September 17 (73X)

September 17, 2015Which male name means “ruler of an estate”?

A. HenryB. HectorC. HugoD. HarveyE. Howard

TURN IN YOUR ANNOTATED DANIEL PINK TED TALK

Learning Objectives: Understand chapters 1, 2, and 2a of

Drive and apply that understanding to real world problems

Assess knowledge of Type A and Type B personalities to prepare for chapter 3

Paraphrase Use PaperRater

Drive “…and the Special Circumstances When They

Do”

When do carrots and sticks work?

What are the three steps to motivating people for boring jobs?

TED TALK PAPER

TED TALK

DANIEL PINK TED TALKComplete the Ted Talk form

You Are a Manager You are managing a group of fifteen employees I will give you a task (because I am the head honcho!) Your job is to get the employees to do it using the

techniques Pink describes in chapters 2 and 2a (use the chart on page 67 to help)

Describe (specifically) what you would do as the manager to ensure the completion

You cannot pay them more money—I am the boss; only I can do that!

You must connect your plan to Pink’s findings about motivation

What outcome do you expect?

Managers Get in a group with the people who had

the same task Discuss

How did everyone approach the task? What differences do you see? What similarities? Come up with a group plan and present to the

class

Present Your Management Technique

1. What motivation model is the group using?A. Intrinsic motivation

(the group is not offering rewards or threatening punishments, but is fostering the employees’ inner motivation somehow)

B. Motivation 2.0 (carrots and sticks/rewards and punishment)

2. Does the job seem suited for that type of motivation model based on Pink’s argument?A. YesB. No

3. Do you think the group’s motivation model will work for the task?A. YesB. No C. Not sure

BREAK

SURPRISE QUIZ!Use your clicker to submit your

answer

To write a really good summary, you must be able to suspend your own beliefs and put yourself in the shoes of someone else.A.TrueB.False

You should insert your own opinion into the summary.A.TrueB.False

“List summaries” (summaries that list the original author’s various points) are a good way to make sure you cover all of the material and therefore create a solid summary.A.TrueB.False

Your summary should fit your composition’s larger agenda.A.TrueB.False

For a good summary, you must summarize all of the author’s main points.A.TrueB.False

PARAPHRASINGSummary of a Shorter Passage

Paraphrasing Highlight (or underline) all of the places in Essay #1

that you summarize “Brainology” Make sure you use a signal phrase

A signal phrase is introducing the text and author— First paraphrase: According to Carol Dweck in her essay

“Brainology,” a growth mindset is … The rest of the paraphrases: Dweck shows how a fixed mindset… Use the templates from pages 39-40 of They Say/I Say

Make sure you have a citation A citation tells your readers where your information comes

from Your citation should look like this (Dweck 3). If you use the author’s name to introduce the paraphrase, your

citation should look like this (3). Make sure you sandwich your paraphrase with your

ideas!

PREPARE FOR AND FOLLOW UP ON A PARAPHRASE

To integrate a paraphrase properly within a paragraph, a good writer usually has

(1) At least one sentence to introduce the paraphrase,

(2) the paraphrase itself, and(3) at least one sentence to comment on

the paraphrase.

Top piece of bread: at least one sentence to introduce the paraphrase

Meat: paraphrase with proper documentation

Bottom piece of bread: at least one sentence to explain, comment on, or provide an example of the paraphrase (usually the majority of the paragraph)

S-E-E PARAGRAPHS

S for Statement

Begin with a topic sentence that gives the reader a sense of what the single main idea of the paragraph will be. This sentence should be one of the “supporting reasons” for your thesis statement. It should have opinion!

E for Evidence

This is the part of your paragraph where you support your topic sentence by including a specific point taken from the “proof text” (the essay, article, book, everyday life, etc. you are writing about or analyzing). The evidence is a paraphrase or quotation.

E for ExplanationYou want to explain your topic sentence and its connection to the evidence. You want to include your analysis here. Why did you include the quotation or paraphrase? What do you want to say about it? You should include specific examples to illustrate your points (these examples should come from you, not the source), but be sure to show how your examples connect to your statement (topic sentence). This section should comprise the majority of the paragraph.

