Two of the essays I chose for the Is College the Best Option theme is Liz Addisons’s Two years better than Four and Gerald Graff’s Hidden Intellectualism. In Liz Addisons’s essay, Two Years Better than Four she shares her own experience, having attended two community colleges that provided her a launching pad for her career. Addison expressed much elation for her experience in opening her mind to the varieties of experiences that followed her journey to earn a bachelor degree as a large animal veterinarian.
Similarly, in Gerald Graff’s essay titled Hidden Intellectualism argues that “street smart” can enhance scholarly thinking. Graff used his knowledge of sports to present an analogy of the two subjects. Graff observes that sports bring people
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together passionately discussing stats, players, and scores. In Graff’s opinion subjects such as sports can be used as an academic tool to gain knowledge in a school setting. Passion can be hidden in some places you already know. Some are obvious, and some you have to search for. Is your passion worth the effort? As I read Gerald Graff’s Hidden Intellectualism I agree that “street smart” can also be adapted in a scholarly setting. Graff attests that “street smart” overpowers academic intellect. Graff uses his childhood experience to prove his arguments. I side with Graff on his beliefs that “street smart” is gained before academic intellect. In my own experience as a child growing up, I was around agriculture from the day I was born. Therefore, it became my life interest. For example, the study of hogs can not only be learned in school settings, but a personal passion of mine. At a very young age I was involved in the 4-H program up until high school and when I entered high school, I continued in the Future Farmers of American program. I showed hogs in various places all over the state and out of state. Some of my hogs have placed in the top rankings, winning several ribbons, belt buckles and plaques. I raised these hogs from the beginning stages of artificial insemination all the way thru newborn, then continued to raise them to get them show quality and ready to be shown then taken to harvest. I treated them as my own children as I was a child myself. In essence, I learned the responsibilities in raising and showing proven winners at a very young age. In order to enhance my “street smart” in the study of hogs I enrolled in community college similar to Liz Addisons’s point in her essay titled Two Year Better than Four. As I tackle my academic goals it opened my mind to other aspects of animal science that I had not learned before such as animal anatomy and hogs medical value to the health care industry.
Aside from pork chops and bacon, various by products are repurposed in many household products. Some of these products can be found in households a crossed America such as the bristles on a toothbrush come from the hog hair as it was steamed off the carcass at the harvesting plant. Another byproduct is the hog skin, which is commonly used in human skin grafts on burn victims. Hogs Heart Valves can be used for human heart by-pass surgery. Although I knew the values of hog parts some people may not know that a hog is the closest thing to the human anatomy. This knowledge propelled me even more to pursue my passion in animal science. On the other hand, I could have easily taken the road more traveled by not pursuing my educational goal and continue to raise hogs. Instead, I took the road less traveled and decided to enroll at Modesto Junior College because my future was important to me. Some people may say I could have operated my own hog business and not even gone to college, but I felt adamant in pursuing higher education. It is my belief that earning a degree will open more doors and opportunities. As well as the fact that I will be the only one in my family that had attended college and I was proud of that. Though my parents did not attend college themselves they both encouraged me so much …show more content…
to go to college because they themselves now wish they would have made the decision to attend college and get a degree. My Father earlier on in his life knew he is not the academic type.
My father prefers to be outdoor and active with nature. Academic endeavors were not on his priority list. He was the happiest riding a tractor, tilling the soil, and mechanical labor such as irrigation piping installation, and working with the hogs. Although, he is securely employed he regrets that his priorities were not straight as a young adult and wished he decided to attend college his future could have led him to a different path. Looking back I felt my father remained at his job because he had no better option due to his poor decision growing up. I also felt that he needed to provide for my mother’s younger siblings and then continued to provide for my sister and I. I observed my father’s hard work and dedication to our family was his only choice. Even though he did not attend college his mechanical experience suffice a secured employment for 35
years. My mother as mentioned earlier did not attend college, but she is an acceptation to the rule. Reason being, my mother is gainfully employed at a stable company and it is a fact that if she left the company the operation will never be the same without her innate abilities. There are certain people such as my mother who are quick learners and can think on her feet and can survive without higher education. I consider my mother and I as two peas in a pod. I know a lot of my personality traits were passed down from my mother. I admire her tenacity and incomparable work ethics. Although both of my parents choose a path not to attend college they used their special abilities such as my mother’s quick learning abilities and organization skills at her place of employment. At the same time my father utilized his hands- on skills he learned as a young adult by being employed in the same company for 35 years. Although, they are my role models they expected me to do better than they did in life. There expectation is for me to work towards a bachelor’s degree in Agriculture Business and Agriculture Science by applying hard work and tenacity as they do towards their work. As a young college student, I now know I am the same as my mother when it comes to working hard. Presently, I am a full time student, as well as a part time employee at a custom farming operation as an Administrative Assistant as well as running our family owned and operated hog business. At any given week I wear many hats for my various responsibilities for school, work, and for my family. I wouldn’t have known how to juggle each priority if I had not observed it