- 1. How many words do you thinkthere are in the
Englishlanguage?A. 70,000B. 170,000C. 500,000D. 2 million
2. Free writewrite without picking up yourpen or pencil until I
say stop. Do notworry about grammar, spelling, orsounding silly.
Start with the promptand go where your mind takes you.Prompt:What
do you do that you feel the senseof mastery Pink describes in
Chapter5? How/when do you feel
flow?112334456778::::::::::03000333330000000000 3. You are going to
teach someone elsethat chapter! 4. With your partner, choose a
paragraph or two(not the same ones you did for homework!)
andparaphraseCheck off your work with me when you arereadyNow add a
proper in-text citation 5. To integrate a paraphrase properly
within aparagraph, a good writer usually has(1) At least one
sentence to introduce theparaphrase,(2) the paraphrase itself,
and(3) at least one sentence to comment on theparaphrase. 6. Top
piece ofbread: atleast onesentence tointroduce
theparaphraseMeat:paraphrase withproperdocumentationBottom piece of
bread: at least onesentence to explain, comment on, orprovide an
example of the paraphrase(usually the majority of the paragraph) 7.
Begin with a topic sentence that givesthe reader a sense of what
the singlemain idea of the paragraph will be. Thissentence should
be one of thesupporting reasons for your thesisstatement. It should
have opinion! 8. This is the part of your paragraphwhere you
support your topic sentenceby including a specific point taken
fromthe proof text (the essay, article,book, everyday life, etc.
you are writingabout or analyzing). The evidence is aparaphrase or
quotation. 9. You want to explain your topic sentence andits
connection to the evidence. You want toinclude your analysis here.
Why did youinclude the quotation or paraphrase? Whatdo you want to
say about it? You shouldinclude specific examples to illustrate
yourpoints (these examples should come fromyou, not the source),
but be sure to showhow your examples connect to yourstatement
(topic sentence). This sectionshould comprise the majority of
theparagraph. 10. Statement:I used to believe that if a particular
subjectwas difficult for me that I was just not giftedwith
intelligence in that area; now that I ammoving toward a growth
mindset, Iunderstand that my knowledge in anythingis dependent on
the amount of effort I putinto learning. 11. Evidence:According to
Carol Dweck, students with afixed mindset believe that people
arenaturally smart in certain subjects whereasthose with a growth
mindset understandthat they are capable of understandinganything
with the right amount of effort. 12. Explanation:I tell people that
I am bad at math, but I am working onchanging that attitude to a
more realistic self-view. I earnedaverage grades in my high school
math classes, but theconcepts did not come easily to me. In my
college algebraclass, I watched as other students breezed through
tests andquizzes and I felt like I was struggling to pass. Instead
ofrealizing that I needed to put more work into the class, I put
theresponsibility on others. I decided the teacher was boring.
Iimagined that the other students just understood the materialright
away. I began to miss class and skip assignments. Ofcourse, my
actions resulted in a failing grade. At the time, I wasquick to
shift the blame to other people and circumstances, butthe truth was
that I was making excuses rather than tryingbecause I did not want
to try and fail. Doing so would affirm mybiggest fear: I was dumb.
I have come to realize that I trulyearned the F, not because of my
lack of natural math skills, butbecause of my own lack of effort.
13. I used to believe that if a particular subject was difficult
for me that Iwas just not gifted with intelligence in that area;
now that I am movingtoward a growth mindset, I understand that my
knowledge in anythingis dependent on the amount of effort I put
into learning. According toCarol Dweck, students with a fixed
mindset believe that people arenaturally smart in certain subjects
whereas those with a growthmindset understand that they are capable
of understanding anythingwith the right amount of effort. I tell
people that I am bad at math, but Iam working on changing that
attitude to a more realistic self-view. Iearned average grades in
my high school math classes, but theconcepts did not come easily to
me. In my college algebra class, Iwatched as other students breezed
through tests and quizzes and Ifelt like I was struggling to pass.
Instead of realizing that I needed toput more work into the class,
I put the responsibility on others. Idecided the teacher was
boring. I imagined that the other studentsjust understood the
material right away. I began to miss class andskip assignments. Of
course, my actions resulted in a failing grade.At the time, I was
quick to shift the blame to other people andcircumstances, but the
truth was that I was making excuses ratherthan trying because I did
not want to try and fail. Doing so wouldaffirm my biggest fear: I
was dumb. I have come to realize that I trulyearned the F, not
because of my lack of natural math skills, butbecause of my own
lack of effort. 14. Integrate your paraphrase using the
SEEmethodWhen you are finished, submit your work toMoodle and you
are free 15. A. Flow Free WriteB. VideoC. Teaching autonomy
ormasteryD. ParaphrasingE. Creating a SEE paragraph 16. A. FlowB.
AutonomyC. MasteryD. ParaphrasingE. SEE paragraphs 17. Read Drive
Purpose pages 129-145Choose a paragraph or two fromthe reading and
create a SEEparagraph with a proper citation(due Thursday,
September 18, at10:35 a.m. to Turnitin)Participate in the weekly
discussion(post due Thursday and replies dueSunday)
