual attention provided by the
-
invention and focusing the thesis in the early stages
-
developing and organizing ideas in the rough draft
-
integrating and documenting sources in a second draft
-
editing and proofreading before the final draft
You
may like to visit the
Statement
on Disabilities
In compliance with the Americans with Disabilities Act
and section 504 of the Rehabilitation Act of 1973, which guarantees the rights of
all students with documented disabilities equal access to an education, limited
only by personal ability and not by the disability,
Plagiarism
Plagiarism occurs in written work and in oral/visual
presentations in which the writer presents materials as his/her own that have
originated with someone else. These materials include information, data, ideas,
conclusions, words, sentence structures, images, movies, sounds, and music.
Because plagiarism presents another's work as one's own, it is unethical and
dishonest and is therefore prohibited by the Lynchburg College Honor
Code. There are two broad categories of plagiarism: first, plagiarism of
ideas occurs when the writer presents the ideas of others as his/her own.
Information, data, interpretations, and conclusions that come from a specific
source must be attributed to the source even if the original language is not
used. Second, plagiarism of language occurs when the writer lifts
sentences or substantive words from the source. For more information: http://www.lynchburg.edu/library/instruct_svcs/plagiarism.htm
Class
Attendance/Lateness/Etc
More than three unexcused absences from class indicates that, regardless of your writing ability or
performance, you are not really invested in the course. After three absences, I
might ask to speak to you about what’s hindering your full engagement (problems
with workload, difficulty of assignments, etc.). After four unexcused absences,
your semester grade drops a letter grade. Students who have 6 unexcused
absences automatically fail the class.
Missed
Classes
Due to sickness, athletic events, family problems,
etc., you will probably miss one or two classes during the semester. It is your
responsibility to have the contact information for another person in the
class (email and phone number) so that if you do miss a class you can find
out what you missed, possible changes to the syllabus, etc..
If you miss more than one class due to sickness, you must provide more than one
notification of a visit to the clinic. If you miss a class on a day when we are
doing some in-class work (group work, etc.), you should contact a peer to find
out what you missed. I will not bring extra copies of handouts to the next
class. If you want to discuss what you missed, drop by my office during office
hours.
If you are absent on the day when I return drafts
(with my comments), you can pick up your work at any time that is convenient to
you. It will be a cardboard box outside my office. I will also place handouts
in a separate box. If you miss a class in which a hand-out is distributed, you will
know this after you speak with a peer, and you can swing by and pick it up. If
you have questions about it, don’t hesitate to email me or stop by during
office hours.
Late
Assignments
Late assignments are penalized for every day they are
late.
Schedule of Assignments for English 112 Spring 2006
|
Date |
Assignment (unless explicitly noted, every reading assignment
has a required discussion component on ConnectWeb). Due dates are due at the beginning
of class. All papers are turned in on CW. Note: P = Packet. |
|
Jan 16 M |
Introduction
to the course and ConnectWeb |
|
18 W |
Read Chapters 3 and 4 in Style: The Basics of Clarity
and Grace |
|
19 F |
Read Chapter 1 from The Elements of Reasoning (P) |
|
23 M |
Read Chapter 2 from The Elements of Reasoning (P) |
|
25 W |
Read
Deductive Argument Analysis (P) |
|
|
|
|
27 F |
Read
Chapter 3 from The Elements of Reasoning (P) |
|
|
|
|
30 M |
Quiz on the basic
vocabulary and concepts of reasoning and analysis. Read "End the
War on Drugs" (Jacobs P). |
|
February |
|
|
Feb 1W |
Read "Public Enemy" (Males P), "TV
Violence" (Methvin P) and "Dear Dead
Person" (Weisman P) |
|
3 F |
Read
"Random Violence" (Best P) |
|
6 M |
Read
"Serving Time" (Boland P) and "Rethinking Justice" (Small
and Kimbrough-Melton) |
|
8 W |
Read "Nickel and Dimed"
(note: this is long!) (Ehrenreich P) and
"Abandon Affluence" (Trainer) |
|
10 F |
Part
One of Writing Project (WP) #
1. I will offer you feedback over the weekend. |
|
13 M |
Part
Two of WP#1. You will offer feedback to your peers' work by Monday night at
10 pm. |
|
15 W |
No face-to-face class; meet online. Part Three of
WP#1. |
|
17 F |
No face-to-face
class; meet online. Part Four of WP#1. |
|
20 M |
Read
Picturing Texts (pgs 22-46) and "By Means of the Visible"
(pgs 57-65). During the pajama class, you will click here and
write a one-page analysis of how Stephens' video uses a combination of
images, text and voice-over to "argue" something about electronic
culture. |
|
22 W |
Read Picturing Texts (pgs
98-115, 119-120 and 477-483.). During class, you will
click here and
analyze each image. Note: If you want more guidance and instruction composing
images, you can check out at the library reference desk an interactive CD-ROM
called "Visual Exercises." It goes over contrast, framing,
emphasis, etc. There are fun (creative) exercises to do. |
|
24 F |
DUE:
FINAL DRAFT OF WP#1. Read Picturing Texts (pgs 150-168) and
the Joseph Squier's hypertext narrative/poem "Life with Father" here. |
|
27 M |
Read "Effective Visual
Design" (back of packet). We will meet in the computer lab and do this workshop.
Save your work to the P drive so you can re-access it easily. |
|
March |
|
|
1 W |
Read Picturing Texts (pgs
230-247 pgs 194-206). We will meet again in the computer lab and continue
working on visual arguments. We will talk briefly about how the textbook's
discussion of representing others can be helpful for discussing these war
images |
|
3 F |
Study the images on pages 422-423 and on pages
281-286. Read 249-261. Respond to prompts on CW. |
|
Spring Break |
|
|
13 M |
Read
Chapter 5 in Style: The Basics of Clarity and Grace |
|
15 W |
Part
One of Writing Project #
2. Read "Effective Web Design"
(back of packet). |
|
17 F |
Part Two of WP#2. Read 353-371 and look again at
Mitchell's essay on 56. |
|
20 M |
Part
Three of WP#2 |
|
22 W |
Part Four of WP#2 Meet in lab and work on WP#2. |
|
F 24 |
Part
Five of WP#2 Meet in lab and work on WP#2. |
|
27 M |
DUE:
Draft of WP#2 |
|
29 W |
Respond
to your peers' work. Read Chapter 10 in Style: The Basics of Clarity and
Grace |
|
F 31 |
DUE:
Final Draft of WP#2. |
|
April |
|
|
3 M |
Read Chapter 6 in Style: The Basics of Clarity and
Grace |
|
5 W |
Part
One of WP#3 |
|
7 F |
Part
Two of WP#3 |
|
10 M |
Part Three of WP#3 |
|
12 W |
Read Chapter 7 in Style: The Basics of Clarity and
Grace |
|
14 F |
Part Four of WP#3 |
|
17 M |
Part Five of WP#3 |
|
19 W |
Part Six of WP#3 |
|
19 F |
Read Chapter 8 in Style: The Basics of Clarity and
Grace |
|
24 M |
Part Seven of WP#3 |
|
26 W |
Part Eight of WP#3 |
|
28 F |
Part Nine of WP#3 |
|
May |
|
|
1 M |
Presentation of Websites |
|
Exam Day (TBA) |
In-class Reflective Essay |