My argument: L/H seems to have a fixed mindset, given Dweck’s interpretation, when confronted with the idea of trigger warnings.
Ellipses and Brackets Practice:
DWECK Original: Dweck explains how she observed which children possessed a growth mindset out of all the children who received the same math problems as mentioned before. “Some of them reacted in a shockingly positive way . . . They understood that their abilities could be developed. They had what I call a growth mindset” (00:36).
DWECK Revised: Compared to the fixed mindset students, Dweck observed some students “[react] in a shockingly positive way . . . They understood that their abilities could be developed. They had what I call a growth mindset ” (00:36).
L&H Original: Yet, when thinking critically our fixed mindset can change. In “The Coddling” by Greg Lukianoff and Jonathan Haidt they stated that “critical thinking requires grounding one’s beliefs in evidence rather than in emotion or desire, and learning how to search for and evaluate evidence that might contradict one’s initial hypothesis” (para. 19).
L&H Revised: Yet, when thinking critically our fixed mindset can change. In The Coddling, Lukianoff and Haidt perceive critical thinking as “grounding one’s beliefs in evidence rather than in emotion or desire, and learning how to search for and evaluate evidence that might contradict one’s original hypothesis” (para. 19).
Ellipses and brackets help the reader understand the use of the quote better. Specifically for ellipses, the writer can take out as much of the original text they need for the quote to make sense towards their argument. This can also be the same for brackets but they can also add context to the quote so the reader doesn’t need to look up the article that it came from to understand why the writer chose to use that quote in their paper.
Signal Phrasing Practice:
DWECK Original: In her experiments, students were given slightly hard math problems to solve, and students with fixed mindsets reacted in a negative way. Some students viewed the experience as “tragic, catastrophic. From their more fixed mindset perspective, their intelligence had been up for judgment, and they failed” (00:36).
DWECK Revised: The students that Dweck determined to have a fixed mindset viewed their task as “tragic, catastrophic. From their more fixed mindset perspective, their intelligence had been up for judgment, and they failed” (00:36).
L/H Original: Understanding the fact that your critical thinking abilities can be developed is a huge factor in developing a growth mindset. Lukianoff and Haidt stated in their article that, “Rather than trying to protect students from words and ideas that they will inevitably encounter, colleges should do all they can to equip students to thrive in a world full of words and ideas that they cannot control” (para. 59).
L/H Revised: Keeping the idea of critical thinking in mind, it is discussed in the “What Can We Do Now?” section of The Coddling that “Rather than trying to protect students from words and ideas that they will inevitably encounter, colleges should do all they can to equip students to thrive in a world full of words and ideas that they cannot control” (para. 59).
In Text Citation Practice:
DWECK Revised: Compared to the fixed mindset students, Dweck observed some students “[react] in a shockingly positive way . . . They understood that their abilities could be developed. They had what I call a growth mindset ” (00:36).
L&H Revised: In The Coddling, Lukianoff and Haidt perceive critical thinking as “grounding one’s beliefs in evidence rather than in emotion or desire, and learning how to search for and evaluate evidence that might contradict one’s original hypothesis” (para. 19).
DWECK Revised: The students that Dweck determined to have a fixed mindset viewed their task as “tragic, catastrophic. From their more fixed mindset perspective, their intelligence had been up for judgment, and they failed” (00:36).
L/H Revised: Keeping the idea of critical thinking in mind, it is discussed in the “What Can We Do Now?” section of The Coddling that “Rather than trying to protect students from words and ideas that they will inevitably encounter, colleges should do all they can to equip students to thrive in a world full of words and ideas that they cannot control” (Lukianoff and Haidt, para. 59).
Long Quote Practice:
“there are important differences between what’s happening now and what happened in the 1980s and ’90s. That movement sought to restrict speech (specifically hate speech aimed at marginalized groups), but it also challenged the literary, philosophical, and historical canon, seeking to widen it by including more-diverse perspectives. The current movement is largely about emotional well-being. More than the last, it presumes an extraordinary fragility of the collegiate psyche, and therefore elevates the goal of protecting students from psychological harm. The ultimate aim, it seems, is to turn campuses into “safe spaces” where young adults are shielded from words and ideas that make some uncomfortable. And more than the last, this movement seeks to punish anyone who interferes with that aim, even accidentally.” (para. 5).
This quote is one that I am going to use in my paper, but I did elongate it by adding the next 2 sentences so it’s considered a “long quote” in the little seagull book. When I put it into my final draft of the essay I have to make sure to indent it so the quote is all by itself (since it is over 5 sentences). After indenting I would have to get rid of the quotation marks since the quote is now standing alone. I could also go in and add ellipses so the quote becomes shorter and easier to read, but you understand that the quote spans over 4 sentences. The citation would stay the same though.