and watched it first-hand growing by my mom making it so easily accomplished. The fork in the road between my mother and I is the obvious subject that I decided to attend college and pursue my education because I was encouraged by my parents especially my mother. At the age my mother could have gone to college, she was dealt with a bad deck of cards. First, financial difficulties played a huge role in my mother’s missed opportunity of higher education. Secondly, family responsibilities were thrust upon her at a very young age. My mother stepped up to the plate and took on the role of both mom and dad to her five siblings. Having all that experience my mother had to grow up faster than nature intended, therefore time was not served generously for her to obtain a college degree. On the other hand, after raising her siblings, she lived her dream thru me by supporting my academic goals. Had my mother attended college, I believe she would have been a diligent student, therefore it is my desire to exceed expectations in my scholarly pursuit. It will not only make my mother proud, but it will also give me the opportunities that were not given to her. One of those accomplishments is my acceptance to California State University, Fresno in the fall of 2016. California State University, Fresno ranked in the top 10 agricultural schools in the country. Now looking back, I have never imagined that my future would look this bright. Although, my mother has not expressed her separation anxiety, I know for a fact that she is scared, but elated with what I have accomplished thus far. According to National Center for Education statistic 65% of young adults work full time. The same statistic breaks down the numbers as young adults with bachelor degrees earn median salary of $48,500 dollars in comparison to young adults with an associate’s degree earning $37,500 dollars median salary. The stark difference of the amount earned by young adults with bachelor degrees is $11,000 dollars. The salary gap is obvious to the naked eye that possessing a bachelor’s degree provides financial stability. More specifically, in agriculture those who earned a bachelor in Agriculture Business has earned a median salary of $69,000 dollars and for those who have experienced potentially can earn above $100,000 dollars. When I first choose to enter college for a double major in Agriculture Business and Agriculture Science the salary was not the priority it was following my passion that led me to this career choice. I can relate to Liz Addison’s essay Two is Better than Four because I am the epitome of her story. As I read Addison’s essay I was able visualize myself in her shoes. For example, my first experience speaking in front of my 40 classmates occurred during my freshman year at Modesto Junior College in my speech 101 class. That was just one of the many first experiences I had by being a student at a community college, but it is the one that stood out because it was terrifying. At the same time the “street smart” mentioned in Gerald Graff’s essay Hidden Intellectualism kicked in while reciting my speech in class because I spoke from the heart about raising hogs. I feel my street smart is on the subject of hogs because that is what I was raised and taught about from a very young age. The terror slowly dissipated as I spoke to my classmates and described from memory on how to raise hogs from start to finish. In a subtle way Addison and Graff reinforced my innate ability as well as my educational choice to attend community college while using my street smarts. In comparison, my college experience looking back was a horrifying thought at the time. It was a time in my life that I was taken out of my element, however, as I moved forward with my curriculum I relished the knowledge I gained that I wouldn’t have learned if I didn’t continue my education. In return the time I invested in my classes will benefit not only myself, but my family owned hog business. Additionally, I can implement new techniques and initiative technologies in our family owned business. I am inches away from seeing the light at the end of the tunnel in attaining my degree in Agriculture Science. Although there was hardship and long hours invested it was well worth the ride because I know my future will be secure just by pursuing my passion. When I look back on these experiences years from now I personally would do it all over again without hesitations. I for one believe college is the best option because I am approaching the finish line in record time.
Rhetorical Précis: In Michelle Adams’s article, “Is College Worth It (2013),” explores the two side of college worthiness. She provided evidence to
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
In “Hidden Intellectualism” by Gerald Graff, the author speaks about how schools should use students’ interests to develop their rhetorical and analytical skills. He spends a majority of his essay on telling his own experience of being sport loving and relating it to his anti-intellectual youth. He explains that through his love for sports, he developed rhetoric and began to analyze like an intellectual. Once he finishes his own story, he calls the schools to action advising them to not only allow students to use their interest as writing topics, but instead to teach the students on how to implement those compelling interests and present them in a scholarly way. In perspective, Graff’s argument becomes weak with his poor use of ethos, in which he solely focuses on his own anecdote but, through the same means he is able to build his pathos and in the last few paragraphs, with his use of logic he prevents his argument from becoming dismissible.
In the essays, Two Year Are Better than Four by Liz Addison, and Blue Collar Brilliance by Mike Rose respectively, take two different approaches to learning. Addison firmly believes in the traditional method by advocating community college is the better choice for students to experience higher education. Addison also asserts community colleges offer the same level of education compared to four universities. She also emphasized in her writing the value of the experience is much more personal due to the smaller classes in community college. On the other hand, Mike Rose observes that higher education does not define a person’s intelligence. Rose believes that society plays a big part in the judgmental view towards people without degrees. Yet the same society fail to recognize that blue collar jobs such as plumbers and waitresses require specific kinds of intelligence just like Rose’s mother Rosie, whom he described as an example of blue collar brilliance. Even though Addison and Rose take
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.