Paraphrase Example

Statement:I used to believe that if a particular subject was difficult for me that I was just not gifted with intelligence in that area; now that I am moving toward a growth mindset, I understand that my knowledge in anything is dependent on the amount of effort I put into learning.

Paraphrase Example

Evidence:According to Carol Dweck in “Brainology,” students with a fixed mindset believe that people are naturally smart in certain subjects whereas those with a growth mindset understand that they are capable of understanding anything with the right amount of effort (4).

Paraphrase ExampleExplanation:I tell people that I am bad at math, but I am working on changing that attitude to a more realistic self-view. I earned average grades in my high school math classes, but the concepts did not come easily to me. In my college algebra class, I watched as other students breezed through tests and quizzes and I felt like I was struggling to pass. Instead of realizing that I needed to put more work into the class, I put the responsibility on others. I decided the teacher was boring. I imagined that the other students just understood the material right away. I began to miss class and skip assignments. Of course, my actions resulted in a failing grade. At the time, I was quick to shift the blame to other people and circumstances, but the truth was that I was making excuses rather than trying because I did not want to try and fail. Doing so would affirm my biggest fear: I was dumb. I have come to realize that I truly earned the F, not because of my lack of natural math skills, but because of my own lack of effort.

I used to believe that if a particular subject was difficult for me that I was just not gifted with intelligence in that area; now that I am moving toward a growth mindset, I understand that my knowledge in anything is dependent on the amount of effort I put into learning. According to Carol Dweck in “Brainology,” students with a fixed mindset believe that people are naturally smart in certain subjects whereas those with a growth mindset understand that they are capable of understanding anything with the right amount of effort (2). I tell people that I am bad at math, but I am working on changing that attitude to a more realistic self-view. I earned average grades in my high school math classes, but the concepts did not come easily to me. In my college algebra class, I watched as other students breezed through tests and quizzes and I felt like I was struggling to pass. Instead of realizing that I needed to put more work into the class, I put the responsibility on others. I decided the teacher was boring. I imagined that the other students just understood the material right away. I began to miss class and skip assignments. Of course, my actions resulted in a failing grade. At the time, I was quick to shift the blame to other people and circumstances, but the truth was that I was making excuses rather than trying because I did not want to try and fail. Doing so would affirm my biggest fear: I was dumb. I have come to realize that I truly earned the F, not because of my lack of natural math skills, but because of my own lack of effort.

Type A Person What do you know about the

term “Type A Person”? Take five minutes to research it

online What did you find out? Would you consider yourself

“Type A”?

Learning Objectives: Understand chapters 1,

2, and 2a of Drive and apply that understanding to real world problems

Assess knowledge of Type A and Type B personalities to prepare for chapter 3

Paraphrase Use PaperRater

A. Yes, completely

B. MostlyC. Sort ofD. Not reallyE. Not at all

(I’m lost!)

FOR THE REST OF CLASS (AFTER I GIVE YOU THE HOMEWORK)—FIX

YOUR PARAPHRASES!

Homework

Due Thursday, September 17, at 11:55 p.m.: Post to the weekly discussionWorking on: Rough draft of Essay #1

Create a new draft and take it to the Writing Mentors, a PASS leader, or an instructor in the LRC

Due Sunday, September 20, at 11:55 p.m.: Submit your draft to PaperRater and send your

confirmation to me (see handout for how) Final draft of Essay #1 Respond to at least two students in the weekly discussionDue Tuesday, September 22, in class: Read They Say/I Say chapter 3 “As He Himself Puts It” Read Drive chapter 3 “Type I and Type X” and complete the

reading log Bring your completed “Second Draft Requirements” page (the

third page of your Essay #1 prompt) Look for an extra credit assignment on Moodle

Chit-Chat Time Leslie Joshua Matt Berelin Deisy

Chit-Chat Time Aliesha Allen Crystal Justina Judy