A. I would have stopped before the experiment started.

B. I would have stopped after the mild shocks.

C. I would have stopped after the medium strength shocks.

D. I would have stopped before the XXX shocks.

E. I would have continued to the end.

According to “Her Point Is,” what makes a good

summary?

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.

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)

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.

You have five minutes to discuss each question as a group. You will be tested on your discussion, so make it count! Was Slater’s second-person rendition of the

experiment powerful for you? Why or why not? Why do you think 65 percent of the participants were

willing to go all the way to the XXX level? Milgram was demonstrating how “any normal

person can become a killer if he finds himself in a place where killing is called for” (Slater 45). Do you agree or disagree with Milgram. Why?

Slater is honest that she would not have disobeyed had she been a subject. Does this admission help or hurt the chapter?

What does Milgram’s experiment mean?

Dictionary.com definition

Not sane; not of sound mind; mentally deranged

Of, pertaining to, or characteristic of a person who is mentally deranged

Utterly senseless

Are these definitions helpful?

Dictionary.com definition

Free from mental derangement; having a sound, healthy mind

Having or showing reason, sound judgment, or good sense

Sound; healthy

What questions does that give you?

A. “Her Point Is”

B. “Obscura”

C. Socratic Smackdown

D. SEE Paragraphs

E. Defining Sanity

A. Summarizing

B. Paraphrasing

C. Discussing

D. SEE Paragraphs

E. Essay #1

Due Thursday, February 5 at 11:55 p.m.:

Post to the weekly discussion on Moodle

Due Sunday, February 8 at 11:55 p.m.:

Submit your rough draft of Essay #1

Respond to at least two students in the Moodle discussion

Due Monday, February 9 at 11:55 p.m.:

Watch the EP video lessons “How to Determine the Best Audience or Readers for an Essay” and “What Is MLA Format?” and take the respective quizzes (due Tuesday at 1:40 p.m. on Moodle)

One discussion question for “On Being Sane in Insane Places” (to Turnitin)

Due Tuesday, February 10 at the beginning of class:

Read “As He Himself Puts It” (Chapter 3 of They Say/I Say) and come to class prepared to discuss

Read “On Being Sane in Insane Places” (Chapter 3 of Opening Skinner’s Box) and come to class prepared to discuss

A copy of your discussion question

Study pictures and names for Tuesday’s quiz

Due Tuesday, February 10 at 11:55 p.m.:

Peer reviews of Essay #1 through Turnitin