{"id":1180,"date":"2025-04-23T22:52:56","date_gmt":"2025-04-23T22:52:56","guid":{"rendered":"https:\/\/content.one.lumenlearning.com\/englishcomp1\/?post_type=chapter&#038;p=1180"},"modified":"2025-08-02T02:31:10","modified_gmt":"2025-08-02T02:31:10","slug":"active-reading-apply-it","status":"publish","type":"chapter","link":"https:\/\/content.one.lumenlearning.com\/englishcomp1\/chapter\/active-reading-apply-it\/","title":{"raw":"Active Reading: Apply It","rendered":"Active Reading: Apply It"},"content":{"raw":"<section class=\"textbox learningGoals\" aria-label=\"Learning Goals\">\r\n<ul>\r\n \t<li>Describe active reading strategies<\/li>\r\n \t<li><span data-sheets-root=\"1\">Use previewing as a reading strategy<\/span><\/li>\r\n \t<li><span data-sheets-root=\"1\">Use questioning as a reading strategy<\/span><\/li>\r\n \t<li><span data-sheets-root=\"1\">Explain strategies for annotating texts<\/span><\/li>\r\n \t<li><span data-sheets-root=\"1\">Summarize a passage of reading<\/span><\/li>\r\n \t<li><span data-sheets-root=\"1\">Paraphrase a passage of reading<\/span><\/li>\r\n \t<li><span data-sheets-root=\"1\">Use outlining as a reading strategy<\/span><\/li>\r\n \t<li><span data-sheets-root=\"1\">Describe strategies for effective review<\/span><\/li>\r\n<\/ul>\r\n<\/section>\r\n<h2 data-start=\"413\" data-end=\"543\">Practice Reading Actively<\/h2>\r\n<p class=\"\" data-start=\"413\" data-end=\"543\">So now you've been told you <em data-start=\"443\" data-end=\"451\">should<\/em> preview your readings, ask questions, take notes, annotate, outline, summarize, paraphrase\u2026 That\u2019s a lot. Which one should you use? It can be hard to know which reading strategy you should choose to help <em data-start=\"635\" data-end=\"640\">you<\/em> understand and remember what you read.<\/p>\r\n<p class=\"\" data-start=\"681\" data-end=\"1016\">In this activity, you\u2019ll test three different reading strategies\u2014previewing, questioning, and outlining\u2014on the same passage. You\u2019ll compare how each approach affects your understanding.<\/p>\r\n\r\n<h3 data-start=\"681\" data-end=\"1016\">Previewing<\/h3>\r\n<p class=\"\" data-start=\"1439\" data-end=\"1552\">Previewing means looking ahead to get a sense of the structure and purpose of the reading\u2014before you dive in.<\/p>\r\n\r\n<section class=\"textbox recall\" aria-label=\"Recall\">Your approach to previewing may vary depending on the genre:\r\n<ul>\r\n \t<li><strong>For nonfiction<\/strong>, focus on understanding the subject matter and identifying what you already know and what you want to learn. Skim headings, subheadings, and illustrations (and their captions) to see how the author organizes information. This helps you connect prior knowledge to new content and set goals for your reading.<\/li>\r\n \t<li><strong>For biographies<\/strong>, look for clues about the person\u2019s life, the historical time period, and possible key events or places. Titles, chapter headings, and introductory notes can provide valuable insights into the focus of the biography.<\/li>\r\n \t<li><strong>For fiction<\/strong>, identify key elements like characters, setting, and plot. Use the headers, illustrations (and their captions), and any introductory material to make predictions about the story\u2019s conflicts and resolutions.<\/li>\r\n<\/ul>\r\n<\/section>Preview the following passage\u2014don\u2019t read it in full yet.\r\n\r\n<section class=\"textbox example\" aria-label=\"Example\">\r\n<h4 data-start=\"290\" data-end=\"354\"><strong data-start=\"297\" data-end=\"354\">Excerpt from <em data-start=\"312\" data-end=\"352\">Mindset: The New Psychology of Success<\/em><\/strong><\/h4>\r\n<blockquote data-start=\"356\" data-end=\"1812\">\r\n<p class=\"\" data-start=\"358\" data-end=\"873\">\"In a fixed mindset, students believe their basic abilities, their intelligence, their talents, are just fixed traits. They have a certain amount and that's that, and then their goal becomes to look smart all the time and never look dumb. In a growth mindset, students understand that their talents and abilities can be developed through effort, good teaching, and persistence. They don't necessarily think everyone's the same or anyone can be Einstein, but they believe everyone can get smarter if they work at it.