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Crystal Chavez

Professor Granillo

English 101

29 November 2018

Midterm

1. “Intelligence is closely associated with formal education-the type of schooling a person

has, how much and how long- and most people seem to move comfortably from that

notion to a belief that work requiring less schooling requires less intelligence” (Rose

381). It is saying that one’s intelligence is linked to their recent form of education and

how it implies to the work they aim for such as those jobs that don’t need a lot of

education requirements doesn’t require high intelligence. He is against the assumptions

and uses examples out of his family to show how successful they are in work with poor

education. Rose demonstrates against the generalized assumption in telling of workers

that he experienced achieve many through separation of the mind and body. The closest

to stating his opinion on the topic, his wording in that text states e doesn’t believe in that

and sees it differently. He is against the notion that those with less schooling go to work

with less intelligence. The work one person goes to has the ability to enhance one’s

intelligence.

2. The author, Mike Rose, was motivated by his experience of witnessing his family’s

working who had little education. In the article, “Blue Collar Brilliance” Rose states,

“With an eighth-grade education, Joe advanced to supervisor of a G.M. Paint and Body

Department” (363). The author had a feeling of pride for his uncle who moved to the top

of work with not much education to offer. Rose learned more out of his uncle that the
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work enhanced intelligence, “Still, for Joe the shop floor provided what school did not; it

was like schooling he said, a place where you’re constantly learning” (382). It led the

author to begin study of how his uncle and mother worked with though processing. He

wants to inform people, out of the data he got, that one doesn’t need a lot of schooling to

work and get to where they want to be. Out of what one can get a job, intelligence can be

enhanced from what the work can offer such as reading, strategizing and much more.

3. In the article, “Blue Collar Brilliance” the author balances the use of rhetorical modes,

ethos, pathos, and logos to support that one doesn’t need a lot of schooling to work as one

can learn from work to rise. Mike Rose uses ethos to show authority and experience,

pathos to express the emotions he held for his personal experience with family, and logos

to state the research of intellectual capacity. In ethos, Rose informs that he studied and

graduated in education and cognitive psychology. “I went back to graduate school to

study education and cognitive psychology” (380). It demonstrates his credibility in that

field which conducts to logos in his research of a worker’s intellectual capacity. Being

motivated by his family, Rose uses logos to study the worker’s intellectual capacity when

they have little education. “Eight years ago, I began a study of the thought process

involved in work like that of my mother and uncle” (383). His work of studies came from

what he felt out of the sight of his family’s hard work, connected to his use of pathos. He

uses pathos to demonstrate the emotion he felt growing up to her his family’s strength in

work with little education. “I couldn’t have put in in words when I was growing up, but

what I observed in my mother’s restaurant defined the world of adults” (379). In that

shows the emotions built up where he couldn’t speak to express but explain what it

meant.
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4. Their disagreement would be based on that the idea that one doesn’t need a lot of

education to work and improve. One would agree with the typical assumption,

“Intelligence is closely associated with formal education” (381). It guides people to gain

smarts with school and make a difference in the world. Work doesn’t do that because it is

required before hand. Such as stated, “no image that links hand and brain” (381). It is not

expected to learn from work as they expect one to already know. It is generalized, but in

fact true that work doesn’t offer a lot to those with no education that meets up.

5. I am in two minds of this article as it has its persuading facts but contains flaws to fully

support. The flaw to this is that it took place where the work wasn’t as strict as it is now.

“When I was growing up in Los Angeles during the 1950’s” (377). This was years ago

and is currently isn’t the same era of the work force as it is now. He only seems to focus

on jobs that don’t offer to pay a lot as the jobs that are nearly created today. “As I

watched a cabinet maker” (387). What about jobs like scientists, politics, and etcetera?

Other than those flaws, there is a sense of agreement that one can from work, if they

work hard. “If we believe every day in work, then that will affect the work we create in

the future” (388). There is no limit of one’s education to what they can offer.