Last Blog: Reflection Letter

Dear Professor LaPiana,

This semester has flown by so quickly. This class has opened my eyes and allowed me to expand my writing abilities. The writing process prior to this class seemed like something that I had already known. However, after taking this class I can successfully say that I know I have become a better writer. I feel as though my writing prior to English 110 was mundane and had little to no structure.
The first paper assigned was a visual analysis essay. This was a type of essay that I had never written before. At first glance, I was slightly worried; but ultimately, with guidelines and some in class discussion, the end result was well written. Every student had the option to choose a image, and the purpose was to relate the image back to higher education. For this paper specifically, I feel as though I made many different revisions throughout my essay. For example, I stated “Several questions come to mind because the audience can perceive this painting to convey many different messages.” Prior to the revision I had not explained myself further and the statement was left unanswered. In my revision I made sure to further explain my statement by relating it back to my overall assumption.
The second paper that was assigned was a synthesis essay. The purpose of this paper was to choose two of the reading in They Say I Say that we had been assigned to read and synthesize the ideas of both authors. The topic we mainly focused on within English 110 was higher education, and these essays were within that category.  I specifically wrote about  the difference between street smarts and book smarts and comparing that to blue collar work. I took notice that within this essay I would begin a paragraph by stating “According to Graff…” instead of gradually introducing my thesis and providing a topic sentence. I also was advised to synthesis my paper more because I had summarized both authors views but never synthesized them together. After doing so, the essay slowly came together.
The third assignment was our final paper, which was my synthesis paper expanded. I incorporated other academic sources to further my argument and make it stronger. My argument continued to be that blue-collar work is undermined as well as street smarts while book smarts took priority.  Within this paper I had made many revisions. One revision was changing my introduction.  After we went over our introductions in class and were given different ways to begin an introduction, I redid mine, and I feel that it captures the audience’s attention.
I think that my strongest assignment was the final paper because I noticed when writing it all the templates and strategies we have learned had come together to help me form a well organized essay. I feel as though I also had the most satisfaction working on my final paper because I could see that I had improved so much in my writing since the beginning of this semester. My skills thus far have developed a lot. I notice now that my writing is not as mundane as it used to be and I automatically incorporate templates without thinking of them as “templates”.
I do feel differently about the writing process since this course because the hardest part about writing a paper is the introduction and now, introductions are not as hard as they used to be. I was never a big fan of writing but I would always prefer an essay over a multiple choice test. I feel as though I felt that way because I was never really taught to write with style and in my own voice, but now I feel as though it isn’t as hard to write a paper as it used to be.
I have already used the strategies I learned in this class within other papers this semester. One of my professors was impressed with my ability to counter argue my thesis with a naysayer and I am very proud of myself for incorporating that  strategy into my paper without thinking of it as a “must” for an assignment.
Writing and reading about higher education opened my eyes to the subject matter and allowed me to think about it more than usual. A day does not go by without my parent’s emphasizing how important it is to become educated because they do not want me to lack knowledge that others may have. It always skims my mind but I never fully process it. Now that I have done some research and fully understand what higher education is and how society views it, I still feel the same. I feel as though we need to give those who may not have a higher education, but work blue-collar jobs to survive more credentials.
Class participation for me has never been a problem in any of my classes. I tend to volunteer often enough for a professor to know my name, or at least, my face. In terms of this class, I feel that I participated a great deal and I put my full effort into peer reviews. I really found them helpful and thought they gave good impute.

