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Literary analysis of two kinds
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Literary analysis of two kinds
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In “Hidden Intellectualism,” Gerald Graff pens an impressive argument wrought from personal experience, wisdom and heart. In his essay, Graff argues that street smarts have intellectual potential. A simple gem of wisdom, yet one that remains hidden beneath a sea of academic tradition. However, Graff navigates the reader through this ponderous sea with near perfection. The journey begins at the heart of the matter, with a street smart kid failing in school. This is done to establish some common ground with his intended audience, educators. Since Graff is an educator himself, an English professor at the University of Illinois in Chicago, he understands the frustrations of having a student “who is so intelligent about so many things in life [and yet] seems unable to apply that intelligence to academic work” (380). Furthermore, Graff blames schools for not utilizing street smarts as a tool to help improve academics; mainly due to an assumption that some subjects are more inherently intellectual than others. Graff then logically points out a lack of connection “between any text or subject and the educational depth and weight of the discussion it can generate” (381). He exemplifies this point by suggesting that any real intellectual could provoke thoughtful questions from any subject, while a buffoon can render the most robust subjects bland. Thus, he is effectively using logic and emotion to imply that educators should be able to approach any subject critically, even non-traditional subjects, lest they risk being labeled a buffoon. After a smooth start, Graff makes a slight misstep when trying to ram the above point home with this punch line: “That’s why a George Orwell writing on the cultural meanings of the penny postcards is infi... ... middle of paper ... ...passion and mission as educators. Therefore, they are likely to not only believe Graff, but even champion his cause. In his closing remarks, Graff once again makes a slight stumble. He begins his final paragraph with, “If I am right, then schools and colleges are missing an opportunity when they do not encourage students to take their nonacademic interests as objects of academic study” (386). Using the words “If I am right” shows uncertainty and might hurt his credibility with some readers. Luckily, Graff’s argument and credibility remains intact. Since, the reader will most likely pause and reaffirm, to themselves, that Graff is indeed right. All in all, “Hidden Intellectualism” is a pleasant journey through the nuances of educating future intellectuals, especially with Gerald Graff at the helm navigating as only a venerable ship captain can.
Gerald Graff expresses his concern in “Hidden Intellectualism” about how the education system does not accurately measure true intelligence. If the education system used each individual’s interests, Graff argues, the individual would be much more intrigued in the subject matter; therefore, increasing his or her knowledge. Throughout the article, Graff also draws on his love of sports to support his argument, saying that it includes elements of grammar, methodologies, and debate. He believes this proves that interests can replace traditional teaching. Graff contends one’s interest will create a community with others throughout the nation who share the same interests. While it is important to pursue your interests, there
They also relatably talk of the way that they affect students in their higher education. In Gerald Graff’s essay about hidden intellectualism it is implied that we all have intellect within us. It just may be show in different ways among different people. He offers the example that a love for learning about anything can later be converted into a love for learning about academic subjects. Where in the second essay we talk more about people who have feelings of anti-intellectualism which we learn is a negative feeling towards intellect or learning itself. You could say that those who feel anti-intellectualism tend to have dwindling desires to continue in school and gaining this so called intellect, leading them to complacency in their education. Whereas those who have increased desire to further their intellects will tend to stay on a path of fulfillment and
Graff, Gerald. “Hidden Intellectualism”. They Say/I Say: The Moves That Matter in Academic Writing. Comp. Graff, Gerald, Cathy Birkenstein, and Russell Durst. New York W.W. Norton & Company, 2006.
Graff also gives his childhood experience as an example of himself successfully becoming more intellectual due to his passion with sports. Thence, Graff suggests schools to encourage students to exercise their personal interests in an intellectual serious way, and by doing that, it will help students to apply their unique intelligence into academic effort.
Gerald Graff the author of Hidden Intellectualism points out that the poor should have a better education. He too thinks that street smart people are able to complete jobs that the educated cannot. But he goes a step further in saying if we were able to provide a form of education that worked around the environment of the working class It would make an ideal educational benefit that would end in the result of educated people regardless of their economic situation. Furthermore, it would provide them with better pay since they are educated. Graff talks about what is taught in schools are outdated that no one wants to read about Shakespeare anymore, the students feel like a fish out of water when all the material is based on old traditions and
Our society has always had an obsession with labels whether in the form of fashion, our description of personal relationships, or the way we see ourselves as individuals. Labels never escape us. Therefore, if we are going to be labeled by our peers, is it better to be labeled "book smart" or "street smart"? What about in the world of academics? Should students be supported by schools and teachers to allow street smarts to be used in an academic environment? While some schools are likely to be against allowing students to use what they know to read, write, and think critically, many students and teachers, myself included, judge these techniques of teaching to be helpful to students.
