Hidden intellectualism

read and use.
1500words minimun argumentative essay in draft that makes a Claim on Question at issue and derived from the essays included in cycle one reading. then your peper should then support that claim with a reason and specific Evidence.
one of the requirement article:

http://www.nytimes.com/2005/04/24/magazine/24TV.html

Hidden intellectualism

An excerpt from They Say/ I Say:

The Moves that Matter in Academic Writing

By Gerald Graff

1 Everyone knows some young person who is impressively “street smart” but
does poorly in school. 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. What doesn’t occur to us, though, is that schools and colleges
might be at fault for missing the opportunity to tap into such street smarts and
channel them into good academic work.

2 Nor do we consider one of the major reasons why schools and colleges
overlook the intellectual potential of street smarts: the fact that we associate
those street smarts with anti-intellectual concerns. 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. We assume that it’s
possible to wax intellectual about Plato, Shakespeare, the French Revolution,
and nuclear fission, but not about cars, dating, fashion, sports, TV, orvideo
games.

3 The trouble with this assumption is that no necessary connection has ever
been established between any text or subject and the educational depth
and weight of the discussion it can generate. Real intellectuals turn any
subject, however lightweight it may seem, into grist for their mill through the
thoughtful questions they bring to it, whereas a dullard will find a way to drain
the interest out of the richest subject. That’s why a George Orwell writing on
the cultural meanings of penny postcards is infinitely more substantial than the
cogitations of many professors on Shakespeare or globalization (104-16).

4 Students do need to read models of 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.

5 I offer my own adolescent experience as a case in point. Until I entered
college, I hated books and cared only for sports. The only reading I cared to
do or could do was sports magazines, on which I became hooked; becoming
a regular reader of Sport magazine in the late forties, Sports Illustrated when
it began publishing in 1954, and the annual magazine guides to professional
baseball, football, and basketball. I also loved the sports novels for boys
of John R. Tunis and Clair Bee and autobiographies of sports stars like Joe
DiMaggio’s Lucky to Be a Yankee and Bob Feller’s Strikeout Story. In short,

I was your typical teenage anti-intellectuaI-or so I believed for a long time.
I have recently come to think, however, that my preference for sports over
schoolwork was not anti-intellectualism so much as intellectualism by other
means.

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