care because I was not being bored by the readings that were being forced on me. Although teachers feel differently about what is intellectual, but students should not feel bad for not being able to relate. 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
common sense or reality. In “Hidden Intellectualism,” by Gerald Graff, author of They Say I Say and professor of English at the University of Illinois in Chicago, argues many different points on the two. With his many distinctive arguments throughout the reading I coincide with Graff when he shows us that, yes street smarts is favored, but fundamentally, incorporating street smarts and book smarts together will have the best outcome. Gerald Graff gives his own experience from when he was a younger child
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”
topics from her book. If Gold took more time to capitalize on the elements she did well, like the structure of the article, she could have constructed a more enticing argument that could stand on its own. Gold could have improved her writing by using Graff and Birkenstein advice found in They Say, I Say, and she could have learned to acknowledge the naysayer more often. Overall, Gold had the potential to create an outstanding argument that could disprove the naysayers but failed to bring in outside opinions
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
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
”Hidden Intellectualism” by Gerald Graff, he discusses different types of intellect, more specifically the ways they can apply to us in our lives. He discusses the different types of “smarts” referred to in his paper as street smarts, and school smarts. Graff hints upon the missed opportunities by colleges to embrace the form of intellect called “street smarts” because of a preconceived idea that there is no way to use this form of knowledge in an academic setting. To quote Graff directly “Colleges might
Essay #1: Hidden Intellectualism by Gerald Graff In his essay “Hidden Intellectualism,” Gerald Graff discussed his hatred towards typical academic subjects, and love for sports. The essay is about the many cases of people not using their gifted talents to their best ability. Are you smart, but secretly acting dumb in public to get attention? Do you waste your knowledge trying to fit in with others? He thinks street smarts is an example of intelligence. “Everyone knows some young person
Compare and Contrast Essay Gerald Graff’s article, “Disliking Books” and Richard Rodriguez’s “Scholarship Boy” are similar and yet different in many ways. The two articles describe the journey of two boys from different backgrounds through various stages in their education. A similarity in the two articles is seen in the desire of the parents to make their children acquire formal education. Rodriguez’s parents took him and his other siblings to parochial schools because the nuns, in their opinion
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
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
right. Professor Gerald Graff puts forth his opinion in the essay, “Hidden Intellectualism.” He argues that schools fail a multitude of students by ignoring their interests in subjects generally considered to be non-academic, such as cars, sports, television, or video games (Graff p. 198). He cites sports specifically as a personal example, saying that discussions pertaining to athletics taught him many different argumentative and literary skills before his teachers even tried to (Graff p. 202).
Gerald Graff, who grew up fearing books, has a BA in English and known for his pedagogical theories. In the excerpt “Disliking Books” Graff, who grow up in a Chicago neighborhood and feeling he was in danger of being a middle class Jew, felt being a bookworm would have made matters worse. Graff grew up with a literate man as a father, who forced to him to read many books that he brought home. While never having the same experience as Graff, I loved books and was always racing to finish to start a
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. Graff points out many young people with street smarts struggle to translate their intelligence into the academic world. He says schools may be at
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
from Stanford? Well according to Gerald Graff, the PhD himself, it is all in the approach. In Graff’s essay “Disliking books” he talks about how as a child he did not enjoy books and felt a disconnect between what he read, and how it related to him. That is until, he read Adventures of Huckleberry Finn and had begun having class discussions about the controversy at the end of the book. In this way Graff found a love of literature. It is my belief that Gerald Graff aims to reform the way literature
dauntless enough to try to convince society that they are in charge of their own fate. In Gerald Graff’s essay Hidden Intellectualism, he says to “give me the student anytime who writes a sharply argued, sociologically acute analysis of an issue in Source over the student who writes a lifeless expectation of Hamlet or Socrates Apology” (Graff 251). So, let’s make an imaginative scenario where we take Graff suggestion to set up a job interview with, a book smart guy battling against the street smart
Development of Rhetorical and Analytical Skills through Sports. 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
Do schools and colleges help students to develop fully their intellectual abilities? In the book They say I say, Gerald Graff, a professor who is one the coauthors of this book stated the importance of putting street smarts into academic work. He assumed that schools and colleges must take chances to exploit students’ hidden intellectual abilities.Through his own adolescent experiences, on intellectual vision, he believed that getting street smarts into academic education would bring better results
California, and Gerald Graff, of Illinois, discuss the problems college students face today in America. Though similar in slight variations, both professors view the problem in different regards and prepare solutions that solve what they feel to be the heart of this academic problem. Mike Rose, author of The Politics of Remediation, explains that “linguistic exclusion'; is the barrier that prevents many new college students from excelling in the academics at any given university. Gerald Graff, on the