February 13 (English Express)
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February 13 (English Express)

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February 13 (English Express) February 13 (English Express) Presentation Transcript

  • Who said “In order to succeed, your desire for success should be greater than your fear of failure”? A. B. C. D. E. Winston Churchill Bruce Lee Bill Cosby Michael Jordan Albert Einstein
  • What is the chapter “Purpose” about?
  • 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. View slide
  • Meat: paraphrase with proper documentation Top piece of bread: at least one sentence to introduce the paraphrase 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) View slide
  • 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!
  • 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.
  • You 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.
  • 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.
  • Evidence: According to Carol Dweck, 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.
  • Explanation: 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, 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. 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.
  •        Look at the paragraph at the bottom of page 131 What are the main points? Close your book How can we paraphrase those main points? Make sure we include a proper citation Now, compare with the original and modify if necessary Finally, create a SEE paragraph with that paraphrase as the evidence
  •    Look at the paragraph at the bottom of page 133 Go through the steps of paraphrasing by yourself As a class work with one paraphrase to create a SEE paragraph
  • A. B. C. D. E. “Purpose” (Drive chapter 6) Essay #1 prompt and rubric “I Just Wanna Be Average” video SEE paragraphs (introduction) SEE paragraphs (creating)
  • A. B. C. D. E. “Purpose” (Drive chapter 6) Essay #1 prompt and rubric “I Just Wanna Be Average” video SEE paragraphs (introduction) SEE paragraphs (creating)
  •    Read the essay “I Just Wanna Be Average” (handout) Write two SEE paragraphs with paraphrases from “I Just Wanna Be Average” that you could use in Essay #1 (due to Moodle on Tuesday, February 18, at 7:30 a.m.) Participate in the weekly discussion (post due Thursday and replies due Sunday)