...“Blue-Collar Brilliance” Analysis essay In the article “Blue-Collar Brilliance” by Mike Rose, the author argues that jobs that do not require a large amount of formal education, still require a certain kind of intelligence. Rose shares his mother’s and uncle’s experiences as blue-collar workers and his study to support his claim. Rose introduces the article sharing stories about his mother, Rosie, experience working as a waitress, “she’d sequence and group task: what could she do first, then second, then third as she circled through her station” (Page. 1034). Rose includes this quote to describe that from observing his mom, he noticed that in order to adapt how active the restaurant was, his mother would mentally devise strategies to remain efficient in her work. Rose understood that her job was not solely based on manual labor unlike the common stereotypes, but instead both manual labor and intelligence. Rose later describes their family educational background stating that his mother was a middle school dropout, he included this to support the idea that even though she does not have a lot of...
Words: 480 - Pages: 2
...The type of education that schooling provides a student is the type a student needs in order to prepare for a professional career such as a doctor or scientist. Not many students will think about working on assembly lines or waitressing for a living. From early times, acquiring an education has become a symbol of success and shows the talent and intelligence that a person has. Most people that do not achieve a higher education are often misinterpreted as being unskilled and uneducated. However, in Mike Rose’s essay “Blue Collar Brilliance," he counteracts the belief that a person without a proper education is invaluable. Rose introduces his mother Rosie as his primary example of a skillful worker as she has been a blue collar worker since...
Words: 689 - Pages: 3
...Resources for Teaching Prepared by Lynette Ledoux Copyright © 2007 by Bedford/St. Martin’s All rights reserved. Manufactured in the United States of America. 2 1 f e 0 9 d c 8 7 b a For information, write: Bedford/St. Martin’s, 75 Arlington Street, Boston, MA 02116 (617-399-4000) ISBN-10: 0–312–44705–1 ISBN-13: 978–0–312–44705–2 Instructors who have adopted Rereading America, Seventh Edition, as a textbook for a course are authorized to duplicate portions of this manual for their students. Preface This isn’t really a teacher’s manual, not, at least, in the sense of a catechism of questions and correct answers and interpretations. Because the questions provided after each selection in Rereading America are meant to stimulate dialogue and debate — to generate rather than terminate discourse — they rarely lend themselves to a single appropriate response. So, while we’ll try to clarify what we had in mind when framing a few of the knottier questions, we won’t be offering you a list of “right” answers. Instead, regard this manual as your personal support group. Since the publication of the first edition, we’ve had the chance to learn from the experiences of hundreds of instructors nationwide, and we’d like to use this manual as a forum where we can share some of their concerns, suggestions, experiments, and hints. We’ll begin with a roundtable on issues you’ll probably want to address before you meet your class. In the first section of this manual, we’ll discuss approaches to...
Words: 57178 - Pages: 229