Best Wishes,
Anastasia Shakalis

My Commencement Speech

             This is it; this is the moment that we have all worked so hard for. All of those sleepless nights and monotonous days of school work and studying; all of those deadlines and anxiety we had when final time rolled around, is over. It is hard to believe that these four years have flown by so quickly. Just think, as a graduating class, we will never be in the same room together ever again. Every single one of us is going to go off and peruse a life and obtain a career that here at Queens College have worked so hard for. This diploma is our ticket to success. These diplomas were by no means a walk in the park to earn, and we deserve them. However, if there is anything that I have learned thus far while sitting in these classrooms taking hundreds of pages of notes, and studying until ridiculous hours of the night, it is to be true to yourself.
            Now this is not to say that you aren’t already “true” to yourself, but think about it for a second. From personal experience, when I went away to school I found that I was trying so hard to be something I was not. In my mind I was trying to please everyone else even before I considered myself. Throwing yourself in an environment that is completely new and foreign can be scary. Not to mention, if you go to a school out of state or a great distance away, you are most likely going to experience culture shock. Because of this, many students will cover up the fright and anxiety they have by befriending people which they are not truly compatible with and participating in activities that serve no interest to them. So you ask, why are these students doing this? In fact, why would anyone do this?
            It is hard to be thrown into a new environment without feeling insecure. This is understandable; however, we all need to be true to who we are. There is not a single person here who should feel that being someone that they are not will benefit them. If this is the case, does wearing a mask and faking a smile really make you happy? At the end of the day you are the one that matters most, and if you aren’t happy, how do you intend to make others happy? Pretending that you like to wear certain clothes and act a certain way is going to just make you miserable.
             I am a firm believer that everything happens for a reason; and if this has happened to you, if you have been gliding through college being a part of a group of friends that at the end of the day don’t make you happy, then who is to say it is not too late to start over? You may think that this is impossible, and making new friends is beyond the effort you are willing to put in at this point, but how can one live a happy life without a solid group of true friends?
            In conclusion, my point is not to accuse everyone in this room of being “fake” or untrue to oneself, but rather to just make everyone aware that this is reality and people do this every day. As John Mason once said “You were born an original, don’t die a copy”. Everyone here has something unique about them that make you all stand out. Don’t let your mind tell you that you need to be something you are not to fit in. Be yourself, and you will be much better off this way. In fact, when you aren’t true to yourself, everyone else can tell. So save the embarrassment and just embrace who you are and let everyone else know that you will never change, not even to please them.

New Introductions

Original

In today’s society, a lack of formal education is frowned upon; moreover the inability to understand intellectual teachings such as those found in literature books. Through the essays “Blue-Collar Brilliance”by Mike Rose and “Hidden Intellectualism” by Gerald Graffone can see that academic intelligence isn’t everything. As seen in Roses essay, blue collar workers work hard and receive little to no recognition. According to Rose, these workers that did not attend institutions of higher education were considered to be less intelligent than those that did. Graff believes that “we associate the educated life, the life of the mind, too narrowly and exclusively with subjects and texts that we consider inherently weighty and academic”(380) and that we tend to forget about the knowledge of “cars, dating, fashion, sports, TV or video games” (381). In other words, Graff feels that society undermines street smarts. Blue-collar workers can be seen to have a correlation to being street smart. Within today’s society, those who do not receive an education and become blue collar workers are shown to have significantly higher street smart abilities. Throughout these essay writings, we see that intelligence should not be based only on intellectual readings but based on life experiences and hard work.

Intro #1:Option four “Creating an image, or telling a story”

The air is crisp and the classes resume once again from a stressful weekend. Professors are assigning final papers and tests because the semester is coming to an end. Students sit in lecture halls gazing at their professors at the front of the room with dreadful thoughts. Students in the back of the lecture halls fall asleep, while others fight to stay awake to take the few notes that grab their attention. Lectures are slowly becoming monotonous and uninteresting. We are at the bitter end of the semester when every bit counts and most are so tired they can barely function. Lack of sleep and overworked students find it harder and harder to concentrate. How important is higher education if most of its students find it almost impossible to give one hundred percent of their effort? With such uninteresting information being taught, students are less likely to pay attention. It is easy to say “Well then these people could just drop out” but a lack of formal education is frowned upon. However, if more relevant information was intertwined within these classes, then perhaps higher education would be worth student’s effort and money.
Within higher education, streets smarts is undermined and book smarts takes priority. It has been said that without higher education one is more likely to obtain a blue-collar job. Although this may be true, they are undermined for the effort that they put in. Within both articles “Blue-Collar Brilliance” by Mike Rose and “Hidden Intellectualism” by Gerald Graff both authors question the credibility of those who do not receive a higher education and how those who do not receive it are undermined.