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.
One major decision one must make after exiting high school is whether to go to a university or go to community college. In the article “Two Year Are Better Than Four,” written by Liz Addison. She expressed her opinion on the significance of community colleges in comparison with the university. She stated that community college do not receive the acknowledgment and appreciation that they deserve. “what’s the matter with colleges?,” (Addison 255).
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.
“Hidden Intellectualism” written by Gerald Graff, is a compelling essay that presents the contradicting sides of “book smarts” and “street smarts” and how these terms tied in to Graff’s life growing up. Graff felt like the school was at fault that the children with more “street smarts” were marked with the reputation of being inadequate in the classroom. Instead of promoting the knowledge of dating, cars, or social cues, the educational system deemed them unnecessary. Gerald Graff thought that “street smarts” could help people with academics. In his essay, Graff confessed that despite his success as an “intellect” now, he was the exact opposite until college. Where he grew up in Chicago, Illinois, intelligence was looked down upon around peers
In the past several years, there has been a growing trend in the number of college-bound individuals getting two-year degrees from community colleges or earning certification for their desired career field at vocational schools. Such schools certainly seem to have some valuable qualities: all boast of having lower costs than other colleges, of their absence of student loans, of allowing people to make more money quicker, of being narrowly focused so students don’t have to take classes they don’t need. They attempt to point out apparent weaknesses in liberal arts colleges as well, claiming that such an education is unnecessary in today’s world. However, for every reason to go to a community or two-year college, a vocational track, or an apprenticeship, there is another, stronger reason for going to a traditional, four-year college, and the liberal arts degree gained at four year colleges far outstrips the degree gained at a two year school or through a vocational track.
In recent years, many have debated whether or not a college education is a necessary requirement to succeed in the field of a persons’ choice and become an outstanding person in society. On one hand, some say college is very important because one must contribute to society. The essay Three Reasons College Still Matters by Andrew Delbanco shows three main reasons that students should receive their bachelor’s degree. On the other hand, many question the point of wasting millions of dollars on four years or maybe more to fight for highly competitive jobs that one might not get. Louis Menand wrote an article based on education titled Re-Imagining Liberal Education. This article challenges the main thought many americans have after receiving a secondary education. Louis Menand better illustrates the reasons why a student should rethink receiving a post secondary education better than Andrew Delbanco’s three reasons to continue a person’s education.
How imperative is it that one pursues a traditional college experience? Although it might appear that Charles Murray and Liz Addison are in agreement that the traditional college experience is not necessary for everyone, Addison provides a more convincing argument that higher education is necessary in some form. This is seen through Addison’s arguments that college is essential to growing up, that education is proportional to the life one lives, and that community college reinvents the traditional college experience. Not only does Addison have her own opinions about college, but Murray does as well.
The argument about if college is worth it or not has been one of the biggest arguments throughout the media for decades. Students suffer a lot from the debts that they get from college and also the amount of studying that they do in college and when they graduate they ask themselves “is graduation from college really worth all the money that we paid and all the work that we have done?”
He conveys this message further by including Harvard-- a prestigious academic institution-- as a prominent example. He references a renowned college and addresses that at Harvard, “anti-intellectualism is rampant,” that “students are ashamed to admit how much they study,” and that there is a minority of students who emphasized that knowledge is not their top priority. This demonstrates how even the smartest students are afraid to be labeled as “nerds” because of how society will reject them. Also, Fridman provides an astonishing example that even at an institution at the forefront of education, the athlete is still viewed above than the academic in society. The prominent example Fridman addresses demonstrates a striking tone, shocking the reader, that in universities across America, anti-intellectual values are a significant
Co-author of “They Say/I Say” handbook, Gerald Graff, analyzes in his essay “Hidden Intellectualism” that “street smarts” can be used for more efficient learning and can be a valuable tool to train students to “get hooked on reading and writing” (Graff 204). Graff’s purpose is to portray to his audience that knowing more about cars, TV, fashion, and etc. than “academic work” is not the detriment to the learning process that colleges and schools can see it to be (198). This knowledge can be an important teaching assistant and can facilitate the grasping of new concepts and help to prepare students to expand their interests and write with better quality in the future. Graff clarifies his reasoning by indicating, “Give me the student anytime who writes a sharply argued, sociologically acute analysis of an issue in Source over the student who writes a life-less explication of Hamlet or Socrates’ Apology” (205). Graff adopts a jovial tone to lure in his readers and describe how this overlooked intelligence can spark a passion in students to become interested in formal and academic topics. He uses ethos, pathos, and logos to establish his credibility, appeal emotionally to his readers, and appeal to logic by makes claims, providing evidence, and backing his statements up with reasoning.