Quoting, Paraphrasing, Framing, Quoting, Paraphrasing, Framing,

and Citingand Citing

Exercises based on David Glenn’s Exercises based on David Glenn’s ““Carol Dweck’s Attitude”Carol Dweck’s Attitude”

Take Cornell Notes.Take Cornell Notes.

On the first page, Glenn writes,On the first page, Glenn writes,

Over the last two decades, Dweck Over the last two decades, Dweck has become one of the country's has become one of the country's best-known research psychologists best-known research psychologists by documenting the follies associated by documenting the follies associated with thinking and talking about with thinking and talking about intelligence as a fixed trait.intelligence as a fixed trait.

Suppose this is your first citation from Glenn. Suppose this is your first citation from Glenn. How would you establish his credibility? How How would you establish his credibility? How much of this would you quote? Paraphrase? Do much of this would you quote? Paraphrase? Do it (on paper) and include the in-text citation.it (on paper) and include the in-text citation.

According to David Glenn, a senior According to David Glenn, a senior reporter for reporter for The Chronicle of Higher The Chronicle of Higher EducationEducation, Carol Dweck “has become , Carol Dweck “has become one of the country's best-known one of the country's best-known research psychologists” for her work research psychologists” for her work on how people think and for her on how people think and for her arguments that intelligence is not a arguments that intelligence is not a fixed trait (1).fixed trait (1).

On the second page, Glenn quotes Dweck:On the second page, Glenn quotes Dweck:"I loved everything," she says. "I loved sciences and I "I loved everything," she says. "I loved sciences and I loved humanities. But ultimately I felt that in the loved humanities. But ultimately I felt that in the humanities—you know, you're writing about things that humanities—you know, you're writing about things that already exist. But in the sciences you're discovering already exist. But in the sciences you're discovering things that no one has known before. Ultimately I chose things that no one has known before. Ultimately I chose psychology because it seemed to combine science with psychology because it seemed to combine science with things that I liked to think about. And I liked the idea that things that I liked to think about. And I liked the idea that you could wonder about something, run an experiment, you could wonder about something, run an experiment, and have an answer a few months later.“and have an answer a few months later.“

On paper, quote and/or paraphrase this as if you were On paper, quote and/or paraphrase this as if you were using it in your essay. Consider how much you should using it in your essay. Consider how much you should quote and/or paraphrase. Frame it in two different ways quote and/or paraphrase. Frame it in two different ways (in other words, do it twice and consider what goes in the (in other words, do it twice and consider what goes in the in-text citation). After one of the ways, add in-text citation). After one of the ways, add metacommentarymetacommentary

Glenn quotes Dweck as saying,Glenn quotes Dweck as saying, “I “I loved everything, . . . I loved sciences loved everything, . . . I loved sciences and I loved humanities. . . . Ultimately I and I loved humanities. . . . Ultimately I chose psychology because it seemed chose psychology because it seemed to combine science with things that I to combine science with things that I liked to think about” (2). Perhaps the liked to think about” (2). Perhaps the most interesting thing here is Dweck’s most interesting thing here is Dweck’s own intellectual curiosity, a curiosity own intellectual curiosity, a curiosity that she generally ignores in her that she generally ignores in her studies of students.studies of students.

Dweck admitted,Dweck admitted, “I loved “I loved everything, . . . . I loved sciences and I everything, . . . . I loved sciences and I loved humanities. . . . Ultimately I chose loved humanities. . . . Ultimately I chose psychology because it seemed to psychology because it seemed to combine science with things that I liked combine science with things that I liked to think about” (Glenn 2). Perhaps the to think about” (Glenn 2). Perhaps the most interesting thing here is Dweck’s most interesting thing here is Dweck’s own intellectual curiosity, a curiosity own intellectual curiosity, a curiosity that she generally ignores in her that she generally ignores in her studies of students.studies of students.

Glenn wrote (p. 2):Glenn wrote (p. 2):

Colleges could improve their Colleges could improve their students’ learning, she says, if they students’ learning, she says, if they relentlessly encouraged them to think relentlessly encouraged them to think about their mental skills as malleable, about their mental skills as malleable, rather than as properties fixed at rather than as properties fixed at birth.birth.

On paper, quote and/or paraphrase this as if you were On paper, quote and/or paraphrase this as if you were using it in your paper. Frame it in two different ways (in using it in your paper. Frame it in two different ways (in other words, do it twice and consider the difference in other words, do it twice and consider the difference in what goes in the in-text citation). Follow one of the what goes in the in-text citation). Follow one of the versions with metacommentary.versions with metacommentary.

Glenn paraphrased Dweck as Glenn paraphrased Dweck as believing that, “Colleges could believing that, “Colleges could improve their students’ learning, . . improve their students’ learning, . . . if they relentlessly encouraged . if they relentlessly encouraged them to think about their mental them to think about their mental skills as malleable, rather than as skills as malleable, rather than as properties fixed at birth” (2).properties fixed at birth” (2).