Intro #2 :Option 2  “Shocking or powerful statistic”

According to The National Center for Education Statistics states “In fall 2012, a record 21.6 million students are expected to attend American colleges and universities, constituting an increase of about 6.2 million since fall 2000” However, why is it that these statistics are increasing so rapidly? Is it because a lack of formal education is frowned upon? Those who do not receive a formal education are assumed to be less intelligent then those who receive a higher education. This is a false assumption and those who believe it true should reevaluate their opinions. Those who do not receive a formal education usually obtain blue-collar jobs which are associated with street smarts; whereas, those who obtain a higher education are associated with white-collar jobs and book smarts. Although, this may be true, blue-collar workers are undermined for the efforts and are considered to be unintelligent.  We associate intelligence with sitting in a lecture hall for hours a day reading textbooks; when in fact, there are many other skills and abilities that can be considered intellectual. Within both articles “Blue-Collar Brilliance” by Mike Rose and “Hidden Intellectualism” by Gerald Graff both authors question the credibility of those who do not receive a higher education and how those who do not receive it are undermined.

Chapter 10 “The Art of Metacommentary”

Academic Intelligence isn’t Everything.

In today’s society, a lack of formal education is frowned upon. Moreover the inability to understand intellectual teachings such as those found in literature books. Through the essays “Blue-Collar Brilliance” by Mike Rose and “Hidden Intellectualism” by Gerald Graff one can see that academic intelligence isn’t everything. As seen in Roses essay, blue collar workers work hard and receive little to no recognition. According to Rose, these workers that did not attend institutions of higher education were considered to be less intelligent than those that did. Graff believes that “we associate the educated life, the life of the mind, too narrowly and exclusively with subjects and texts that we consider inherently weighty and academic”(380) and that we tend to forget about the knowledge of “cars, dating, fashion, sports, TV or video games” (381). In other words, Graff feels that society undermines street smarts. Blue-collar workers can be seen to have a correlation to being street smart. Within today’s society, those who do not receive an education and become blue collar workers are shown to have significantly higher street smart abilities. Throughout these essay writings, we see that intelligence should not be based only on intellectual readings but based on life experiences and hard work.

In the article “Blue-Collar Brilliance” the main focus was to convey that there are more forms to intelligence then just intellectual. With the focus being so, Rose presents that a broader perspective of views of education allows us to take cognitive learning seriously. Rose advocates the emphasis on what our culture views as intelligence; “Our cultural iconography promotes the muscled arm, sleeve rolled tight against biceps, but no brightness behind the eye, no image that links hand and brain” (Rose 247). In making this comment, Rose urges us to take a step back and to look at the society’s opinion as a whole and how they see that blue-collar work is not as demanding and brain powering than white-collar work. People within society such as intellectuals, examples being scholars, have observed the working class people. Their observations have focused on the work that is being accomplished and not taking into consideration the knowledge and training that must take place beforehand and on the job. Ultimately, what is at stake here is not giving the working class people the credit they deserve for all the hard work they accomplish.
According to Rose, one of his uncles did not finish high school and stopped in the ninth grade and later in life went to work for a motor company. Within his experience of working in a car shop he still was able to learn even though something that did not occur in higher education (248).  Rose himself writes, “Though many kinds of physical work don’t require a high literacy level, more reading occurs in the blue-collar workplace than in generally thought, from manuals and catalogs to work orders and invoices, to lists, labels and forms” (253).  In other words, Rose believes that there is a misconception that blue-collar work does not require any intellectual knowledge.

I agree that blue-collar work should be given more positive acknowledgment then it is given because experiences in my own life confirm it. My family comes from a line of diner owners as well as waiters and waitresses. From second hand experience this work is by no means a walk in the park. Being a waiter takes a lot of patience and hard work. For example, one has to be prepared to deal with the public and be able to multi-task at all times. It may sound easy but it is far from it. It takes specific skills and knowledge to be an excellent worker in this field and not many people can’t handle it.  A waiter must be able to memorize the menu in full as well as deal with emergency situations are they occur.  “Impossible,” some will say, “How difficult can it be to carry a plate or two to customers and tell them to have a good day?” Besides, if one owns the actual diner no hard labor needs to be done by them, therefore it must be easy. While it is true that being a business owner may require less physical work, it does not necessarily follow that less intellectual work is required. This is not to say that owning a diner or working in one is the most difficult blue-collar work, but rather that it shows an example of what blue-collar work might entail. I believe that blue-collared work is undermined and should be given more credit for the routines, observation and learning they must accomplish.

