Instructor: Tim Williams
Course Time: TR 9:30-10:45am
Office: 136G McIver
Hours: TR 11-12:30pm
Location: 203 Graham Building
Phone: 334-4697
E-mail: tlwilli4@yahoo.com (temporary)

Required Texts
Douglass, Frederick. Narrative of the Life of Frederick Douglass, an American Slave.
Woolf, Virginia. A Room of One's Own.
Writing Matters: A Guide to English 101. (Annual publication of the UNCG
Composition Program.)
A copy of The American Heritage Dictionary. (Costs about $10)

E-Reserves
Accompanying the texts listed above, various works of prose are to be read using the UNCG Library E-reserve system. Many of your required readings are not in the assigned books, but you are equally responsible for accessing and reading them: Plato’s Rebublic (excerpts), John Milton’s “Of Education,” Mary Wollstonecraft’s A Vindication of the Rights of Women (excerpts), Ralph Waldo Emerson’s “The American Scholar,” and Mark Edmundson’s “On the Uses of a Liberal Education.” For information on using the Jackson Library E-reserve system, visit the following website: http://libres.uncg.edu/eres/instructions.html

Required Movies
We will also watch films that pertain to our theme. Screenings will be held in the Teaching and Learning Center (74 McNutt). If you can’t attend the class screening, you are responsible for watching the film prior to class. Films will include Dead Poets’ Society, Renaissance Man, Blackboard Jungle and The Snapper.

Course Description and Objectives
This course will develop your critical reading and writing skills, thereby preparing you for further study in many academic fields. Your growth as an analytical reader and writer will also empower you to evaluate thoughtfully and react decisively to literature, current events, traditional and non-traditional perspectives, and arguments formulated by your peers. As the focus of the course, “Education and Society” invites lively debates on the role of education in modern societies; these societies’ responsibilities to the institution of education; the accessibility of education to all individuals comprising these societies. The list goes on.

Assignments
Weekly assignments include assigned readings in required texts and E-reserves, Tuesday debates, Thursday in-class writing assignments, one-page reactions, and random quizzes on assigned readings.
• On Tuesdays, the class examines the arguments embedded in our assigned readings. After identifying the components of these arguments, the class splits up into two panels. One panel takes a definitive stance on a controversial issue (e.g. religion belongs in our schools), and the other panel presents the counter-argument (e.g. religion should not be imposed upon schoolchildren).
• Thursday in-class writing assignments develop Tuesday debates into short essays. The aim is to gain an understanding of the structure of argumentative writing. These short essays are to be kept in a course portfolio, which will contain everything you compose in this course, including first drafts and all subsequent revisions.
• One-page reactions capture your opinions about readings, movies, songs, or other items discussed in class. Use these assignments to reflect on the subject of the reading, movie, song etc. Do you agree with the author, director, or artist? Why or why not? What parts stand out to you? How does this relate to the theme of our course?
You will also write three papers in this course. The first two papers (3-4p) may develop from debates and in-class writing assignments. These papers must present a definitive, well-supported position on issues debated in class. (See the instructor if you would like to choose a different topic.) The third and final paper you will write is a more substantial assignment. The 5-7p research paper will require extensive research, familiarity with and use of MLA style, and, like all writing in this course, substantial revision.

Grading
70%—Portfolio (in-class writings and one-page reactions: 10%; papers 1 and 2: 15% each; paper 3: 30%)
30%—Participation and Quizzes
As you see, most of your grade hinges on the three papers. However, I will assign grades only to the final drafts included in the course portfolio that you turn in at the end of the semester. Make appointments to see me about your writing, visit the Writing Center in McIver, and revise your work as much as possible throughout the semester. Your final grade will reflect the amount of work you put into the course.

Attendance Policy
Each student is permitted three unexcused absences. Upon the fourth unexcused absence, I have the option of dropping the student from the course. Athletic or social events, extracurricular functions, late nights, must-see TV, non-tragic travel plans, alien abductions, or similarly absurd events do NOT constitute an excused absence. I do, however, make exceptions for verifiable illness, family tragedy, and major catastrophes. Regardless of cause, you are responsible for all information missed during your absence.

Policy on Punctuality and Cell Phones/Pagers
Class begins at 9:30am. Please arrive on time – walking in late disturbs class. Please turn off your cell phone and/or pager before coming to class. I reserve the right to drop those students who have chronic problems with punctuality and/or cell phone/pager etiquette.

