Quoting, Paraphrasing, Framing, and Citing Exercises based on David Glenn’s “Carol Dweck’s Attitude” Take Cornell Notes.

On the first page, Glenn writes, Over the last two decades, Dweck has become one of the country's best-known research psychologists by documenting the follies associated with thinking and talking about intelligence as a fixed trait. Over the last two decades, Dweck has become one of the country's best-known research psychologists by documenting the follies associated with thinking and talking about intelligence as a fixed trait. Suppose this is your first citation from Glenn. How would you establish his credibility? How much of this would you quote? Paraphrase? Do it (on paper) and include the in-text citation. Suppose this is your first citation from Glenn. How would you establish his credibility? How much of this would you quote? Paraphrase? Do it (on paper) and include the in-text citation.

According to David Glenn, a senior reporter for The Chronicle of Higher Education, Carol Dweck “has become one of the country's best-known research psychologists” for her work on how people think and for her arguments that intelligence is not a 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 loved humanities. But ultimately I felt that in the humanities—you know, you're writing about things that already exist. But in the sciences you're discovering things that no one has known before. Ultimately I chose psychology because it seemed to combine science with things that I liked to think about. And I liked the idea that you could wonder about something, run an experiment, and have an answer a few months later.“ On paper, quote and/or paraphrase this as if you were using it in your essay. Consider how much you should quote and/or paraphrase. Frame it in two different ways (in other words, do it twice and consider what goes in the in-text citation). After one of the ways, add metacommentary

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

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

Glenn wrote (p. 2): Colleges could improve their students’ learning, she says, if they relentlessly encouraged them to think about their mental skills as malleable, rather than as properties fixed at birth. Colleges could improve their students’ learning, she says, if they relentlessly encouraged them to think about their mental skills as malleable, rather than as properties fixed at birth. On paper, quote and/or paraphrase this as if you were using it in your paper. Frame it in two different ways (in other words, do it twice and consider the difference in what goes in the in-text citation). Follow one of the versions with metacommentary.

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

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

Glenn wrote (p.7): “In some cases, having an incremental theory might actually lead to dysfunctional behavior,” says Jennifer Crocker, a professor of psychology at Michigan.... Altering students' beliefs about the nature of intelligence may not help much, Crocker says, if they do not also reduce their general ego-investment in schooling. "A glib way of putting it is to say, 'Get over yourself,'" Crocker says. "If you want to stop acting in self-defeating ways, then think about how your schoolwork will help people outside of yourself." 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 how much paraphrase. How would you indicate Crocker's position in the debate? Her credibility? Include the in-text citation. Follow what you wrote with metacommentary.

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

Glenn wrote (p. 5-6): But some other studies of college students have failed to support Dweck's model. In a 2003 study of 93 students at University College London, scholars did not find any relationship between students' academic performance and their beliefs about the nature of intelligence. A similar result has come out of research at Temple University, where two scholars are leading a large National Science Foundation-supported study of student performance in introductory biology and chemistry courses. In the first two semesters of that study, the scholars have found no connection between students' theories of intelligence and their grades. How, in this passage, has Glenn illustrated Graff's advice about repeating with a difference? In one or two sentences, summarize this information and frame it, including an in-text citation. Add a sentence of metacommentary.

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

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.