Rose’s viewpoint on blue-collar work and how it is undermined based on the knowledge and skills required can be closely correlated to Graff’s argument of street smarts and book smarts. In his article “Hidden Intellectualism” Graff states that higher education “overlooks the intellectual potential of street smart: and the fact that we associate those street smarts with anti-intellectual concerns” (Graff, 380). Within Graff’s article, he conveys the importance of street smarts and how it should not be underestimated. He wants us to steer clear of associating intelligence with a limited perception of what it means to be educated because that is one of society’s biggest problems. This is a problem because intelligence should not solely focus on intellectual readings but also on life experiences. Graff  emphasizes his argument by stating, “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 seems pale and unreal” (Graff, 384). In making this comment Graff urges us to look at the information that we learn while being educated and realize that a majority of   “book smarts” does not help individuals navigate through society. This interpretation challenges the work of scholars who have long assumed that “book smarts” is all that an individual needs to live a successful life. The interpretation that “book smarts” does not help one navigate through society challenges the scholars who believe that receiving a higher education is necessary to be successful. Graff states this because it is those who are street smart that want to learn other material than just the usual intellectual readings.

In Graff’s view, “Students do need to read models for intellectually challenging writing -and Orwell is a great one- if they are to become intellectuals themselves. But they would be more prone to take on intellectual identities if we encouraged them to do so at first on subjects that interest them rather than ones that interest us” (Graff, 380). The essence of Graff’s argument is that it is important for students to read intellectual writings if they intend to become a professional in that intellectual field of writing.  However, we should make it a point to teach more information on what is interesting to the students rather than what the instructors want to teach them. At first glance one might say that our society is very focused on education and many believe that without education a successful life cannot be achieved. But on closer inspection, it is not just “book smart” that allows people to navigate through life, but also “street smart” which can be learned through life lessons.   These conclusions would have significant results because most students would benefit from this as well as raise their interest to learn the material and therefore they would excel within the classroom.

Graff’s theory of the public under estimating the knowledge of people who are street smart is extremely useful because it sheds a light on the difficult problem of how our society and education systems are close minded and reserved. Higher education should make it a priority to create more interesting classes and programs that interests the students. Topics such as fashion magazines, car and shopping should be studied within higher education but through “academic eyes” (Graff 386). However, what people fail to realize is that one can benefit from studying these topics and these topics should be considered intellectual. Yet some readers may challenge my view by insisting that these topics are considered to be hobbies. When thinking of an intellectual, many will picture someone reading a Shakespeare’s plays or a person solving chemistry problems. While it is true that playing a sport can be a hobby and reading a fashion magazine can be done on someone’s lunch hour, it does not necessarily follow the fact that it takes less brain capacity to analyze the rhetoric and style of writing. It is just as difficult and time consuming to do that then it is to solve a chemistry problem. A person does need background knowledge and statistical information to fully grasp a specific sport or to examine the style of writing in a fashion magazine; therefore, people should not be undermined for being street smart rather than book smart. Essentially, I am arguing not to undermine Shakespeare and chemistry, but that we should understand that both of these ideas of intellect can be compared to reading a fashion magazine and background statistical knowledge in regards to a sport. I feel that although they seem intellectually different, they take similar brain capacity to accomplish.  

It is made evident within both of these essays that Graff and Rose believe academic intelligence does not account for everything. Those who develop “street smarts” through real world experiences as opposed to a textbook deserve more respect as workers.  The effort and knowledge that is necessary to do blue-collar jobs are of the same level as that of those who go to obtain a formal degree. Those with a formal education are respected more because they withstand years of higher education and receive a degree in a specific field. However, what may do not realize is that a degree in Chemistry may get them a well paying job but will not help them navigate through society as street smarts would. In addition, those who would find it more valuable to read about the subjects related to their interests, rather than those of their professors choice, would thrive in the classroom, and post education employment.

“So What? Who Cares?”

Academic Intelligence isn’t Everything.

