"Hidden Intellectualism" Reading Response
Serrano, Edric
“HIDDEN INTELLECTUALISM” Reading Response Journal
In the article “Hidden Intellectualism” by Gerald Graff, The Author is telling us that knowledge can be seen not only from academic thinking but also in the form of “street smarts”. Graff explains that we know some “impressively street smarts” but does not do well in school, but Graff argues that “street smarts” are just as important as “book smarts”. Many people think that it is such a waste, that “street smarts” should be taking their knowledge into academic work. But Graff argues that schools should take and lead them into good academic work. The author also believes that to be able to have students read intellectually challenging writings such as George Orwell; we have to encourage them to do subjects first on things that interest them. Graff served as an example by sharing his own experience, he hated books and cared only for sports. He was the typical teenage anti-intellectual or so he believed for a long time. While being very analytical of sports team movies, and the toughness he and his friends engaged in, he was unknowingly before now trained to be intellect in a class room and other school subjects. After coming to an understanding of what these conversations helped Graff establish, the idea that “the sports world was more compelling than school because it was more intellectual than school, not less” began to sink in his mind. Graff then begs the reader to take interesting topics unrelated to school and look at them “through academic eyes”. In other words, Graff wants us to carry the idea of taking street smart topics and turning them into intellectual debates. Graff believes that “street smarts” overpower “book smarts” for the fact that both community and culture thirst more for sports and entertainment than for academic subjects. And so he would rather have the student who can write an argument about magazine article or something the student enjoys, and that it can be done well, than a
“HIDDEN INTELLECTUALISM” Reading Response Journal
In the article “Hidden Intellectualism” by Gerald Graff, The Author is telling us that knowledge can be seen not only from academic thinking but also in the form of “street smarts”. Graff explains that we know some “impressively street smarts” but does not do well in school, but Graff argues that “street smarts” are just as important as “book smarts”. Many people think that it is such a waste, that “street smarts” should be taking their knowledge into academic work. But Graff argues that schools should take and lead them into good academic work. The author also believes that to be able to have students read intellectually challenging writings such as George Orwell; we have to encourage them to do subjects first on things that interest them. Graff served as an example by sharing his own experience, he hated books and cared only for sports. He was the typical teenage anti-intellectual or so he believed for a long time. While being very analytical of sports team movies, and the toughness he and his friends engaged in, he was unknowingly before now trained to be intellect in a class room and other school subjects. After coming to an understanding of what these conversations helped Graff establish, the idea that “the sports world was more compelling than school because it was more intellectual than school, not less” began to sink in his mind. Graff then begs the reader to take interesting topics unrelated to school and look at them “through academic eyes”. In other words, Graff wants us to carry the idea of taking street smart topics and turning them into intellectual debates. Graff believes that “street smarts” overpower “book smarts” for the fact that both community and culture thirst more for sports and entertainment than for academic subjects. And so he would rather have the student who can write an argument about magazine article or something the student enjoys, and that it can be done well, than a