of educators limited and narrow views that intellectualism is only associated with book smarts instead of realizing that students can develop their intellectual and academic way of thinking through non-traditional subjects that interest them. Graff conveys that by making students non-academic interests the focus can attract and motivate them to learn but acknowledges that in doing so does not necessarily translate into developing their intellectual skills. He believes that students must be able
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knowledge more conveniently than any previous age. The plentiful methods in getting knowledge cause some people to doubt the functions of the college‚ and claim that the college has been already not the best place in nurturing intellectuals. Gerald Graff expresses the similar idea depending on his childhood’s experience in “Hidden intellectualism”‚ and claims the “street smarts” can provide more benefits than “book smart” which we learn in the college. I would argue that the college is still the best
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Former Modern Language Association president‚ Gerald Graff argues that if a student’s individual interests are incorporated into learning techniques‚ they will gain more academically. In his essay “Hidden Intellectualism” published in 2003‚ he suggests having interests in things besides standard common core curriculum is not anti-intellectualism. People gravitate towards certain interests because it perhaps requires more of their intellect in a way they can easily comprehend and engage. Furthermore
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In the introduction to “They say/I say”: The Moves That Matter in Academic Writing‚ Gerald Graff and Cathy Birkenstein provide templates designed to engage students to critically and academically think at the college level and in life. Specifically‚ Graff and Birkenstein argue that the types of writing templates they offer students the necessary means to formulate and structure their writing in an effective manner. As the authors themselves put it‚ "the underlying structure of effective academic
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Features of a command economy found on the book are: The dictatorship of Colonel Hyrum Graff of the International Fleet‚ a benevolent dictator‚ comes to take Ender away to Battle School. The control of Colonel Graff in battle school until Ender leaves and which Ender will accompany him until he will pass the training of Ender to Mazer Reckham‚ an International Fleet Commander. The dictatorship of Colonel Graff is the part in the story where he tries to break the moral of hid students especially Ender
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“They Say/I Say”: The Moves That Matter in Academic Writing In the introduction to “They Say/ I Say”: The Moves That Matter in Academic Writing‚ Gerald Graff and Cathy Birkenstein provide templates throughout the first six chapters in the book. The writers specifically designed these templates to make it easier on the write on how to write a professional and well written paper. It structures and expresses your own writing in words you couldn’t think to express. A unique feature is the way they
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taking what he already knew about Bonzo’s history and using the information to verbally attack him‚ claiming that Bonzo had no honor. This event shows that Ender‚ the best example of a leader in the book‚ knows how to use words as weapons. Colonel Graff displays his persuasive side when convincing
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It is helpful to us in lot of ways. The following bibliography reveals the different aspects of electronic media. Bissel‚ Tom. “Extra Lives: Why Video Games Matter” ” They Say I Say with Readings. Eds. Cathy Birkenstein‚ Russel Durst‚ Gerald Graff. New York: W.W. Norton & Company‚ 2012. 349-362. Tom Bissell in “Extra Lives: Why Video Games Matter” emphasize the importance of video games in our life. Tom supports his affection with the video games by telling his story with a
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Our portrait as students is an evolution of experiences of continuous life’s challenges and disasters. In our childhood‚ we consider our parents the first teachers. In the process of growing and maturing‚ we join the educational world going to school at the same time that we are introduced to the school of life. As scholars‚ we have experienced Freire’s two educational methods – bank-clerk and problem-posing. It is true that the educator would decide what method to employ‚ however‚ at the end‚ most
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“If Graff was setting him up‚ there’d be no help unless he helped himself.” (Card 33). Graff wanted Ender isolated from the kids at Battle school so he doesn’t pick up their thought methods‚ and from the adults so that he learns to not depend on them. Later on‚ Graff says that there won’t be anybody to look up to‚ or to expect help from during the war. Ender has a hard time handling
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