English 112: Composition II

Spring 2006


Section W: 9-9:50 Dillard 204

Section Q: 10-10:50 Hopwood 23

Dr. Chidsey Dickson


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


   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


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


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


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 Lynchburg College catalogue and The Hornet. Responsibility and authority for maintaining order in the learning environment are assigned to faculty in Section 3.12.3 of the Faculty Handbook.

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 Lynchburg College classes, laboratories, performances, lectures, and/or organizations shall behave in any way that obstructs or disrupts the normal functioning of the environment. Such behavior includes, but is not limited to, behaviors that persistently or grossly (1) inhibit the ability of other students to learn; (2) interfere with the meaningful participation of other students; or (3) inhibit the ability of an instructor or presenter to do his/her job. Specifically, students should foster an optimal learning environment by doing the following

  • 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 Wilmer Writing Center (Hopwood 04)

All writers can benefit from discussing their work with another interested writer; hence, the individual attention provided by the Writing Center tutors is a helpful resource for all students in ENGL 111-112.  You should decide at what point in your writing process discussion with a tutor would be most helpful: 

-          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 Writing Center more than once per assignment as your purpose changes at various points in the writing process, but all ENGL 111-112 students should consider visiting the Writing Center several times per semester.

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, Lynchburg College supports students in obtaining reasonable accommodations at the college. Disclosure by the student and official documentation are required to determine eligibility for assistance due to a disability. For more information: http://www.lynchburg.edu/advising/learningresources/policies.htm


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



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).


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.


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.


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


1 M

Presentation of Websites

Exam Day (TBA)

In-class Reflective Essay