Communication Regarding Class
The easiest way to contact me is via email. I will more than likely check my email immediately before class. I ask that each student provide me with an active email address so that I may send you any necessary announcements.

Course Schedule

AUGUST
T 8/17
Introductions, course goals, etc.
The five parts of argument; activities
Mock debate: what should you learn from this course?
Homework: read Williams and Colomb handout

R 8/19
Continue the five parts of argument and activities
Mock in-class writing activity: what you should learn from this course
Homework: Read excerpts from Plato’s Republic (Books II, VI, VII, and X)

T 8/24
QUIZ: the five parts of argument
Debate on Plato’s Republic: Art and Education (back-up: budgets and Art in Education)
(6:00pm-8:00pm) Movie: Renaissance Man; one-page reaction

W 8/25
(6:00pm-8:00pm) Movie: Dead Poets' Society; one-page reaction

R 8/26
Converting debates into argumentative writing
In-class writing activity: Art and Education (differences b/t Keating, DeVito and Plato)
Paper #1 assigned; discuss plagiarism; look at sample theses
Homework: read John Milton’s “Of Education”

T 8/31
Distribute lyrics and listen to Pink Floyd's "Another Brick in the Wall"; one-page reaction
Debate on “Of Education”: Religion, Politics and Education
Homework: work on paper #1

SEPTEMBER
R 9/2
In-class writing activity: Religion, Politics and Education
Homework: work on paper #1 (draft due 9/7)

T 9/7
In-class peer reviews: bring enough copies for you and your group
Homework: Narrative of the Life of Frederick Douglass, an American Slave

R 9/9
Continue peer reviews
Homework: Narrative of the Life of Frederick Douglass, an American Slave

T 9/14
Paper #1 due
QUIZ: Frederick Douglass's autobiography
Debate on Narrative of the Life of Frederick Douglass, an American Slave: Education, Race and Society
Homework: read excerpt from Wollstonecraft's Vindication on the Rights of Women (chapter 12)

W 9/15
(6pm-8pm) MOVIE: Blackboard Jungle; one-page reaction

R 9/16
Hear Gwendolyn Brooks's "We Real Cool" and Langston Hughes’s “Theme for English B”
In-class writing assignment: Education, Race and Society
Homework: begin reading Woolf's A Room of One's Own
(Be ready to talk about Wollstonecraft’s Vindication on 9/21!)

T 9/21
Mandatory: sign-up for paper # 1 conferences (T 28 & R 30)
Debate on Wollestonecraft's Vindication on the Rights of Women: Education and
Gender
Homework: finish reading Woolf's A Room of One's Own

R 9/23
In-class writing assignment: Education and Gender
Paper #2 assigned

T 9/28
Conferences for paper #1

R 9/30
Conferences for paper #1

OCTOBER
T 10/5
Mandatory: sign-up for paper #2 conferences (T 19 & R 21)
In-class peer review sessions: bring enough copies for you and your group

W 10/6
(6:00pm-8:00pm) Movie: The Snapper; one-page reaction (be prepared to debate Sex and Education on 10/14)

R 10/7
Continue peer reviews

T 10/12
NO CLASS: FALL BREAK

R 10/14
Paper # 2 due
Debate/In-class writing assignment on The Snapper: Education and Sex

T 10/19
Conferences for paper #2

R 10/21
Conferences for paper #2
Homework: read Ralph Waldo Emerson’s “The American Scholar”
T 10/26
Debate on "The American Scholar": Education, the Individual and Society
Research paper assigned

R 10/28
In-class writing activity: Education, the Individual and Society
Homework: read Mark Edmunson’s “On the Uses of a Liberal Education” (from Harper’s)
NOVEMBER
T 11/2
Debate on Edmunson article: Liberal Education

R 11/4
Discuss the research essay
Paper #3 assigned: Education in the Twenty-first Century

T 11/9
Conducting research at UNCG—meet in front of Jackson Library
Homework: find two articles on any topic relevant to modern education and write an informal one-page response to each article

R 11/11
MLA Citation, Block quotes, Works Cited

T 11/16
Debate on modern topic (TBA)
Articles on education

R 11/18
In-class writing assignment on modern topic (TBA)

T 11/23
Debate on modern topic (TBA)

R 11/25
No Class: Holiday

T 11/30
Paper #3 due (I will e-mail my comments)
Homework: Revise writing for portfolios

DECEMBER
R 12/2
Last day of class; portfolios due
Final debate: was this course helpful?

T 12/9 No exam; final conferences