Audry Baldwin Professor Ryan-Johnson Engl 1113-393 22 January 2017 Summary of Hidden Intellectualism In Gerald Graff ’s essay “Hidden Intellectualism” he implies that “street smarts” is an underappreciated trait that many people view as “anti-intellectual. He believes that street smarts can pave the way to becoming book smart and that schools may be at fault for these students not doing well by “overlooking the opportunity to channel it into good academic work” (1).
In the article, “Blue Collar Brilliance”, published in the summer of 2009 by Mike Rose in the American Scholar, Rose persuades people that the amount of someone’s educational level doesn’t justify their intelligence level and we shouldn’t base our opinions of their intelligence purely off their jobs. Since this article was published in the American Scholar his target audience is people of higher education and those who might hold stereotypes of blue collar workers. Rose is highly successful in persuading his audience to form new opinions on blue collar workers and their overall intelligence levels. He emphasizes his credibility throughout the article with anecdotes, a well thought out organization of his paper, as well as an elevated vocabulary
In 2010 the NFL finally acknowledged that many of its ex-players were suffering from chronic traumatic encephalopathy (CTE). On September 30, 2014, it was announced that 76 of the 79 brains of former NFL players studied by Dr. Ann McKee tested positive for CTE. This study also conducted was the largest brain study to date and doubled the increase in the number of confirmed cases of CTE. In 1994, then NFL Commissioner Paul Tagliabue approved the creation of the Mild Traumatic Brain Injury (MTBI) Committee with the goal of studying the effects of concussions and sub-concussive injury in NFL players.
Mike Rose details the faults of the education system in a piece concerning his own personal experiences. His high school education was radically changed when his school swapped his test scores with the scores of a student with the same last name. The system depended upon test scores to determine the path of classes that individual students must take, and due to the weak performance reflected in Mike Rose’s alleged scores, he was placed on the vocational path. Unfortunately, the vocational path was implied to be the lowest tier of classes in the school - so despite Rose’s natural intelligence, he was placed within remedial classes due to the IQ within his file.
In the essay “Trapped in the Community College Remedial Maze,” Mikhail Zinshteyn suggests that developmental courses in community college are a problem because they do not “move [students] closer to earning a degree” even though they are mandatory (3). Zinshteyn considers that there are studies that prove that remediation courses prevent students from “succeeding in college” (3). Zinshteyn claims that most students with good grades in high school are required to take “developmental education at the community-college level” (1). Zinshteyn implies that the most students have to take developmental courses because “they took a test that found their math of English language skills to be lacking” (3). The author notes that being told that you need to take a remedial course can be demoralizing, especially when you think you do not need it (qtd.
To be clear, Fridman argues for the academically talented and information-seeking students in today’s society. He feels it is unfair that these students are too afraid to pursue intelligence to its fullest or to admit how much they study, so he presents an argumentative essay detailing the inequities and grievances these students face. He makes a convincing argument through his powerful diction, dynamic tone, emotional and
After I finished reading Gerald Graff's essay, Hidden Intellectualism, I found myself agreeing with the idea that intellectualism is not, and should not, be measured purely by "academic" means. "Street smarts" and "book smarts" are put at odds by Mr. Graff, and according to his writing, the rest of our culture. The essay attempts to make the assertion that at the heart of "real" intellectualism is the ability to turn almost any subject matter into something interesting, or even more important, a way to connect to the world and a community where the discussion is important. The theme of this essay involves the writer's own internal struggle with his personal history, along with the failing of our education system to bring out the best in students, using material in which they show real interest.
In the article “What’s Wrong With Vocational School?”, Charles Murray of The Wall Street Journal believes that too many lower intelligent high school students are entering college. Murray argues that those with average intelligence are suitable for many job occupations, but that a college education is “where [their] skills leave off]. He goes on to explain that the body of people with an IQ of 100 can pass a college level Economics course, but not fully understand the complexities of the material itself. Murray believes that people who will excel in college must have “an IQ of 115 or higher”, which is around a quarter of the population. He then points out that the larger percentage of those enrolled should go to vocational school, not college,
Concussions are increasingly being recognized as a public health issue. Traumatic brain injuries, like concussions, have short and long term side effects. The long term effects of concussions are not fully known, however, it has been observed that multiple concussions have cumulative effects. (Kutcher et al., 2013). Understanding the effects of concussions on brain activity is key to developing assessments and preventing future injury.
Graff argues that there are other forms of intellectualism other than those associated with academics. The author provides the readers with his own story about his personal experience as a child and the difficulties he had trying to balance strength and brains to support his claim. With Graff providing the stories of his own personal experience growing up as an adolescent and realizing that street smarts is also a form of intellectualism, he enriches his central claim and proves that academic learning not only comes from being in school but can come in many different
Gerald Graff’s essay “Hidden Intellectualism” contemplates the age-old idea that street smarts are anti-intellectual. However, as Graff points out, “schools and colleges are at fault for missing the opportunity to tap into such street smarts and channel them into academic smarts.” (244). What Graff means by this is that being street smart does not mean a person lacks intelligence. Rather, educational institutions need to find a way to effectively ‘tap into’ this different format of intellectualism to produce academic intelligence.
First of all, the perception of a student’s intelligence
T3 English Trash/Wall-E Essay Introduction: Modern day films and books are not only made for entertainment and leisure but they also have a deep moral within them. Social stratification, consumerism, pollution and corruption are huge social problems within a society. The book Trash by Andy Mulligan and film Wall-E by Andrew Stanton make apparent these social issues within society. Pollution:
We don’t define these smart that are surround us as intelligence but we use standardize test and number of IQ to define some’s intelligence. Rose point out “What struck me as I did the research for The Mind at Work was the number of instances of reasoning, of problem-solving, of learning and applying that learning that fell outside of what gets assessed in an intelligence test or the traditional school
I and the others in the vocational classes were bobbing in pretty shallow water” (Rose 154). I couldn’t agree more with that statement. The kids that I tutored only did what was required of them. They would simply do the