 

In today’s society, a lack of formal education is frowned upon. Moreover the inability to understand intellectual teachings such as those found in literature books. Through the essays “Blue-Collar Brilliance”by Mike Rose and “Hidden Intellectualism” by Gerald Graffone can see that academic intelligence isn’t everything. As seen in Roses essay, blue collar workers work hard and receive little to no recognition. According to Rose, these workers that did not attend institutions of higher education were considered to be less intelligent than those that did. Graff believes that “we associate the educated life, the life of the mind, too narrowly and exclusively with subjects and texts that we consider inherently weighty and academic”(380) and that we tend to forget about the knowledge of “cars, dating, fashion, sports, TV or video games” (381). In other words, Graff feels that society undermines street smarts. Blue-collar workers can be seen to have a correlation to being street smart. Within today’s society, those who do not receive an education and become blue collar workers are shown to have significantly higher street smart abilities. Throughout these essay writings, we see that intelligence should not be based only on intellectual readings but based on life experiences and hard work.

In the article “Blue-Collar Brilliance” the main focus was to convey that there are more forms to intelligence then just intellectual. With the focus being so, Rose presents that a broader perspective of views of education allows us to take cognitive learning seriously. Rose advocates the emphasis on what our culture views as intelligence; “Our cultural iconography promotes the muscled arm, sleeve rolled tight against biceps, but no brightness behind the eye, no image that links hand and brain”(Rose 247). In making this comment, Rose urges us to take a step back and to look at the society’s opinion as a whole and how they see that blue-collar work is not as demanding and brain powering than white-collar work. People within society such as intellectuals, examples being scholars, have observed the working class people. Their observations have focused on the work that is being accomplished and not taking into consideration the knowledge and training that must take place beforehand and on the job. Ultimately, what is at stake here is not giving the working class people the credit they deserve for all the hard work they accomplish. According to Rose, one of his uncles did not finish high school and stopped in the ninth grade and later in life went to work for a motor company. Within his experience of working in a car shop he still was able to learn even though something that did not occur in higher education (248).  Rose himself writes, “Though many kinds of physical work don’t require a high literacy level, more reading occurs in the blue-collar workplace than in generally thought, from manuals and catalogs to work orders and invoices, to lists, labels and forms” (253).  In other words, Rose believes that there is a misconception that blue-collar work does not require any intellectual knowledge. These findings challenge the work of earlier researchers, who tended to assume that blue-collar work is mindless and requires no brain power. These findings have always been true but they were never fully recognized.
I agree that blue-collar work should be given more positive acknowledgment then it is given because experiences in my own life confirms it. My family comes from a line of diner owners as well as waiters and waitresses. From se6cond hand experience this work is by no means a walk in the park. Being a waiter takes a lot of patience and hard work. For example, one has to be prepared to deal with the public and be able to multi-task at all times. It may sound easy but it is far from it. It takes specific skills and knowledge to be an excellent worker in this field and not many people can’t handle it.  A waiter must be able to memorize the menu in full as well as deal with emergency situations are they occur.  “Impossible,” some will say, “How difficult can it be to carry a plate or two to customers and tell them to have a good day?” Besides, if one owns the actual diner no hard labor needs to be done by them, therefore it must be easy. While it is true that being a business owner may require less physical work, it does not necessarily follow that less intellectual work is required. I believe that blue-collared work is undermined and should be given more credit for the routines, observation and learning they must accomplish.

