Draft 1- Anchor Text
One of my texts that I think aligns accurately with my experience as a college students in this first semester would be my journals. Since the beginning of the semester we have been working on our journals everyday. I believe these journals show my growth as a college students. When I first began these journals at the beginning of the semester they were just homework. Nothing too important that I was worried about. As the semester went on I learned that the journals were more than just homework, they were an anchor to most projects and helped me think through most of my work. When I figured this out I began to try harder on my journals and started taking the time to edit mistakes. In Journal 15, I had to talk about two connections I made between Dweck’s Ted Talk and my experience this semester. I had to have a claim, quotes and then sentences explaining Dweck’s Ted Talk and my experiences. At first I thought I did well writing journal 15. I found myself wrong when my coach, Professor Drown, looked over my work. He explained to me that not everyone is going to understand what I am talking about because not everyone has watched this Ted Talk. I learned that I had to restate my sentences and understand what part of the quote is most important to what I’m trying to say. Professor Drown also explained to me that I would have to explain myself more during this journal to show what I was trying to get at.
Draft 2- Anchor Text
One of my texts that I think aligns accurately with my experience as a college students in this first semester would be my journals. Since the beginning of the semester we have been working on our journals everyday. I believe these journals show my growth as a college students. Dweck says that “…you have the students with the growth mindset, the idea that abilities can be developed. They engage deeply. Their brain is on fire with yet. They engage deeply. They process the error. They learn from it and they correct it.” This is what I do during my journals. When I first began these journals at the beginning of the semester they were just homework. Nothing too important that I was worried about. As the semester went on I learned that the journals were more than just homework, they were an anchor to most projects and helped me think through most of my work. When I figured this out I began to try harder on my journals and started taking the time to edit mistakes. In Journal 15, I had to talk about two connections I made between Dweck’s Ted Talk and my experience this semester. I had to have a claim, quotes and sentences explaining Dweck’s Ted Talk and my experiences. At first, I thought I did well writing journal 15 and there could only be a small tweaks to my writing. I found myself wrong when my coach, Professor Drown, looked over my work. He explained to me that not everyone is going to understand what I am talking about because not everyone has watched this Ted Talk. I learned that I had to restate my sentences and understand what part of the quotes were most important to what I was trying to explain.
Draft 3- Anchor Text
One of my texts that I think aligns accurately with my experience as a college students in this first semester would be my journals. Since the beginning of the semester we have been working on our journals everyday. I believe these journals show my growth as a college students. Dweck says that “…you have the students with the growth mindset, the idea that abilities can be developed. They engage deeply. Their brain is on fire with yet. They engage deeply. They process the error. They learn from it and they correct it.” This is what I do during my journals. When I first began these journals at the beginning of the semester they were just homework. Nothing too important that I was worried about. As the semester went on I learned that the journals were more than just homework, they were an anchor to most projects and helped me think through most of my work. When I figured this out I began to try harder on my journals and started taking the time to edit mistakes. In Journal 15, I had to talk about two connections I made between Dweck’s Ted Talk and my experience this semester. I had to have a claim, quotes and sentences explaining Dweck’s Ted Talk and my experiences. At first, I thought I did well writing journal 15 and there could only be a small tweaks to my writing. I found myself wrong when my coach, Professor Drown, looked over my work. He explained to me that not everyone is going to understand what I am talking about because not everyone has watched this Ted Talk. I learned that I had to restate my sentences and understand what part of the quotes were most important to what I was trying to explain. Professor Drown also explained to me that I would need to explain myself more about being coached and how it has helped me. Journals are no longer just homework to me, it helps me explain myself in depth and I get to express myself through writing without being highly graded on it. Journals are something I learned to enjoy and not mind doing anymore. I also learned that to be an engaged college student you must participate and be engaged throughout the class. Having a growth mindset has helped me develop my participation in class. When class first began I was shy to talk and never wanted to be called on. As classes went on I realized that engaging in class was a great skill to improve during a smaller class.
Introduction
From my commitment, seriousness and success from my work I can say I have a growth mindset. I engage in my work and learn from my error. This can be shown from the various artifacts we have done throughout this semester. Some work that shows that I have a growth mindset is my journals, artifacts and mid-semester report. Throughout the semester we have worked on daily journals which I have come to enjoy. These journals show most of my growth as a college student because it shows my struggles that I once had and now have developed into something more. Coming into college I can now say I was not prepared for what I had coming for me. I slacked during high school and I now realize I shouldn’t have. Going into English 122 has made me understand why I slacked during high school and never showed what I was really capable of. All of high school writings were never personable. High school writings were a set structure, the basic five paragraph essay with an introduction, three quotes and conclusion. College writing is nothing like that, it is more thoughtful and creative. It would be interesting to go back to high school and understand why we were taught to write that way when it is considered “wrong”. I have noticed that my engaged work ethic can also be seen in other classes that I took this semester. My writings for Biology Lab have improved numerously after coming into English 122.
