Essay 1: The Path of Education
Note to Instructors:
This assignment engages students in a personal reflection of their own educational goals and practices
in relation to those represented in the assigned readings—which include Plato’s Allegory of the Cave,
Malcolm X on his own self-education from his autobiography.
Order of readings: Chronological
Critical Engagement Activity: This assignment uses the Universal Critical Engagement Assignment and
introduces a Critical Engagement worksheet (see separate file).
Related Activity: Summary and Reading Response (which includes analysis): See the sample response
assignment for the Malcolm X reading. Students complete one such assignment for each reading . This
precedes the critical engagement assignment and provides some of the material for the engagement
assignment.
For questions about this assignment, contact Erin Herberg (herberg@rowan.edu)
College Composition 1
The Path of Education
Introduction
You have now read three pieces that in some way have touched on the topic of education and learning.
Through our class activities, we have put these very diverse articles into a conversation. It is now time
for you to enter the conversation and develop an idea/question that has emerged for you regarding the
ideas presented in these texts.
For this essay, you are to develop a thoughtful question arising from the ideas presented by Plato,
Malcolm X, and/or Edmundson (see bibliography below). In your essay you will then present a
thoughtful discussion/response to that question.
Learning Goals
While all seven of the FYW Core Values apply to all CCI writing, each assigned essay is designed for you
to focus on some specific goals. These goals are provided to let you know specifically what I am looking
for in each essay and for you to focus your writing accordingly.
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To trace and combine ideas to create meaning in others’ texts as well as your own
To explore the complexity of ideas
To synthesize ideas across multiple texts, exploring issues or questions, and to meaningfully
enter into an existing conversation.
To articulate an authentic, real purpose for this piece of writing
To effectively incorporate information into your writing from a variety of sources (including your
own experiences)
Assignment Readings/Resources (all readings are available on Blackboard)
Edmundson, Marc. (1997, September). As lite entertainment for bored college students. Harpers,
295(1768). Retrieved from: www.harpers.org/archive/1997/09/i-as-lite-entertainment-for-boredcollege-students/.
Plato. (n.d.). Book VII (Allegory of the Cave). In Benjamin Jowett (Trans.), The Republic. The Internet
Classics Archive. Retrieved from http://classics.mit.edu/Plato/republic.8.vii.html.
X, Malcolm; Haley, Alex. (1992). Saved. The autobiography of Malcolm X New York: Ballantine Books.
Essay Requirements
Essay Title:
Length:
Sources:
The title is important and provides an indication of the meaning of the essay.
800+ words, Times Roman Font 12
Presentation: No cover sheet. Your name, course number, essay number and
date should be in the top left hand corner of the first page of the essay.
A header and page numbers are required on all other pages.
Two (2) required (from class readings)
Works Cited page required.
GUIDE SHEET FOR ESSAY 1
Essay Focus
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A clear idea/main point/or question that drives the essay. The main point need not be a definitive
answer. It can be an exploration. Remember also to consider your purpose.
The essay moves smoothly from one paragraph to another.
The body paragraphs contribute to and develop the main idea/thesis.
The body paragraphs provide sufficient explanation and support for the discussion.
Some examples of potential questions that might drive this essay are:
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Plato discusses the need to for individuals to be led to the path of knowledge or enlightenment
by a guide or instructor. However Malcolm X’s story is one of self education. So, is Plato wrong?
Can one be self educated? What problems exist with self-education or with relying totally on an
instructor/teacher/mentor?
How does your own educational experiences and educational goals compare to any of the
author’s? Does your own experience confirm or deny the models presented?
Is Edmundson wrong about the culture of contemporary universities? Are universities
undermining or diminishing student learning by considering student comfort and non-academic
social activities?
Some of the other themes that are present in the readings are
 To what extent should learning always be fun?
 What are the responsibilities of the educated?
 Are these readings too idealistic about what a modern education is?
Again, these are only examples. Consider the questions and ideas you found as you wrote your synthesis
paper. Also, consider the questions shared in class. You need not answer the question that is the focus
of your essay—you can simply explore its complexities.
Introduction (two paragraphs required)
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Paragraph 1:
Establishes the context for the paper and introduces the conversation established by
reading(s).
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Paragraph 2:
Introduces your approach/response to the issue. Sets up, explains, and defines your
main idea/thesis. Main idea/thesis is clearly stated and focused and shows complexity
and a thoughtful response to the readings.
Use of Sources
 Two of the required readings are used in the essay.
 Include a Works Cited page for the readings/texts you use in the essay (see bibliography below).
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Sources are used to:
Establish a context for the essay.
Provide background for the essay
Develop your own main idea.
Sources are appropriately introduced and used
The source material blends into your writing, transitionally and grammatically (refer to They
Say/I Say)
Signal phrases are used to introduce the sources material in your writing (author name, text,
publication dates are used the first time the source is used, author last name is referenced
on all subsequent uses). Quotes/paraphrases are incorporated into a sentence (They don’t
stand alone as a single sentence).
The material is appropriately quoted or paraphrased.
An explanation is provided as why the material is relevant to your essay.
Essay Evaluation Form - for Essay 1
Student: _________________________
Grade: ___________________
Introduction (two paragraphs)
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Introduces the context for the paper.
Strong
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Introduces the conversations established by the readings (either in the intro or in the body).
Strong
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_________________________________________________ Weak
_________________________________________________ Weak
Main idea/point (thesis) is clear and focused and shows complexity and a thoughtful engagement with the topic.
Strong
_________________________________________________ Weak
Essay Focus/Organization
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Essay develops the main idea/thesis in a meaningful way.
Strong
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The essay moves smoothly from one paragraph to another.
Strong
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_________________________________________________ Weak
The body paragraphs are focused and develop support the discussion.
Strong
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_________________________________________________ Weak
_________________________________________________ Weak
The body paragraphs provide sufficient explanation and support for the discussion.
Strong
_________________________________________________ Weak
Use of Sources
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Correct number of sources are used
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Sources are appropriately introduced. Signal phrases are used to introduce the sources and they blended into the writing transitionally
and grammatically.
Strong
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_________________________________________________ Weak
__________________________________________ Weak
Sources are appropriately quoted or paraphrased.
Strong
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No
Sources relevance is clearly apparent.
Strong
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Yes
_________________________________________________ Weak
Work Cited page
Grammar and Mechanics
Yes
No
Minor Problems __________________________________ Significant Problems
Revision Status
Minor
________________________________________ Significant