Rose’s viewpoint on blue-collar work and how it is undermined based on the knowledge and skills required can be closely correlated to Graff’s argument of street smarts and book smarts. In his article “Hidden Intellectualism” Graff  states that higher education “overlooks the intellectual potential of street smart: and the fact that we associate those street smarts with anti-intellectual concerns” (Graff, 380). Within Graff’s article, he conveys the importance of street smarts and how it should not be underestimated. He wants us to steer clear of associating intelligence with a limited perception of what it means to be educated because that is one of society’s biggest problems. This is a problem because intelligence should not solely focus on intellectual readings but also on life experiences. Graff  emphasizes his argument by stating, “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 seems pale and unreal” (Graff, 384). In making this comment Graff urges us to look at the information that we learn while being educated and realize that a majority of   “book smarts” does not help individuals navigate through society. This interpretation challenges the work of those critics who have long assumed that “book smarts” is all that an individual needs to live a successful life. Graff states this because it is those who are street smart that want to learn other material than just the usual intellectual readings. In Graff’s view, “Students do need to read models for intellectually challenging writing -and Orwell is a great one- if they are to become intellectuals themselves. But they would be more prone to take on intellectual identities if we encouraged them to do so at first on subjects that interest them rather than ones that interest us” (Graff, 380). The essence of Graff’s argument is that it is important for students to read intellectual writings if they intend to become a professional in that intellectual field of writing. However, we should make it a point to teach more information on what is interesting to the students rather than what the instructors want to teach them. At first glance one might say that our society is very focused on education and many believe that without education a successful life cannot be achieved. But on closer inspection, it is not just “book smart” that allows people to navigate through life, but also “street smart” which can be learned through life lessons.   These conclusions would have significant results because most students would benefit from this as well as raise their interest to learn the material and therefore they would excel within the classroom.

Graff’s theory of the public under estimating the knowledge of people who are street smart is extremely useful because it sheds a light on the difficult problem of how our society and education systems are close minded and reserved. Higher education should make it a priority to create more interesting classes and programs that interests the students Topics such as fashion magazines, car and shopping should be studied within higher education but through  “academic eyes” (Graff 386). However, what people fail to realize is that one can benefit from studying these topics and these topics should be considered intellectual. Yet some readers may challenge my view by insisting that these topics are considered to be hobbies. When thinking of an intellectual, many will picture someone reading a Shakespeare’s plays or a person solving chemistry problems. While it is true that playing a sport can be a hobby and reading a fashion magazine can be done on someone’s lunch hour, it does not necessarily follow the fact that it takes less brain capacity to analyze the rhetoric and style of writing. It is just as difficult and time consuming to do that then it is to solve a chemistry problem. A person does need background knowledge and statistical information to fully grasp a specific sport or to examine the style of writing in a fashion magazine; therefore, people should not be undermined for being street smart rather than book smart.

It is made evident within both of these essays that Graff and Rose believe academic intelligence does not account for everything. Those who develop “street smarts” through real world experiences as opposed to a textbook deserve more respect as workers.  The effort and knowledge that is necessary to do blue-collar jobs are of the same level as that of those who go to obtain a formal degree. Those with a formal education are respected more because they withstand years of higher education and receive a degree in a specific field. However, what may do not realize is that a degree in Chemistry may get them a well paying job but will not help them navigate through society as street smarts would. In addition, those who would find it more valuable to read about the subjects related to their interests, rather than those of their professors choice, would thrive in the classroom, and post education employment.

Connecting the Parts

There are many different observations that can be made while looking at this painting.  At first glance, we notice three figures in the image, the server, the police officer and the little boy. One observation that is apparent is that the two adults in the picture are both wearing a smile. We also notice that there is a white material that is sticking out of the knapsack under the little boys stool. In addition, with these immediate observations, one can conclude that this particular scene serves a purpose.
            There are other observations that can be made throughout this illustration. It is shown through symbolism the size of the officer in comparison to the little boy. Naturally, police officers are very respectable and hold authority, which is why the officer holds such a large presence in this painting. The little boy is sitting with his arms pulled in to show that he is hiding something. It can be easily assumed that the police officers asking the little boy questions in regards to his decision to runaway. Questions such as “What is your name?” and “What is your family situation?” may be asked by the officer to try and persuade the little boy to not runaway. Furthermore, to make the little boy more comfortable, the police officer may ask the boy if he would like a piece of pie. I mention this because this eatery specifically looks like a coffee shop, and pie can be seen behind the counter to the left.

            The audience can perceive this painting to convey many different messages. In my opinion it is conveying a theme of education. Naturally, the police officer is educating this little boy on why he should not run away from home and how it could affect his life in the future. While it may be true that, the police officer is speaking to the boy in what seems to be an appropriate setting for my explanation, it does not necessarily follow that the police officer is specifically speaking to the boy about running away. In fact, they may just be speaking about the weather recently. Moreover, is not uncommon for little boys to think of police officers as role models. Thus, the boy may be influenced positively to listen to the officer because of his authority and the respect he receives from the community. This painting immediately conveys a message of education to others, it can be implied that through a lecture one can be educated on what is right and wrong. Education does not always have to be a direct correlation to an educational system. After all, the most valuable lessons are the ones that are not taught to one by a school teacher but by a role model. In this case, for the little boy, we can infer that the police officer takes up the position of the educator.