Draft 1- Intro/ Body PLT #2
Intro:
Coming into college I can now say I was not prepared for what I had coming for me. I believed college was going to be harder than high school but somewhat of a joke. I thought this because as a college student there is a lot more down time. It’s your option whether or not you show up for class, how you study, and how you use your success to benefit you. Coming here I had plenty of worries, how to balance time, what classes would be like and if I would be able to make new friends. My biggest concern was passing my classes since I have struggled with school forever. I never believed that college would be the complete opposite as high school. Coming to the University of New England I didn’t imagine myself having a growth mindset but this soon changed as I developed my skills as a student. College is not needing to know everything but considering having a growth mindset. Engaging in work and learning from error shows as a student you have a growth mindset. Dweck, a researcher in the field of motivation, uses “Not Yet” as a learning curve and helps you understand that you have room to improve. Atul Gawande, a public health professor, understands that everyone has room to improve, even if they believe they are at their very best. Gawande explains that everyone needs a coach to show them what they can advance in.
Body:
Dweck clarifies the difference between a fixed-mindset and growth mindset for students. She explains students with a fixed-mindset “..run from error. They don’t engage with it”. While students with a growth mindset have “the idea that abilities can be developed. They engage deeply. Their brain is on fire with yet. They engage deeply. They process the error. They learn from it and they correct it”. From my ability and success of my work I can now say I have a growth mindset that will continue to develop. I engage in my work and learn from my errors. This can be shown from the various assignments I have completed throughout this semester. The work that proves that I have a growth mindset is my journals, artifacts and mid-semester report. Something important to me is Professor Miller has the class set around the theory of “Not Yet”. Dweck describes “Not Yet” as “…fantastic, because if you get a failing grade, you think, I’m nothing, I’m nowhere. But if you get the grade “Not Yet”, you understand that you’re on a learning curve. It gives you a path into the future”. “Not Yet” is used with everything we do in class. Throughout the semester we have worked on daily journals which I have come to enjoy. These journals show most of my growth as a college student because it displays my struggles that I once had and now have developed into something more. As a high school student I slacked on my work and I now realize it was the wrong decision. Going into English 122 has made me understand that during high school I was never able to show what I was really capable of. All of high school writings were never personable. High school writings were a set structure, the basic five paragraph essay with an introduction, three quotes and conclusion. College writing is nothing like that, it is more thoughtful and creative. It would be interesting to be able to go back to high school and figure out why we were taught to write that way when it is now considered “wrong”. I have noticed that my engaged work ethic can also be seen in other classes that I took this semester.
During class we watch three different Ted Talks. After going over these Ted Talks in class I decided that two of them go hand and hand. I believe Dweck’s and Gawande’s Ted Talks tie into each other and have given me a new point of view. Dweck explains the theory of “Not Yet” and how seeing a failing grade brings down students self confident. While seeing “Not Yet” on their paper lets them know they are on a learning curve. Dweck also states the difference between a fixed-mindset and growth mindset. Gawande explains that everyone at some point believes that they have learned to their best ability and they no longer develop any further. This is wrong. Gawande points out that a coach will have eternal eyes and ears which provides a different point of view. A coach breaks down your actions and begins to help you build them back up again. I believe these go hand and hand because I think having a coach like Professor Drown has helped me develop my skills as a students which has shown my growth mindset.
Gawande describes the reasoning for having a coach and the benefits for having on. Gawande says “He was describing what great coaches do, and what they do is they are your external eyes and ears, providing a more accurate picture of your reality. They’re recognizing the fundamentals. They’re breaking your actions down and then helping you build them back up again.” This was used greatly for me during writing essays and some of journals. My coach, Professor Drown, has helps me understand different aspects of writing I never did for. He has taught me how to edit my own writings, explain myself in different ways and guiding me in the right direction. Journal 15 is a good example when Professor was a good coach and helped me in the right direction while writing. On my portfolio, journal 15 has the original and edited version to show my process and how adding a couple of sentences can make a big difference. Professor Drown explained to me that even though I know what I’m writing about other people may not so I have to explain myself more thoroughly.
