Turnitin - Hidden Intellectualism - Anti Intellectualism - Report Writing Assignment Help

Internal Code : 2AGCI

Turnitin - Hidden Intellectualism & Anti Intellectualism - Report Writing Assignment Help

Task : Hidden Intellectualism “Hidden Intellectualism," by Gerald Graff is a compelling take on how overlooked knowledge in society and how to persuade it in an educational setting. He begins with an example by Michael Warner, who believes it helped him develop his intellect having been surrounded by argument. This example points out intellect is not only often drawn from unexpected sources, but ones believed to be contrary to intellectualism as well. Graff proposes that teachers invest in understanding what students take an interest in, regardless of its perceived intellectual nature as it can be used to further their education and possibly breed a whole new generation. Graff proposes arguments that can lead to thoughts being more articulate and thus allowing street smarts to become more intellectual. Graff then moves to present a more detailed example using his personal experiences while leaving his proposal in mind to provide more context for hidden intellectualism. Graff begins his example with his life in the 50s, he points out a series of situations that can influence anti-intellectualism and outlets for hidden intellectualism. The most obvious of which was school, though Graff never describes playing hooky or getting suspended, he does clarify that he had a hard time holding interest due to lack of context in the teachings and obvious social pressures. He also points out how the schools themselves didn’t encourage intellectualism through the system belief on how subjects should be taught. Despite all this, Graff had his forms of hidden intellectualism, all which were full of arguments. With this, Graff makes it clear that regardless of society around oneself intellectualism finds a way to manifest itself. The final portion of Graff’s article returns to factoring this into education and how to bring it directly into a classroom. He begins by encouraging argument in classrooms and addressing reasons for it such as argument's job to be constructive versus other forms of conflict and how suppressing argument in environments as diverse as a school can cause more problems than it solves. He points out that many classes that pander to students’ individualism tend to go too far with this and lose focus on the subject and no longer promote intellectualism. Graff closes his article by explaining that by getting students to reflect on how they feel about intellectualism and its traits can be an effective way to coax out the hidden intellectual in us. In all, Graff presents the idea of hidden intellectualism and methods to bring it into education well he uses too many erroneous examples that apply only to himself. Graff’s portion of the article which is dedicated to his biography does serve to exemplify the finer points of what hidden intellectualism is, however, it fails to do so in a punctual manner. Graff waxes about his childhood where he could be providing more detailed information about the theory behind teaching intellectualism to students. Even with his audience being fellow teachers, his continuing to use himself as an example and apply the writing towards his experience takes away from the purpose of the article. His example of Michael Warner clarifies what hidden intellectualism is and how it comes about. To add to the number of pages dedicated towards himself and correcting his mistakes in his book and addressing a high school student criticism take away from the ethos of the writing. Where, he could have used valuable space to more detail his course's curriculum or more alternative strategies to address hidden intellectualism, he spends it writing about himself and his intellectualism. Client : Australia

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