The document provides instructions for various tasks related to analyzing and applying concepts from the book Drive by Daniel Pink, including understanding different types of motivation models, preparing to discuss Type A and Type B personalities, paraphrasing information from sources, and completing assignments for the class including drafting an essay and participating in online discussions. Students are asked to research the term "Type A Person" and consider if they identify as Type A.

1. Which male name means “ruler of an
estate”?
A. Henry
B. Hector
C. Hugo
D. Harvey
E. Howard

3.  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

4.  When do carrots and sticks work?
 What are the three steps to
motivating people for boring jobs?

7. Complete the Ted Talk form

8.  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?

9.  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

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

12. Use your clicker to submit your answer

13. A.True
B.False

14. A.True
B.False

15. A.True
B.False

16. A.True
B.False

17. A.True
B.False

18. Summary of a Shorter Passage

19.  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!

20. 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.

21. 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)

23. 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!

24. 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.

25. 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.

26. 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.

27. 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).

28. 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.

29. 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.

30.  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”?

31.  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. Mostly
C. Sort of
D. Not really
E. Not at all
(I’m lost!)

33. Due Thursday, September 17, at 11:55 p.m.:
 Post to the weekly discussion
Working 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 discussion
Due 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

34.  Leslie
 Joshua
 Matt
 Berelin
 Deisy

35.  Aliesha
 Allen
 Crystal
 Justina
 Judy