Final Draft
Coming into college I can now say I was not prepared for what I had coming for me. I believed college was going to be harder than high school but somewhat of a joke. I thought this because as a college student there is a lot more down time. It’s your option whether or not you show up for class, how you study, and how you use your success to benefit you. Coming here I had plenty of worries, how to balance time, what classes would be like and if I would be able to make new friends. My biggest concern was passing my classes since I have struggled with school forever. I never believed that college would be the complete opposite as high school. Coming to the University of New England I didn’t imagine myself having a growth mindset but this soon changed as I developed my skills as a student. College is not needing to know everything but considering having a growth mindset. Engaging in work and learning from error shows as a student you have a growth mindset. Dweck, a researcher in the field of motivation, uses “Not Yet” as a learning curve and helps you understand that you have room to improve. Atul Gawande, a public health professor, understands that everyone has room to improve, even if they believe they are at their very best. Gawande explains that everyone needs a coach to show them what they can advance in.
Dweck clarifies the difference between a fixed-mindset and growth mindset for students. She explains students with a fixed-mindset “..run from error. They don’t engage with it”. While students with a growth mindset have “the idea that abilities can be developed. They engage deeply. Their brain is on fire with yet. They engage deeply. They process the error. They learn from it and they correct it”. From my ability and success of my work I can now say I have a growth mindset that will continue to develop. I engage in my work and learn from my errors. This can be shown from the various assignments I have completed throughout this semester. The work that proves that I have a growth mindset is my journals, artifacts and mid-semester report. Something important to me is Professor Miller has the class set around the theory of “Not Yet”. Dweck describes “Not Yet” as “…fantastic, because if you get a failing grade, you think, I’m nothing, I’m nowhere. But if you get the grade “Not Yet”, you understand that you’re on a learning curve. It gives you a path into the future”. “Not Yet” is used with everything we do in class. Throughout the semester we have worked on daily journals which I have come to enjoy. These journals show most of my growth as a college student because it displays my struggles that I once had and now have developed into something more. As a high school student I slacked on my work and I now realize it was the wrong decision. Going into English 122 has made me understand that during high school I was never able to show what I was really capable of. All of high school writings were never personable. High school writings were a set structure, the basic five paragraph essay with an introduction, three quotes and conclusion. College writing is nothing like that, it is more thoughtful and creative. It would be interesting to be able to go back to high school and figure out why we were taught to write that way when it is now considered “wrong”. I have noticed that my engaged work ethic can also be seen in other classes that I took this semester. I will explain this more in detail later but for now it is important to understand that not only growth mindset is important for developing engaged work ethic.
While Dweck explains having a growth mindset is a way to develop more skills, Gawande states that everyone at some point in their life also needs a coach to improve these skills. Students use these two concepts together to engage deeply in their work and learn from mistakes. Gawande explains that everyone at some point believes that they have learned to their best ability and they no longer develop any further. This is wrong. Gawande points out that a coach will have eternal eyes and ears which provides a different point of view. A coach breaks down your actions and begins to help you build them back up again. I believe these go hand and hand because I think having a coach like Professor Drown has helped me develop my skills as a students which has advanced my growth mindset. Professor Drown has explained writing in a different way so I believe it’s easier to understand. He has helped me with sentence structure, writing in an endless conversation and expanding on my writing. This has helped me in my Sociology class when writing long essays about broad, open-ended questions that touch on the sociological concepts. Gawande has shown me that there are benefits to have a coach while some students can be ashamed of having a tutor or coach.
Gawande describes the reasoning for having a coach and the benefits for having on. Gawande says “He was describing what great coaches do, and what they do is they are your external eyes and ears, providing a more accurate picture of your reality. They’re recognizing the fundamentals. They’re breaking your actions down and then helping you build them back up again.” This was used greatly for me during writing essays and some of journals. My coach, Professor Drown, has helps me understand different aspects of writing I never did for. He has taught me how to edit my own writings, explain myself in different ways and guiding me in the right direction. Journal 15 is a good example when Professor was a good coach and helped me in the right direction while writing. On my portfolio, journal 15 has the original and edited version to show my process and how adding a couple of sentences can make a big difference. Professor Drown explained to me that even though I know what I’m writing about other people may not so I have to explain myself more thoroughly.
Another example where Professor Drown has helped me with my writing would be during my first paper like thing. We talked about different strategies about writing in an endless conversation and how the writing should look like. When the final paper was turned in, together we went through it and decided that I can fix my work even when it is already turned in. Professor Drown stated “writings can alway be improved”. In my portfolio now there is new connections in red that shows what I realized after the fact of turning in my work. Professor Drown said this is a good way to improve your writing even when it is completed.
Now after having a coach during the beginning of my college career has made me realize that coaches are helpful no matter if its a tutor or a coach for a sport. I have learned through experience that college will never be about knowing everything but never taking anything for granted and understanding that anyone can develop their skills. Students can be guided in the right direction with a coach and then can improve the skills they never thought they had. A growth mindset being someone who engages in their work and learns from their errors. I have learned that any student can have a growth mindset as long as they turn to engage themself with their work. Having a coach is just the extra help to push you in the direction of developing a growth mindset.
