One feature of Graff’s Clueless in the Academe that I appreciated was that the book itself modeled the points he was making.  In his first chapter, Graff argues that journalistic (or popular) culture and academic culture are not worlds apart as they once were, but in fact, “the university is itself popular culture” (21).  From there, the play on movie titles (Six Degrees of Obfuscation; The Revenge of the Nerds) he uses as chapter subheadings gives the academic book a pop culture feel.

            His second chapter on The Problem Problem is, on the surface, a discussion of the kinds of problems English teachers dig up in texts that do not appear to students to be problems at all.  Of course, Graff’s deeper problem, the failure of students to recognize problems, is the real problem, and Graff has the solution.  “Give the students the help they need to conduct the search [for meaning] well, with a sense of how and why it can be useful” (52).  Their apathy for learning the art of argumentation, as well as their naiveté regarding the value of analyzing the cultural assumptions imbedded in forms of entertainment, is closely linked to their inability to recognize the kinds of problems English teachers “dig up,” and can be ameliorated by helping students see the purpose and power of argumentation. 

            In chapter 4, Graff demonstrates the technique of engaging in argumentation, ironically, in opposition to Deborah Tannen’s argument that argument should be abolished.  He does with Tannen’s book exactly what he wants students to learn to do, being careful to be polite and specific, and to identify the points on which they can agree.  His chapter on Paralysis by Analysis is another example of a carefully planned and executed argument, just to make sure we see how it is to be done, while he makes his point.

            Graff does a good job of showing by his writing style and ample us of examples that “it is possible to do justice to the complexity of academic subjects while communicating clearly to nonspecialist audiences” (134).  His sound bite conclusion to chapter 7 was in keeping with his modeling of ideas:  “It is time to rethink the view that the university in not in the gist business” (154).  As a writing instructor, I was thrilled to hear him say it was his sense of audience that prompted him to revise his writing style.  In fact, most of Graff’s book seemed more relevant to me as a teacher of writing than a teacher of literature.