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Reading strategies and why they are helpful
Reading habits
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Recommended: Reading strategies and why they are helpful
The article by Gerald Graff was written to inform the readers that reading is a key factor of becoming a more intellectual person. Reading text that fits ones interests is a great way to get used to reading. Eventually as ones reading skills improve then they will be able to read more difficult texts. Reading is an extremely important skill to have because it allows one to obtain information on topic that are in and out of their scope of interest. Consequently, reading broadens a persons perspective on the world. Nonacademic interests can be tied into academic interests that are learned in school. Reading on topics that interest a person will eventually lead them to start reading more on the topics that may not have interested them in the
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
It is my belief that Gerald Graff aims to reform the way literature is taught. In many regards that is already being done in lower schools. Though, it has not been implemented as much in upper level classes of high school and college. In my experience, having gone through the education system, my class read a lot together. We would go around the room reading the book aloud so that the entire class could hear and read along. Then every so often we would
I do not totally agree, nor do I totally disagree, with the point about grammar that Kyle Wiens’ argues in his article. As an employer, Wiens has the right to make any of his potential employees write a grammar test and deny jobs to those with poor grammar. In my own experience, I notice that people who have poor grammar skills tend to be less meticulous in their work, just as Wiens suggests in the article. Good grammar is virtually paramount for businesses such as the ones owned by Wiens, which are heavily language based. As well, especially in the new millennium, quality workers and employees are becoming increasingly harder to find among the expanding, figurative sea of qualified post-secondary graduates. Thus, I agree with Wiens’ policy of making all of his potential employees write a grammar test. His policy seems like an effective way of determining the best possible people to hire.
According to “Hidden Intellectualism”, Gerald Graff says that “ Everyone knows some young person who is impressively “street smart” but does poor in school” ( Gerald Graff 244). He explains that to many people believe that one who is so intelligent in life cannot do well in academic work, and he or she needs spend extra time on his or her school works than things in sports. However, Graff used his own anti-intellectual experience to verify his opinion that street smarts are simply as important as school smarts, and he recommends school should take all these street smarts and apply them into good academic environment. Graff also believes we should allow students read literature or any things they first feel interested, for example “George Orwell, which is a writing on the cultural meanings of penny postcards is infinitely more
Carl Zimmer an evolution scientist wrote an article called” Bringing Them Back to Life”. In July 2003 a group of scientists brought back the bucardo to life. The bucardo is a wild goat that was found in the mountains of the Pyrenees. In 1989 it was found that there were only slightly over a dozen of the goats left. “Ten years later a single bucardo remained: a female nicknamed Celia.” (Zimmer, 445) Bucardos were officially extinct, however, Celia’s cells remained preserved in labs. For a few years a team of reproductive psychologists led by Jose Folch injected nuclei from Celia’s cells into goat eggs removed of their own DNA, they then implanted the eggs into surrogate mothers (Zimmer, 445) Over 57 implantations, only one was born. The clone was born with several problems and died quickly.
In the essay “Hidden Intellectualism” Gerald Graff expressed his views on education. He feels that teachers or professors only see traditional subjects or text as intellectually valuable even though, although as a professor himself, he disagrees with it. He feels that the spectrum should be broadened to be able to interact with the kids more and get them more interested in the reading that are taught in schools. He is speaking to teachers in an effort to get them to change from the mindset of teaching traditionally and get reading that students to relate to. He is also speaking to students to get them to feel better about not being able to relate certain readings, and to also see that not being able to relate to the readings is not a bad thing. Although Pop Culture reading is not considered as intellectual reading it should be.
For a moment be any black person, anywhere, and you will feel waves of hopelessness” is a profound notion that highlights William Grier and Price Cobbs’ work in Black Rage. With astonishing information backed with real case studies, from previous black patients, they explore the terrain of the black experience in America. The unearthing critique of America they developed in the late sixties remains relevant in today’s turbulent times. Grier and Cobbs (GC) paint a very valid picture of black rage from its inception to its impact in the lives of black people.
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.