“Hidden Intellecualism” by Gerald Graff

“In the article “Hidden Intellectualism” by Gerald Graff, many different “naysayers” can be found. These naysayers help to strengthen the authors argument. Graff states in her first paragraph “What a waste, we think, that one who is so intelligent about so many things in life seems unable to apply that intelligence to academic work” By saying this, Graff is giving the audience the opposite point of view on her argument. After that statement she further explains what her argument seem less biased and more open minded. She later states “Students do need to read models of intellectually challenging writing- and Orwell is a great one- if they are to become intellectuals themselves. But…” She then continues to explain her argument further.

According to Gerald Graff’s article “Hidden Intellectualism” society considers informal learning to be watching sports and reading fashion magazines. However, what people fail to realize is that one can benefit from studying these topics and these topics should be considered intellectual. Yet some readers may challenge my view by insisting that these topics are considered to be hobbies. When thinking of an intellectual, many will picture someone reading a Shakespeare novel or a person solving mathematical calculations. While it is true that playing a sport can be a hobby and reading a fashion magazine can be done on someone’s lunch hour, it does not necessarily follow the fact that it takes the same brain capacity to analyze a specific sport and learn the rules and statistics. It is just as difficult and time consuming to do that then it is to solve a math problem. A person does need background knowledge and statistical information to fully grasp a specific sport; therefore people should not be undermined for being street smart rather than book smart. These are some possible ways that Graff could respond to my argument, in regards to his article.

“Are Colleges Worth the Price of Admission?”

Throughout the article “Are Colleges Worth the Price of Admission?” by Andrew Hacker and Claudia Dreifus both authors depict that college institutions both public and private have doubled in price; leaving society to wonder if it is all worth it. The article introduces various different proposals that answer that question. These proposals could set colleges in the right direction if acted on. Hacker and Drefus discuss the importance of engaging all students as well as make students become more thoughtful and interesting people. They state many different ways in which colleges and universities can improve to better those attending and those who wish to attend said school. In the second half of the article, Hecter and Dreifus begin to give examples of different colleges that they visited to do some research. The ones mentioned are the schools that are doing something right. Hacker and Drefus state regarding Ratian Valley Community college that “It’s classes don’t exceed 40 students, and many are seminar size” (184). The colleges that they list are exceptions to their argument that colleges are not worth the prices of admissions and that the majority of schools have yet to prove that there price is worth attendance.

There are three different ways in which one can respond to an article or essay. One can agree disagree or do both within the same statement. In disagreeing with Hecker and Dreifus I could say: By focusing on what can be done to make education at these overly priced schools worth it, Hecker and Dreifus overlook the deeper problem of the efforts that can be made to make these expensive schools more affordable, such as scholarships. If I was to agree I could state: I agree that “nothing can outshine a superb teacher whether in small seminars or large lecture halls” because, I have experienced both superb and horrible professors throughout my semesters in college (or something relevant to the article). If I was to agree on two views simultaneous I could also say: Though I concede the medical programs that exist in many different universities could do research elsewhere at colleges such as Brookings Institution, therefore causing less expenses, I still insist that many of the students that attend schools that are strong in medicine or a focused education cannot afford these specialized schools. Often times they can be just as expensive.

After reading the article “Are Colleges worth the Price of Admission” by Andrew Hecter and Claudia Dreifus, it brought my attention to many different ideas. I never knew the politics and problems that occur within a college or university behind school doors. It is very shocking to see that colleges are so expensive. I do agree with what Hecter and Dreifus believe.  Hector and Dreifus state “Colleges are taking on too any roles and doing none of them well” (180).  In other words Hecter and Dreifus believe that colleges want to offer students the whole package. The student population wants sports and amazing academics, as well as clubs and strong programs. With the money and time that is being put into attending these colleges, each student should be receiving top dollar. The colleges can start getting back on track one step at a time but need to be able to take on many different roles, and do them well.