<\/p>\r\n<p class=\"\" data-start=\"878\" data-end=\"1422\">One of the most striking findings in our research was that teaching students a growth mindset, which encourages a focus on learning and the belief that intelligence can be developed, leads to increased motivation and achievement. In one study, we taught junior high school students that the brain is like a muscle that gets stronger with use. We showed them how forming new connections and strengthening existing ones is the basis for learning. After the students learned this, we saw a significant improvement in their grades and study habits.<\/p>\r\n<p class=\"\" data-start=\"1427\" data-end=\"1812\">It's important to note that the growth mindset isn't just about effort. Students need to try new strategies and seek input from others when they're stuck. They need this repertoire of approaches\u2014not just sheer effort\u2014to learn and improve. This mindset encourages students to embrace challenges, persist through obstacles, learn from criticism, and find inspiration in others' success.\"<\/p>\r\n<\/blockquote>\r\n<p class=\"\" data-start=\"1814\" data-end=\"1906\"><strong data-start=\"1814\" data-end=\"1827\">Citation:<\/strong><br data-start=\"1827\" data-end=\"1830\" \/>Dweck, C. S. (2006). <em data-start=\"1851\" data-end=\"1891\">Mindset: The New Psychology of Success<\/em>. Random House.<\/p>\r\n\r\n<\/section><section class=\"textbox tryIt\" aria-label=\"Try It\">[ohm2_question hide_question_numbers=1]40736[\/ohm2_question][ohm2_question hide_question_numbers=1]40737[\/ohm2_question]\r\n\r\n<\/section>&nbsp;\r\n<h3>Questioning<\/h3>\r\n<p class=\"\" data-start=\"1966\" data-end=\"2098\">Now, start reading the full passage. This time, actively ask questions as you read. Use headings or confusing sections as clues.<\/p>\r\n<p class=\"\" data-start=\"2100\" data-end=\"2129\">You can use questions like:<\/p>\r\n\r\n<ul>\r\n \t<li data-start=\"2132\" data-end=\"2157\">What does this term mean?<\/li>\r\n \t<li data-start=\"2160\" data-end=\"2196\">Why is the author making this point?<\/li>\r\n \t<li data-start=\"2199\" data-end=\"2244\">How does this connect to what I already know?<\/li>\r\n<\/ul>\r\n<section class=\"textbox example\" aria-label=\"Example\">\r\n<h4 data-start=\"290\" data-end=\"354\"><strong data-start=\"297\" data-end=\"354\">Excerpt from <em data-start=\"312\" data-end=\"352\">Mindset: The New Psychology of Success<\/em><\/strong><\/h4>\r\n<blockquote data-start=\"356\" data-end=\"1812\">\r\n<p class=\"\" data-start=\"358\" data-end=\"873\">\"In a fixed mindset, students believe their basic abilities, their intelligence, their talents, are just fixed traits. They have a certain amount and that's that, and then their goal becomes to look smart all the time and never look dumb. In a growth mindset, students understand that their talents and abilities can be developed through effort, good teaching, and persistence. They don't necessarily think everyone's the same or anyone can be Einstein, but they believe everyone can get smarter if they work at it.<\/p>\r\n<p class=\"\" data-start=\"878\" data-end=\"1422\">One of the most striking findings in our research was that teaching students a growth mindset, which encourages a focus on learning and the belief that intelligence can be developed, leads to increased motivation and achievement. In one study, we taught junior high school students that the brain is like a muscle that gets stronger with use. We showed them how forming new connections and strengthening existing ones is the basis for learning. After the students learned this, we saw a significant improvement in their grades and study habits.