Intelligence By Gerald Graff : An Analysis Of 'Hidden Intelligence'

Society believes there are two types of people, when it comes to dexterity.There are those who have the knowledge and skills necessary for academics. And then there are those who seem to be full of information about life itself, but do not appear to have perception, when it comes to school. I define “Book smart” as someone who is intelligent and well educated academically. For example a straight A student, or a person who can in a heart beat, give you an answer about history, english, math, or science. On the other hand, a person who is considered “street smart” is one who is dull in school, but has a very bright mentality about life itself and common sense. In Hidden Intellectualism, from They Say I Say, Gerald Graff tells us about how he considered himself “street smart,” but unintentionally became quite an intellectual over time. Using a topic that interests a student is a better way of persuading them to learn, and help them discover they are intelligent in their own way. We should not classify things into different judgmental groups, there is hidden intellectualism amongst every person although we all experience it differently based on past exposures.

Senior year I was trying to puzzle together this geometry problem in my mind. I couldn’t figure it out, I felt like I hit a brick wall and couldn’t break through it to solve the problem. Maybe if I reworded the problem to be similar to a real world situation I could solve it. In the essay “Hidden Intellectualism” by Gerald Graff, his thesis is that intellectualism is more valuable than academic intelligence. Graff begins talking about how schools fail to reach into the minds of kids who are street smart and connect that into their academic school work. He states that students would be more willing to take the academic intellectual characteristic if the schools would engage them into subjects they are interested in, rather than what the teachers think. Graff then opens up to a personal

The essay Hidden Intellectualism is based upon whether street smart should be considered equal with academic intelligence. Many people have remarkable street intelligence, but have very little academic intelligence. The author of the essay, Gerald Graff uses his personal examples before college of possessing street smarts then developing academic intelligence. More often than not students prefer video games, clothes designers and sports. “It’s a good bet that students get hooked on reading and writing by doing term papers on Source, they will eventually get to On Liberty” (Graff, pg 250) most likely students would prefer reading a book and writing a paper on a topic of their choice, and be better informed about the subject to write the paper,

In an excerpt from his essay “they say I say” titled “Hidden Intellectualism”, Gerald Graff gives a compelling argument on how schools should capitalize off student’s street smarts to engage them intellectually. He believes that students are being fed a narrative that is inefficient to its purpose. To counter this inefficiency there should be an integration of things that interest the students with their academics.

“Hidden Intellectualism,” an excerpt from They Say/I Say: The Moves that Matter in Academic Writing by Gerald Graff, explains the importance of having diverse intellectualism and helping the kids with street smart intellectualism turn it into academic growth. The author’s claim in this excerpt is that school and colleges are missing out on an opportunity of helping the street smart kids grow their intelligence into good academic work. The significance in the author’s claim is that the students who believe they don’t have much of an opportunity in school or other things related to academics, realize they do.

Graff shares with us his personal experiences on how reading intellectually converted him from being street smart to book smart. Graff now urges colleges and schools to teach students the importance of reading intellectually as well as writing. "If I am right, then schools and colleges are missing an opportunity when they do not encourage students to take their nonacademic interests as objects of academic study. It is self defeating to decline to introduce any text or subject that figures to engage students who will otherwise tune out academic work entirely" (Graff, 270). By this, Gerald Graff means schools should encourage students to take their areas of interest and apply them to their education. All in hopes that students will one day feel comfortable enough to step outside

He goes onto explain that by talking about subjects such as sports, one is able to experience the topics of arguments, debates, and even statistics in a way that the subjects in school could not live up to. We see him talk about how everyday culture can be applied to the world much more than the topics and readings we learn about in school, as this culture is able to be talked about more enthusiastically with someone one had just met. Children would also be able to look at the world in a different light, as they would be learning essential life skills and essential knowledge in an interesting, exciting way. Graff faults the schooling systems for not being able to grasp his youthful attention, and the attention of so many of today’s children. Graff closes by saying that helping children find their intellectualism within themselves is still a work in progress.