Dweck believes that students Dweck believes that students would learn better if colleges would learn better if colleges persistently persuaded them to persistently persuaded them to think of mental skills as think of mental skills as improvable, rather fixed (Glenn 2). improvable, rather fixed (Glenn 2). This may be true, but the This may be true, but the unanswered question is how unanswered question is how should colleges go about it. should colleges go about it.

Glenn wrote (p.7):Glenn wrote (p.7):

““In some cases, having an incremental theory In some cases, having an incremental theory might actually lead to dysfunctional behavior,” says might actually lead to dysfunctional behavior,” says Jennifer Crocker, a professor of psychology at Jennifer Crocker, a professor of psychology at Michigan. . . .Michigan. . . .

Altering students' beliefs about the nature of Altering students' beliefs about the nature of intelligence may not help much, Crocker says, if they do intelligence may not help much, Crocker says, if they do not also reduce their general ego-investment in not also reduce their general ego-investment in schooling. "A glib way of putting it is to say, 'Get over schooling. "A glib way of putting it is to say, 'Get over yourself,'" Crocker says. "If you want to stop acting in yourself,'" Crocker says. "If you want to stop acting in self-defeating ways, then think about how your self-defeating ways, then think about how your schoolwork will help people outside of yourself." schoolwork will help people outside of yourself."

Suppose you want to use this information. On paper, write what you Suppose you want to use this information. On paper, write what you would put in your paper. Consider how much you want to quote and would put in your paper. Consider how much you want to quote and how much paraphrase. How would you indicate Crocker's position in how much paraphrase. How would you indicate Crocker's position in the debate? Her credibility? Include the in-text citation. Follow what the debate? Her credibility? Include the in-text citation. Follow what you wrote with metacommentary.you wrote with metacommentary.

Jennifer Crocker, a professor of psychology at Jennifer Crocker, a professor of psychology at Michigan, suggested that “In some cases, having an Michigan, suggested that “In some cases, having an incremental theory might actually lead to incremental theory might actually lead to dysfunctional behavior.” Crocker suggested that dysfunctional behavior.” Crocker suggested that students need to reduce their general ego-students need to reduce their general ego-investment in schooling (Glenn 7). In other words, investment in schooling (Glenn 7). In other words, students who are afraid of getting low grades may students who are afraid of getting low grades may not profit from the belief that intelligence can be not profit from the belief that intelligence can be learned. Dweck herself, however, suggests this learned. Dweck herself, however, suggests this when she notes that fear of failure is an aspect of when she notes that fear of failure is an aspect of what she has elsewhere called the “fixed,” as what she has elsewhere called the “fixed,” as opposed to the “growth” mindset.opposed to the “growth” mindset.

Glenn wrote (p. 5-6):Glenn wrote (p. 5-6):

But some other studies of college students have failed to support But some other studies of college students have failed to support Dweck's model. In a 2003 study of 93 students at University College Dweck's model. In a 2003 study of 93 students at University College London, scholars did not find any relationship between students' London, scholars did not find any relationship between students' academic performance and their beliefs about the nature of academic performance and their beliefs about the nature of intelligence. A similar result has come out of research at Temple intelligence. A similar result has come out of research at Temple University, where two scholars are leading a large National Science University, where two scholars are leading a large National Science Foundation-supported study of student performance in introductory Foundation-supported study of student performance in introductory biology and chemistry courses. In the first two semesters of that biology and chemistry courses. In the first two semesters of that study, the scholars have found no connection between students' study, the scholars have found no connection between students' theories of intelligence and their grades.theories of intelligence and their grades.

How, in this passage, has Glenn illustrated Graff's advice about How, in this passage, has Glenn illustrated Graff's advice about repeating with a difference?repeating with a difference?

In one or two sentences, summarize this information and frame it, In one or two sentences, summarize this information and frame it, including an in-text citation. Add a sentence of metacommentary.including an in-text citation. Add a sentence of metacommentary.

Repeating with a difference:Repeating with a difference:But some other studies of college students have But some other studies of college students have failed to support Dweck's model. In a 2003 study failed to support Dweck's model. In a 2003 study of 93 students at University College London, of 93 students at University College London, scholars did not find any relationship between scholars did not find any relationship between students' students' academic performanceacademic performance and their and their beliefs about the nature of intelligencebeliefs about the nature of intelligence. A . A similar result has come out of research at similar result has come out of research at Temple University, where two scholars are Temple University, where two scholars are leading a large National Science Foundation-leading a large National Science Foundation-supported study of student performance in supported study of student performance in introductory biology and chemistry courses. In introductory biology and chemistry courses. In the first two semesters of that study, the the first two semesters of that study, the scholars have found no connection between scholars have found no connection between students’ students’ theories of intelligencetheories of intelligence and their and their gradesgrades..

Two other studies of college students, one at University College London, and one at Temple University, have been unable to provide any connection between students’ beliefs about intelligence and their grades (Glenn 5-6). Thus, while there may be a connection between a “growth mindset” and academic achievement, the connection is affected by a number of other variables.