<\/p>\r\n<p class=\"\" data-start=\"1427\" data-end=\"1812\">It's important to note that the growth mindset isn't just about effort. Students need to try new strategies and seek input from others when they're stuck. They need this repertoire of approaches\u2014not just sheer effort\u2014to learn and improve. This mindset encourages students to embrace challenges, persist through obstacles, learn from criticism, and find inspiration in others' success.\"<\/p>\r\n<\/blockquote>\r\n<p class=\"\" data-start=\"1814\" data-end=\"1906\"><strong data-start=\"1814\" data-end=\"1827\">Citation:<\/strong><br data-start=\"1827\" data-end=\"1830\" \/>Dweck, C. S. (2006). <em data-start=\"1851\" data-end=\"1891\">Mindset: The New Psychology of Success<\/em>. Random House.<\/p>\r\n\r\n<\/section><section class=\"textbox tryIt\" aria-label=\"Try It\">\r\n<p class=\"\" data-start=\"2246\" data-end=\"2349\">Write at least 3 questions you had while reading. Choose one question and try to answer it using the text.<\/p>\r\n<p data-start=\"2246\" data-end=\"2349\">~essay\r\n~feedback: Sample Answer: Why do students with a growth mindset tend to do better? What does the brain being \u201clike a muscle\u201d really mean? Is effort enough to succeed, or do students need more? I chose the third question. The text says that effort is important, but students also need to try new strategies and get help when they\u2019re stuck. So, effort alone isn\u2019t enough\u2014they need a variety of approaches.<\/p>\r\n<p class=\"\" data-start=\"2246\" data-end=\"2349\">What did you notice about your attention or focus while you were asking questions while reading? Did your mind wander less, or were you more engaged in figuring things out?<\/p>\r\n<p data-start=\"2246\" data-end=\"2349\">~essay\r\n~feedback: Great observation! Asking questions while you read helps turn passive reading into active thinking. When your brain is trying to answer something, it naturally stays more engaged and focused.<\/p>\r\n\r\n<\/section>\r\n<h3 data-start=\"681\" data-end=\"1016\">Outlining<\/h3>\r\n<p class=\"\" data-start=\"267\" data-end=\"367\">For your final pass through the reading, you\u2019ll focus on outlining the structure of the passage.<\/p>\r\n<p class=\"\" data-start=\"369\" data-end=\"552\">Outlining helps you break down the content into main points and supporting details. This can make it easier to study later, especially when preparing for tests or writing assignments.<\/p>\r\n<p class=\"\" data-start=\"554\" data-end=\"574\">Here\u2019s how to do it:<\/p>\r\n\r\n<ul>\r\n \t<li data-start=\"577\" data-end=\"660\">Identify the main ideas (usually found in topic sentences or section headings).<\/li>\r\n \t<li data-start=\"663\" data-end=\"716\">Note the supporting details under each main idea.<\/li>\r\n \t<li data-start=\"719\" data-end=\"802\">Use bullet points, dashes, or numbering to show how the ideas relate to each other.<\/li>\r\n<\/ul>\r\n<section class=\"textbox example\" aria-label=\"Example\">\r\n<h4 data-start=\"290\" data-end=\"354\"><strong data-start=\"297\" data-end=\"354\">Excerpt from <em data-start=\"312\" data-end=\"352\">Mindset: The New Psychology of Success<\/em><\/strong><\/h4>\r\n<blockquote data-start=\"356\" data-end=\"1812\">\r\n<p class=\"\" data-start=\"358\" data-end=\"873\">\"In a fixed mindset, students believe their basic abilities, their intelligence, their talents, are just fixed traits. They have a certain amount and that's that, and then their goal becomes to look smart all the time and never look dumb. In a growth mindset, students understand that their talents and abilities can be developed through effort, good teaching, and persistence. They don't necessarily think everyone's the same or anyone can be Einstein, but they believe everyone can get smarter if they work at it.