Madison Gipe
College English
Response Essay
2-3-16
Street Smart vs. Book Smart
Is being “street smart” more important than excelling in school? In the article “Hidden Intellectualism” by Gerald Graff, he discusses how schools could use the street smarts of their students to tap into their academic ability. He believes that the students who tune out the academic writings of George Orwell and Shakespeare would be more interested in topics about their hobbies, which could eventually lead to advanced literature. While Graff makes a valid point that more students would excel academically if professors would appeal to their specific interests, I do not agree that students who write about their interests would write at the same level as if they wrote about Socrates or Galileo. Nevertheless, I agree and disagree on Graff’s opinion that street smarts are more important than book smarts.
First of all, I agree that students should read intellectual literature and expand their mind, as well as that professors should appeal to the interests of their students. According to Graff, “. . . 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” (381). Graff’s point is that if the professors made an effort to reach out to the students and incorporate their interests in the lessons, then students would also make an effort in class as well. I agree because in my experience when teachers ask me to read literature that I do not understand, I get frustrated and lose interest. However, if a teacher asks me to read about my passions or hobbies and write a paper or small essay about them, I would be intrigued and want to spend time doing my homework rather than dreading the assignment. Overall, I agree that students will be more attentive in class if they have some way to relate to and understand the material.
Towards the end of his article, Graff addresses a possible objection that could be made against him. He states, “For students who get excited about the chance to write about their passion for cars will often write as poorly and unreflectively on that topic as on Shakespeare or Plato” (Graff 385). I disagree with this objection because if students care about what they are writing, I believe they will do their best work. The way I see the situation is that the more I am interested in a project the more I care, so I will try my hardest to do the best work I can. However, if I do not understand what I am supposed to do or am not interested in the subject, I will not care as much how the end product turns out. Therefore, I disagree that the student’s writing would not improve; on the contrary, I think the writing piece will improve.
Lastly, Graff explains that he thinks, in our society, street smarts are essential over book smarts. He shares his belief by saying, “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. They also satisfy the thirst for community” (Graff 384). Though I concede that street smarts are important, I still insist that book smarts are just as significant. Yes, street smarts can be helpful in many ways and may seem more applicable than book smarts; however, book smarts are necessary in order to reach the part of our lives where street smarts are beneficial and constructive. To me, both street smarts and book smarts are imperative each and every day of our lives.
In conclusion, whether or not street smarts or book smarts are more important in life depends on who you ask. In Gerald Graff’s article “Hidden Intellectualism,” he addresses that bringing students’ street smarts into the classroom could help improve their book smarts. He believes that students would be more captivated in their school work if the projects were about their hobbies. Graff and I agree on this matter and think teachers would experience great success in the classroom. However, I disagree with the objection that students would produce the same academic results when writing about a topic that fascinates them, rather than a topic that does not. Finally, I agree with Graff that street smarts are important, but I disagree that they are more important than book smarts.
Works Cited
Graff. "Hidden Intellectualism." They Say I Say With Readings. By Gerald Graff and Cathy Birkenstein. Ed. Russel Durst. 2E ed. New York: W.W. Norton & Company, 2012. 380-387. Print
College English
Response Essay
2-3-16
Street Smart vs. Book Smart
Is being “street smart” more important than excelling in school? In the article “Hidden Intellectualism” by Gerald Graff, he discusses how schools could use the street smarts of their students to tap into their academic ability. He believes that the students who tune out the academic writings of George Orwell and Shakespeare would be more interested in topics about their hobbies, which could eventually lead to advanced literature. While Graff makes a valid point that more students would excel academically if professors would appeal to their specific interests, I do not agree that students who write about their interests would write at the same level as if they wrote about Socrates or Galileo. Nevertheless, I agree and disagree on Graff’s opinion that street smarts are more important than book smarts.
First of all, I agree that students should read intellectual literature and expand their mind, as well as that professors should appeal to the interests of their students. According to Graff, “. . . 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” (381). Graff’s point is that if the professors made an effort to reach out to the students and incorporate their interests in the lessons, then students would also make an effort in class as well. I agree because in my experience when teachers ask me to read literature that I do not understand, I get frustrated and lose interest. However, if a teacher asks me to read about my passions or hobbies and write a paper or small essay about them, I would be intrigued and want to spend time doing my homework rather than dreading the assignment. Overall, I agree that students will be more attentive in class if they have some way to relate to and understand the material.
Towards the end of his article, Graff addresses a possible objection that could be made against him. He states, “For students who get excited about the chance to write about their passion for cars will often write as poorly and unreflectively on that topic as on Shakespeare or Plato” (Graff 385). I disagree with this objection because if students care about what they are writing, I believe they will do their best work. The way I see the situation is that the more I am interested in a project the more I care, so I will try my hardest to do the best work I can. However, if I do not understand what I am supposed to do or am not interested in the subject, I will not care as much how the end product turns out. Therefore, I disagree that the student’s writing would not improve; on the contrary, I think the writing piece will improve.
Lastly, Graff explains that he thinks, in our society, street smarts are essential over book smarts. He shares his belief by saying, “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. They also satisfy the thirst for community” (Graff 384). Though I concede that street smarts are important, I still insist that book smarts are just as significant. Yes, street smarts can be helpful in many ways and may seem more applicable than book smarts; however, book smarts are necessary in order to reach the part of our lives where street smarts are beneficial and constructive. To me, both street smarts and book smarts are imperative each and every day of our lives.
In conclusion, whether or not street smarts or book smarts are more important in life depends on who you ask. In Gerald Graff’s article “Hidden Intellectualism,” he addresses that bringing students’ street smarts into the classroom could help improve their book smarts. He believes that students would be more captivated in their school work if the projects were about their hobbies. Graff and I agree on this matter and think teachers would experience great success in the classroom. However, I disagree with the objection that students would produce the same academic results when writing about a topic that fascinates them, rather than a topic that does not. Finally, I agree with Graff that street smarts are important, but I disagree that they are more important than book smarts.
Works Cited
Graff. "Hidden Intellectualism." They Say I Say With Readings. By Gerald Graff and Cathy Birkenstein. Ed. Russel Durst. 2E ed. New York: W.W. Norton & Company, 2012. 380-387. Print