In the article, “Hidden Intellectualism” Graff argues that streets smarts are being not utilized enough in students’ academic work. He incorporates several examples that support his claim including how sports taught him how to effectively write an argument. Graff also uses an eye-catching introduction with an intriguing example of Michael Warner’s transformation and intellectualism as the main theme. Overall Graff gives his audience a perfect template for argumentative writing with balance, style, and of course persuasion.
Not only does sports improve individuals writing skills but Graff explains, “When you enter sport debates, you become part of a community that was not limited to your family and friends, but the national and public. Whereas …show more content…
In order to grasp his reader’s attention Graff appeals to emotion through his experience in childhood, as mentioned in this quote, “In the Chicago neighborhood I grew up in… I was desperate for the approval of the hoods… it was not good to be book smart. The hoods would turn on you if they sensed you putting on airs over them” (Graff para. 6) which effectively involves pathos appealing to emotion to help readers connect and relate with him. Ethos is less supported by actual experts but rather pop culture icons, such as Marilyn Monroe. Lastly, logos is incorporated mostly through observation and testimony. Logos, Ethos, and Pathos are shown very well by the author to invoke emotion, encourage belief, and help us side with …show more content…
Every human being is different on some level especially since we all have diverse interests but yet “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” (2) school systems again and again will force them to only engage with “academically rich” reading and writing leaving out the potential for an individual to explore and write about what their passions. By doing this students miss the chance to create meaningful work that captures others attention through what may by their best work. These decisions should be made by the individuals themselves considering “They would be more prone to take on intellectual identities if we encouraged them to so at first on subjects that interest them rather than ones that interest us.”(4) and not be forced against their will to participate in work that does not appeal to them since it most likely result poor work. In addition he explains that their boredom and alienation could diminish if they channeled their interest, for example, for sports into understanding “intellectual”
Not only does sports improve individuals writing skills but Graff explains, “When you enter sport debates, you become part of a community that was not limited to your family and friends, but the national and public. Whereas …show more content…
In order to grasp his reader’s attention Graff appeals to emotion through his experience in childhood, as mentioned in this quote, “In the Chicago neighborhood I grew up in… I was desperate for the approval of the hoods… it was not good to be book smart. The hoods would turn on you if they sensed you putting on airs over them” (Graff para. 6) which effectively involves pathos appealing to emotion to help readers connect and relate with him. Ethos is less supported by actual experts but rather pop culture icons, such as Marilyn Monroe. Lastly, logos is incorporated mostly through observation and testimony. Logos, Ethos, and Pathos are shown very well by the author to invoke emotion, encourage belief, and help us side with …show more content…
Every human being is different on some level especially since we all have diverse interests but yet “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” (2) school systems again and again will force them to only engage with “academically rich” reading and writing leaving out the potential for an individual to explore and write about what their passions. By doing this students miss the chance to create meaningful work that captures others attention through what may by their best work. These decisions should be made by the individuals themselves considering “They would be more prone to take on intellectual identities if we encouraged them to so at first on subjects that interest them rather than ones that interest us.”(4) and not be forced against their will to participate in work that does not appeal to them since it most likely result poor work. In addition he explains that their boredom and alienation could diminish if they channeled their interest, for example, for sports into understanding “intellectual”