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Let's practice Part 2 of your Rhetorical Precis!  The "HOW" the author supports their claim.  1)Open up your Graff text with your marks and annotations.             2)Choose one of the rhetorical techniques I have listed on the following sticky (these are taken from Graff's text that you annotated) 3)Use the academic sentence starter I give you on the following sticky as well.

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Let's practice Part 2 of your Rhetorical Precis!  The "HOW" the author supports their claim.  1)Open up your Graff text with your marks and annotations.             2)Choose one of the rhetorical techniques I have listed on the following sticky (these are taken from Graff's text that you annotated) 3)Use the academic sentence starter I give you on the following sticky as well.

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Choose one technique below and use the below Academic Sentence Starter:

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Choose one technique below and use the below Academic Sentence Starter:

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Graff supports his claim by....(use one below and explain/elaborate on it....)

alluding to....in order to show..
using an anecdote that...
pointing out that...
reflecting on...
describing how...
comparing .....in order to show
quoting...
suggesting that...
concluding with....
(If you want to use another technique that is not on this list you can....)

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Graff supports his claim by comparing the potential of street smarts and book smarts using sports and academic. He is also pointing out that both have opportunities even if it's anti-intellectual or intellectual. 

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Graff supports his claim by comparing the potential of street smarts and book smarts using sports and academic. He is also pointing out that both have opportunities even if it's anti-intellectual or intellectual. 

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Graff supports his claim by describing how schools and colleges overlook street smarts and prefer book smarts and that what  makes a student an intellectual.  He suggest that schools should use the non academic interests of students as opportunities to help them become intellectuals.

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Graff supports his claim by describing how schools and colleges overlook street smarts and prefer book smarts and that what  makes a student an intellectual.  He suggest that schools should use the non academic interests of students as opportunities to help them become intellectuals.

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Graff supports his claim by comparing book smarts and street smarts, and describing how people overlook street smarts.

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reflecting on his past that sports is more enjoyable than school by exploring the fundamentals of it. School to him was boring while sports was paced as he taught himself the fundamentals of writing while being part of the community that non academic stuff like sports should have been an interest for the students.

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Graff supports his claim by suggesting that people with street smarts and book smarts can be educated in different ways so that both of them have opportunities.

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Graff supports his claim by using an anecdote to show that he was never really into intellectualism but he did enjoy sports. What he wanted to show is that street smarts is a form of intellectualism by showing his personal experiences with sports.

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Graff supports his claim by reflecting on  collages and his own personal life, trying to manage being street smart and book smart and how he preferred sports because school wasn’t interesting for him .

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Graff supports his claim by pointing out the importance of seeing "through academic eyes" when writing about one's non academic interest

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Graph supports his claim by using an anecdote of his own  personal experience to show that teenagers often think they're not intellectuals but they are when it comes to their interests.

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Graff supports his claim by comparing book smart and street smart. He does this comparison due to the fact that he feels he was better at sports than he was at school. He’s trying to make a point that being street smart is just as important as being book smart because they both teach you different things.

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Graff supports his claim by pointing out that schools and Colleges only search for intellectual people  by saying that you can only be successful if you are books smart and you are good academic standing, but we can see that being streets smart you can be successful as well.

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Graff supports his claim by using an anecdote that reflect how he was book smart but only with things that were of he interest. He show his intellectualism with sports and not with school’s book like others.

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Graff supports his claim by the comparing and contrasting of the two type of intelligence one may have, book smarts or street smarts, and with that in mind we can understand his example of his personal experience that came from him enjoying sports better than sports, school was not interesting

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Graff supports his claim by the comparing and contrasting of the two type of intelligence one may have, book smarts or street smarts, and with that in mind we can understand his example of his personal experience that came from him enjoying sports better than sports, school was not interesting

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Graft supports his claim by comparing street smarts and academically smart. He just realized that street smart haven’t too much support from school and colleges because they preferred the academics world. The author says that we associate smart street with anti-intellectual concerns, he also said that we associate the educated life too narrowly and exclusively with subjects and texts that we consider inherently weight and academic.

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Graff supports his claim by using different examples of streets smarts and book smarts to show what they both have intellectual intelligence.

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Graff supports his claim by explaining how there is a difference between street smarts and book smarts, while also stating that having either doesn't make you any less intelligent.

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1) Graff supports his claim by discovers the basis of critical thinking, Graff has proof that street smart have intellectual depth and argues about the logic behind street smart and book smart.

2) Graff compares sports and schools by describing schoolwork as isolating yourself from others and sports you are apart of debating and becoming part of community.

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Graff support his claims by showing the audience b