Graff begins by talking about the educational system, and why it flawed in many ways, but in particular, one: Todays schools overlook the intellectual potential of street smart students, and how shaping lessons to work more readily with how people actually learn, we could develop into something capable of competing with the world. In schools, students are forced to recite and remember dull and subject heavy works in order to prepare them for the future, and for higher education. “We associate the educated life, the life of the mind, too narrowly and exclusively with subjects and texts that we consider inherently weighty and academic. We assume that it’s possible to wax intellectual about Plato, Shakespeare, the French Revolution, and nuclear fission, but not about cars, dating, fashion, sports, TV, or video games.” (Graff, 198-199) In everyday life, students are able to learn and teach themselves something new everyday. It is those students, the “young person who is impressively “street smart” but does poorly in school” (Graff, 198), that we are sweeping away from education and forcing to seek life in places that are generally less successful than those who attend a college or university.
Reading is on the decline and our reading skills are declining right along with the amount of reading we do. This is happening right across the board through both genders, all age groups and education levels, people are busy and they just do not have time to read books that they are not required to read for school or work. There are serious consequences to this neglect of reading that will continue to worsen if ignored. We need to take notice of what is happening to our culture and stop this situation from continuing, we must act to correct these issues that we are faced with. These things are discussed in the essay “Staying Awake’’ by Ursula K. Le Guin who uses the NEA essays “To Read or Not to Read’’ and “Reading at Risk’’ to support her argument that there is a decline in the amount of time that we are spending on reading and our ability to understand what it is that we are reading.
In the reading, "The Theory behind the Dictionary: Cultural Literacy and Education," they had some great reasoning for their ideas. I liked the author’s whole explanation of someone may know how to read, but until they fully understand the whole background of what they are reading, they are not getting anything from the reading. The reader and the author are not "communicating." They also explain why reading ability measured in how well a person can understand diverse kinds of writing on numerous subjects. I feel that they could not be any more correct. How is someone supposed to learn if they only know a lot of, let us say, a couple subjects. They are not going to learn as much unless they know "a lot" of many subjects Hirsch's approached many directs such as logos, ethos and even a little pathos, but no vision, no interpretation, no invitation to the world of learning. Instead of reading short clips summarizing the great works of literature, should not students try to read the works themselves? The superficiality of Hirsch's approach is pervasive; students taught catch phrases to s...
The more effort we use in studying the better results we will get. Certain people have a hard time comprehending school work from the first grade to throughout high school. For example, in the article “Saved,” the life of Malcolm X, the reader is told about Malcolm’s struggle with learning .One problem he had was he couldn’t write or read his own hand writing. The way he began to overcome his handicap was that he would copy and memorize words from the dictionary. When he entered prison he was illiterate. He could neither read nor write. Later on, to help his reading comprehension, he would spend time in the prison library. Spending an hour every day in the library helped to increase his comprehension.
“The more that you read, the more things you will know. The more that you learn, the more places you’ll go.” by Dr. Seuss. Everyone at some point in their lives will read or be read to. For me it’s a great way to escape, to clear my head, and be at two places at once. For me, reading has had its ups and downs, but, through the years I’ve had obstacles which have molded me into the person I am today.
Growing up in working class family, my mom worked all the time for the living of a big family with five kids, and my dad was in re-education camp because of his association with U.S. government before 1975. My grandma was my primary guardian. “Go to study, go to read your books, read anything you like to read if you want to have a better life,” my grandma kept bouncing that phrase in my childhood. It becomes the sole rule for me to have better future. I become curious and wonder what the inside of reading and write can make my life difference. In my old days, there was no computer, no laptop, no phone…etc, to play or to spend time with, other than books. I had no other choice than read, and read and tended to dig deep in science books, math books, and chemistry books. I tended to interest in how the problem was solved. I even used my saving money to buy my own math books to read more problems and how to solve the problem. I remembered that I ended up reading the same math book as my seventh grade teacher. She used to throw the challenge questions on every quiz to pick out the brighter student. There was few students know how to solve those challenge questions. I was the one who fortunately nailed it every single time. My passion and my logic for reading and writing came to me through that experience, and also through my grandma and my mom who plant the seed in me, who want their kids to have happy and better life than they were. In my own dictionary, literacy is not just the ability to read and write, it is a strong foundation to build up the knowledge to have better life, to become who I am today.
The document discourages personal judgement and instead highlights systematic “habits of mind” used to enhance reading (NFR&SW et al.). There are three primary steps involved in this system. The first step involves being aware of the things that are noticed while reading; the second step encourages focusing on those things that are noticed in order to rank them using personal value; and the third step addresses the reasoning behind how those things were noticed, how they were focused on, and why they were ranked a certain way (NFR&SW et al.). By reading this document, I developed a clearer understanding of how to read written texts more effectively, but it wasn’t until I read one of my favorite texts that I realized the effectiveness of this