“The New Liberal Arts”

Throughout “The New Liberal Arts” by Standford J. Ungar many different views were accounted for and expressed.  Achieving a Liberal Arts degree can be seen as a negative and positive accomplishment as seen in this reading. There were three views that I felt I could relate to the most in terms of my personal opinion on the topic of liberal arts. I felt that Misperception No. 1,5, and 7 were the ones most relevant to my opinion.  Misperception No. 1 believed that having a degree in one specific field may put someone at a disadvantage.  This person may be at a dead end when trying to find a job in a specific field if there are no jobs within that field. However, Misperception No. 1 is explaining that having a liberal arts degree gives individuals a greater opportunity to find a job when in need of one. Misperception No. 5 depicts that there is not only one specific way to solve a problem when approached but multiple ways. Techniques can be used from all areas of knowledge to make sure that not just one point of view has all the answers. Misperception No. 7 conveys that it is the small liberal arts colleges that have the time to interact intimately with the students. However, it is the cost of the colleges that steer the population away from such schools. But, because of the economic crisis, more liberal arts colleges are becoming more generous with financial aid. Thus, making some small liberal arts colleges the same price as large public universities.

Ungar states in Misperception No. 1, “”But the career education bandwagon seems to suggest that shortcuts are available to students that lead directly to high paying jobs,-leaving out “frills” like learning how to write and speak well” In other words, Ungar believes that it isn’t acceptable for society to cut corners and apply for a jobs if one does not know the general knowledge. Having writing and speaking skills are essential to life and should not be avoided. Uggar himself writes in Misperception No. 5 “It promotes the idea of listening to all points of view and not relying on a single ideology” Ungar’s point is that having a single view on an idea and being narrow minded is not a good mind set. It is healthier to be able to hear everyone’s idea from all view points. According to Ungar “Financial issues cannot be ignored, but neither can certain eternal vertices:” In making this comment, Ungar urges us to take notice that going to a liberal arts college can be extremely expensive, but the money we well spent. Ungar states that a Liberal Arts college gives “a sense of community emerges that prepares young people to develop high standards for themselves and others”

“Blue-Collar Brilliance” by Mike Rose

The article “Blue-Collar Brilliance” written by Mike Rose emphasizes that blue-collar jobs require just as much mind and body as jobs which require education. Rose states that “Intelligence is closely associated with formal education” (Rose, 247). However, despite this assumption which has been absorbed throughout our cultural history, more reading occurs in the blue-collared workplace then one would assume. Rose argues that although society defines ones IQ by their intelligence received by school grades, a blue-collar worker must gain experience through observations, and become accustomed to work related actions and through physical assistance. Rose claims “if we believe everyday work to be mindless, then that will affect the work we create in the future” (Rose, 254). Devaluing the work of those with limited educational opportunities will only hurt the results of the work force in times to come.

I do acknowledge Rose’s view points on “Blue-Collar Brilliance” and that it is under estimated. However, in my opinion, it is not that these blue-collar workers are not capable of achieving higher education; it is because some choose not to. I believe that every individual has the potential and inherent intelligence to accomplish some degree of education. It is up to the individual however, to be motivated and follow through with this process. Although it is a pity that these blue-collared workers do not get the credit they deserve, in a sense they are receiving credit comparable to the effort they put into education.

Education, in my eyes, is essential to live a comfortable life. There are instances when education is not a necessity to be successful; however, there are no guarantees in life. For instance, among member of my family the diner business is very common. Many diner owners did not go to college because running a diner does not take higher education. These owners are successful, although in some cases a diner may be forced to close down. If this is the case, what does the owner have left as an option? This owner does not have a college education to go seek a new job, but has to find a diner willing to hire an individual who is used to being paid a decent salary. I do not agree that college is not for everyone. If I had the option between being a blue collared worker or becoming a doctor but receiving the same pay even though one requires more education then the other, I would chose the blue-collar work. Why? Going to school is not what many individuals would call recreational, but I am attending college because I think it is always good to have some form of higher education regardless of one’s professional career.