<\/p>\r\n<p class=\"\" data-start=\"878\" data-end=\"1422\">One of the most striking findings in our research was that teaching students a growth mindset, which encourages a focus on learning and the belief that intelligence can be developed, leads to increased motivation and achievement. In one study, we taught junior high school students that the brain is like a muscle that gets stronger with use. We showed them how forming new connections and strengthening existing ones is the basis for learning. After the students learned this, we saw a significant improvement in their grades and study habits.<\/p>\r\n<p class=\"\" data-start=\"1427\" data-end=\"1812\">It's important to note that the growth mindset isn't just about effort. Students need to try new strategies and seek input from others when they're stuck. They need this repertoire of approaches\u2014not just sheer effort\u2014to learn and improve. This mindset encourages students to embrace challenges, persist through obstacles, learn from criticism, and find inspiration in others' success.\"<\/p>\r\n<\/blockquote>\r\n<p class=\"\" data-start=\"1814\" data-end=\"1906\"><strong data-start=\"1814\" data-end=\"1827\">Citation:<\/strong><br data-start=\"1827\" data-end=\"1830\" \/>Dweck, C. S. (2006). <em data-start=\"1851\" data-end=\"1891\">Mindset: The New Psychology of Success<\/em>. Random House.<\/p>\r\n\r\n<\/section><section class=\"textbox tryIt\" aria-label=\"Try It\">Write a brief outline of your passage. Include at least two main points and the details that support them.[practice-area rows=\"4\"][\/practice-area]\r\n[reveal-answer q=\"967667\"]See a Sample Outline[\/reveal-answer]\r\n[hidden-answer a=\"967667\"]\r\n<ul>\r\n \t<li data-start=\"317\" data-end=\"532\"><strong data-start=\"317\" data-end=\"334\">Main Point 1:<\/strong> Students with a growth mindset believe they can develop intelligence through effort and learning.\r\n<ul>\r\n \t<li data-start=\"317\" data-end=\"532\"><em data-start=\"435\" data-end=\"456\">Supporting Details:<\/em> They focus on learning, try new strategies, and persist through challenges.<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li data-start=\"534\" data-end=\"764\"><strong data-start=\"534\" data-end=\"551\">Main Point 2:<\/strong> Teaching a growth mindset can improve motivation and academic performance.\r\n<ul>\r\n \t<li data-start=\"534\" data-end=\"764\"><em data-start=\"629\" data-end=\"650\">Supporting Details:<\/em> One study showed that students' grades and study habits improved after learning how the brain strengthens through use.<\/li>\r\n<\/ul>\r\n<\/li>\r\n<\/ul>\r\n[\/hidden-answer]\r\n\r\n[ohm2_question hide_question_numbers=1]40738[\/ohm2_question]\r\n\r\n<\/section><section class=\"textbox proTip\" aria-label=\"Pro Tip\">Not every strategy will feel natural right away\u2014and that\u2019s okay! The key is to experiment and figure out which ones work best for you and for the type of reading you're doing.<\/section>","rendered":"<section class=\"textbox learningGoals\" aria-label=\"Learning Goals\">\n<ul>\n<li>Describe active reading strategies<\/li>\n<li><span data-sheets-root=\"1\">Use previewing as a reading strategy<\/span><\/li>\n<li><span data-sheets-root=\"1\">Use questioning as a reading strategy<\/span><\/li>\n<li><span data-sheets-root=\"1\">Explain strategies for annotating texts<\/span><\/li>\n<li><span data-sheets-root=\"1\">Summarize a passage of reading<\/span><\/li>\n<li><span data-sheets-root=\"1\">Paraphrase a passage of reading<\/span><\/li>\n<li><span data-sheets-root=\"1\">Use outlining as a reading strategy<\/span><\/li>\n<li><span data-sheets-root=\"1\">Describe strategies for effective review<\/span><\/li>\n<\/ul>\n<\/section>\n<h2 data-start=\"413\" data-end=\"543\">Practice Reading Actively<\/h2>\n<p class=\"\" data-start=\"413\" data-end=\"543\">So now you&#8217;ve been told you <em data-start=\"443\" data-end=\"451\">should<\/em> preview your readings, ask questions, take notes, annotate, outline, summarize, paraphrase\u2026 That\u2019s a lot. Which one should you use? It can be hard to know which reading strategy you should choose to help <em data-start=\"635\" data-end=\"640\">you<\/em> understand and remember what you read.