Graff explains why,” I believe that street smarts beat out book smarts in our culture not because street smarts are nonintellectual, as we generally suppose, but because they satisfy an intellectual thirst more thoroughly than school culture, which seams pale and unreal” (384). In other words, Graff believes that because street smarts involve in what is happening in the here and now, and not in theory, they seem more relevant and useful to students

Gerald Graff is a professor of English and education at the University of Illinois at Chicago. Graff, in his essay, emphasizes the importance for instructors to teach and increase enjoyable courses that students shall truly understand. Graff assures that all kids have hidden intellectualism trying to emerge from within, and as a teacher he feels partly accountable to help those kids develop their competencies in educational work. The essence of Graff’s argument is for students to know that intellectualism lurks within them all, and they need to implement their potential at school. Furthermore, he enriches the essay based totally on his own life experiences, along with his hidden intellectualism, while he attended school during the anti-intellectualism

When it comes to the topic of hidden intellectualism, most of us will readily agree that a lot of students are seen to have an issue with it. Where this agreement usually ends, however, is on the question of is it the students fault. Whereas some are convinced it is, others maintain it is at the fault of the teachers or professors. Gerald Graff has his argument that in many cases book smarts can be hidden in street smarts. I believe that kids that struggle with their talents being hidden behind “street smarts” need a certain amount of attention and focus to help them acquire their abilities and strengths.

“Hidden Intellectualism” an article written by Gerald Graff is a very interesting piece of writing intended for the audience of high school and college educators. Throughout the text Graff argues that high schools and colleges are failing to incorporate topics that interest street smart students into the school system, which is therefore resulting in street smart students failing to do well academically in high school and college. He uses his own personal anecdote to support this. Graff successfully persuades his audience that high school and colleges can develop a student’s intellectualism by using topics that already interests students. He successfully does this through the use of development, conventions, and evidence.

Academic work should not define intelligence nor should a job define ability; a person, regardless of grades, degrees, or job title, is an intellect. Together, Gerald Graff, a coauthor of They Say I say, professor, and former anti-intellect, author of "Hidden Intellectualism," and Mike Rose, professor, author, and in depth thinker, author of "Blue-Collar Brilliance," share two different perspectives on what an intellect truly is. Yet, both writings hold meaningful points and experiences to prove who qualifies to be an intellect. Society continuously focuses on what leads to a successful and rounded life: go to school, graduate, go back to school, get a degree, and then a job. It is believed that these high expectations of higher academics enables one to be more successful is correct; however, it is not. It is a person’s individual goals that give them the success they wish to have whether that be education, volunteering, or donating. Also, street smarts is not to be overlooked; a person with common sense can know more than a Doctor. Typically, a person can have either common sense or intelligence, not both. Street smarts is, without a doubt, a superior quality to possess as it encompasses more in life than just a degree does. For example, it is more appropriate to know how to cross a street properly in life than know how to perform a craniotomy. Furthermore, one does not gain knowledge and life lessons through school alone, but through experience,

Co-author of “They Say/I Say” handbook, Gerald Graff, analyzes in his essay “Hidden Intellectualism” that “street smarts” can be used for more efficient learning and can be a valuable tool to train students to “get hooked on reading and writing” (Graff 204). Graff’s purpose is to portray to his audience that knowing more about cars, TV, fashion, and etc. than “academic work” is not the detriment to the learning process that colleges and schools can see it to be (198). This knowledge can be an important teaching assistant and can facilitate the grasping of new concepts and help to prepare students to expand their interests and write with better quality in the future. Graff clarifies his reasoning by indicating, “Give me the student anytime

Many intelligent kids are being overlooked because of the stigma of being a “nerd,” as well as the fact that anti-intellectualism is becoming more popular. A man, author Grant Penrod, wrote “Anti-Intellectualism: Why We

Modern day society has come to a threshold where our technologies and advanced findings can attest past concrete research that has come to a conclusion. Intelligence and concepts alike categorized as evolutionary fugues, the vast, detailed state of the brain and it 's understanding is still being processed and heavily evaluated. Chances are you may have heard terms brainiac, smarty pants, genius the list goes on, these are some names associated with someone with alto intelligence. Most might perceive persons of intellect as renown people with endless information about vast subjects. The reality of that conception is not entirely accurate, intelligence isn 't knowing over a hundred numbers of the pie equation, and it is not about testing