Street or Book Smart… How About Both Often times “street smart” and “book smart” are treated as two different identities‚ street-smart individuals are lacking any real intelligence and substance‚ good “Hidden Intellectualism”‚ by Gerald Graff is an article in which the author suggests that intelligence cannot only be obtained by being school or being “book smart" individual but can also be achieved by what he describes as being "Street smart‚" Graff argues that intellectualism is not only
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Hidden Intellectualism In Gerald Graff’s “Hidden Intellectualism‚” Graff argues that by not involving non-academic elements to the curriculum‚ schools are missing out on opportunities to encourage their students to learn. Students may be more prone to pick up intellectual identities if they were encouraged to do so on subjects that interest them. Graff recalls moments in his youth when his interests in academic subjects were minimal. Although his interests in non-academic subjects were vast‚ his
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In Gerald Haslam’s short story "Grandma‚" the relationship between having pride in one’s cultural heritage and assimilation into the culture of the status quo is illustrated by his inclusion of Spanish in addition to the English spoken by most of the other characters. This can also be evidenced by Grandma’s use of Spanish and then English as well as the narrator’s decision to intersperse Spanish words into the English used to tell the story. Grandma’s application of Spanish also serves as a contrast
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Gerald Graff’s essay‚ "Hidden Intellectualism‚" is a critique on how schools are missing out on a valuable opportunity to encourage students to learn more academically. Graff feels that utilizing what he calls "street smarts" is an effective way to relate to students. I feel Graff’s theory is an effective way to use student’s interests to engage them in school. I agree with Graff because if a student is more interested in the lesson that is being taught‚ they are more likely to pay attention and
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Gerald Abbing’s Amusement Park Gerald Abbing sat in the corner of his dark‚ musty living room. He held the paper in his hands‚ gently flipping the pages every moment or so. He hadn’t done much since his wife had left for vacation last week. In fact‚ he had done almost nothing at all. Gerald had spent the last few days re-reading his newspaper and taking sips of his water. But then he heard the piercing ring of the telephone come from the kitchen. It took him a minute‚ but he got himself out of
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perfect example of this. I never have a problem with understanding simply that my brain will not work very effectively when concentrating on such polar opposites of subject. Separate one or the other and I have no problem‚ but together? No way. Clearly Gerald Callahan does not have this problem. In his essay‚ “Chimera” he deftly weaves a personal narrative with an overreaching scientific explanation. He attempts to solve a deeply personal problem with seeing visions of his dead wife‚ by trying to apply
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Analysis of Gerald Graff’s Essay “Hidden Intelligence” Most people‚ when asked‚ say that a person is intelligent if they have “book smarts.” People that are book smart can write and converse about subjects taught in school. On the other hand‚ people with “street smarts” aren’t seen as intellectuals because the subjects they are knowledgeable about are not traditional. In his essay called “Hidden Intellectualism‚” Gerald Graff insists that schools and colleges are missing an opportunity to translate
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In the article “Hidden Intellectualism” written by Gerald Graff‚ Graff target college students to inform them about a hidden intellectualism that can be found in our everyday society. In the article Graff draws attention to the many types and ways different people can identify with intellectualism. He argues that people are intelligent in several ways and just need to learn how to plug the intellectualism they enjoy into a school-like setting during classes. He exemplifies this by using his own intellect
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In part 2 of They Say/I Say‚ authors Gerald Graff and Cathy Birkenstein begin the process of teaching how to present the writer’s counter-argument‚ the “I say.” The “I say” segment is where you discuss and offer your own argument to what they have said or wrote. The three most common ways of using “I Say” are agreement‚ disagreement‚ and a combination of the two. Graff and Birkenstein goes on to explain that when you agree‚ disagree‚ or even both‚ you should not mildly or incompetently do either
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Basically‚ the one template he wants known the most is the‚ “’they say _____ ; I say _____’ formula” (Graff 3). To summarize most of what Gerald had to say about this template for writers‚is to use it when a writer wants to use either someone’s words or information that that does not originate from themselves; and with
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