In, “Hidden Intellectualism”, Gerald Graff takes a deeper look into the argument of “street smart” versus “book smarts” and why one is viewed to be more “intellectual” than the other. The essay is adapted from his 2003 book, “Clueless in Academe: How Schooling Obscures the Life of the Mind”. Graff, a professor of English and Education at the University of Illinois in Chicago, wrote this book to persuade his audience, whom of which could be anyone at any age with “book smarts” or “street smarts” (specifically those involved in the world of education), to think deeper about “street smarts” and how they can allow us to become more intellectual than maybe “book smarts” can. He questions the validity of the current education system and suggests that instead of using the age old standard texts, we begin with texts that are interesting to our own minds.
In my analysis I will focus on “Hidden Intellectualism” an excerpt from “They Say/I Say.” Gerald Graff argues that schools and colleges are missing opportunities with street smart students. He feels that “…the education life is too narrowly and exclusively with subjects and texts...” (Graff 1). Graff believes that through his own experiences as a kid, caring only for sports, Graff attempts to persuade fellow professors of his beliefs of missing opportunities in such students. He talks about the real world and how everything portrayed in the media, is not what schools and colleges are looking for. Graff argues that, “Only much later did it dawn on me that the sports world was more compelling than school because it was more intellectual than, school, not less” (Graff 3). Graff feels that his street smarts past has sculpted him has made him who he is now. He eventually argues about the Marilyn Monroe example, agreeing with the other side for a little bit, saying there isn’t much difference.
Intellectualism? Have you ever thought what it really means? Does it come naturally or with time and effort? Hidden intellectualism by Gerald Graff explores the concept of street smart incorporated with intelligence, while What College is for? By Gary Gutting explores the theme of books and teachers that will help us achieve intellectualism. These two essays may be different, but contain similar ideas such as intellectualism. They both state that is is important, but they interpret it differently. Gutting describes intellect as something a person can achieve through reading and studying, which make you book smart, while Graff mentions that you don 't have to be book smart in order to be intelligent. Second topic they agree on is openness. Gutting mentions that a student should be open to his teacher 's style of teaching, whereas, Graff argues that students should embrace their own learning style and teachers should accommodate with
The standard way of thinking about knowledge in general, is that it is based solely on IQ scores, academic grades, and the amount of education received. Through this cultural belief, intelligence and formal education—and in that, professions that require post-secondary schooling—go hand-in-hand. However, this school of thought also seems to dictate the notion that “work requiring less schooling requires less intelligence.” The scholar, Mike Rose, makes point on this in his 2009 article, Blue-Collar Brilliance, where he asserts his position in contrast to these stereotypical views, arguing that working class occupations actually involve a lot more intellect than given credit. As Rose himself put it: “Although we rightly acknowledge…the play of mind in white-collar and professional work, we diminish or erase it in…physical and service work”. In comparison, the late novelist David Foster Wallace, would too probably contend against such a prejudiced notion, though under a different circu...
In “Hidden Intellectualism”, author and professor Gerald Graff describes his idea of what book smarts and streets smarts actually are. He details how new ideas can help to teach and build our educational system into something great and that perhaps street smarts students could be the factor that traditional education is missing that could make it great.
Graff takes a logical approach to defending his opinion on the age old battle of “street smarts versus book smarts” in the article “Hidden Intellectualism”. Through several historical and personal examples, he strongly delivers an argument that schools have been discounting students who may not think academically. In reality the students who can relate articles from sources like Vouge and Sports Illustrated to life may be the ones who will truly be successful. Throughout his writing, he uses many devices to sway the audience’s opinions in the direction of his. Through Graff’s rhetorical writing strategies, he opens reader’s eyes to the fact that any subject can be intellectual when observed “through academic eyes”.
In Gerald Graff's article "Hidden Intellectualism," he discusses his ideas about intellectualism and traditional academic thinking. Graff contends street smarts are as important, if not more important, than academic prowess. Graff feels challenging students on topics that are interesting to them is the best way to improve their academic performance.
The “Kenyon Commencement Speech,” by David Foster Wallace, explains the intellectual thought process of how people think in the white-collar business’s higher-income lifestyle, while “Blue-Collar Brilliance,” by Mike Rose, depicts how a blue-collar worker develops great cognitive skills through working a lower income job. While these passages have separate settings, in which one shows the life-style of college graduate in commission and the other a simple high school graduate’s career, both give great insight on the proper meaning of intelligence and its overall impact on a worker’s mentality. Many ideas on the opinion of intelligence white-collar and blue-collar jobs require
In response to Gerald Graff’s article about “Hidden Intellectualism,” he discusses street smarts and that often people are educated through what they learn in their environment. In many ways people are intelligent but this knowledge rarely goes unacknowledged in formal schooling. In this way, people are intellectual but are more able to apply what they know to what they have picked up about life or topics through various scenarios in their lives rather than through