<\/p>\n<p class=\"\" data-start=\"681\" data-end=\"1016\">In this activity, you\u2019ll test three different reading strategies\u2014previewing, questioning, and outlining\u2014on the same passage. You\u2019ll compare how each approach affects your understanding.<\/p>\n<h3 data-start=\"681\" data-end=\"1016\">Previewing<\/h3>\n<p class=\"\" data-start=\"1439\" data-end=\"1552\">Previewing means looking ahead to get a sense of the structure and purpose of the reading\u2014before you dive in.<\/p>\n<section class=\"textbox recall\" aria-label=\"Recall\">Your approach to previewing may vary depending on the genre:<\/p>\n<ul>\n<li><strong>For nonfiction<\/strong>, focus on understanding the subject matter and identifying what you already know and what you want to learn. Skim headings, subheadings, and illustrations (and their captions) to see how the author organizes information. This helps you connect prior knowledge to new content and set goals for your reading.<\/li>\n<li><strong>For biographies<\/strong>, look for clues about the person\u2019s life, the historical time period, and possible key events or places. Titles, chapter headings, and introductory notes can provide valuable insights into the focus of the biography.<\/li>\n<li><strong>For fiction<\/strong>, identify key elements like characters, setting, and plot. Use the headers, illustrations (and their captions), and any introductory material to make predictions about the story\u2019s conflicts and resolutions.<\/li>\n<\/ul>\n<\/section>\n<p>Preview the following passage\u2014don\u2019t read it in full yet.<\/p>\n<section class=\"textbox example\" aria-label=\"Example\">\n<h4 data-start=\"290\" data-end=\"354\"><strong data-start=\"297\" data-end=\"354\">Excerpt from <em data-start=\"312\" data-end=\"352\">Mindset: The New Psychology of Success<\/em><\/strong><\/h4>\n<blockquote data-start=\"356\" data-end=\"1812\">\n<p class=\"\" data-start=\"358\" data-end=\"873\">&#8220;In a fixed mindset, students believe their basic abilities, their intelligence, their talents, are just fixed traits. They have a certain amount and that&#8217;s that, and then their goal becomes to look smart all the time and never look dumb. In a growth mindset, students understand that their talents and abilities can be developed through effort, good teaching, and persistence. They don&#8217;t necessarily think everyone&#8217;s the same or anyone can be Einstein, but they believe everyone can get smarter if they work at it.<\/p>\n<p class=\"\" data-start=\"878\" data-end=\"1422\">One of the most striking findings in our research was that teaching students a growth mindset, which encourages a focus on learning and the belief that intelligence can be developed, leads to increased motivation and achievement. In one study, we taught junior high school students that the brain is like a muscle that gets stronger with use. We showed them how forming new connections and strengthening existing ones is the basis for learning. After the students learned this, we saw a significant improvement in their grades and study habits.<\/p>\n<p class=\"\" data-start=\"1427\" data-end=\"1812\">It&#8217;s important to note that the growth mindset isn&#8217;t just about effort. Students need to try new strategies and seek input from others when they&#8217;re stuck. They need this repertoire of approaches\u2014not just sheer effort\u2014to learn and improve. This mindset encourages students to embrace challenges, persist through obstacles, learn from criticism, and find inspiration in others&#8217; success.&#8221;<\/p>\n<\/blockquote>\n<p class=\"\" data-start=\"1814\" data-end=\"1906\"><strong data-start=\"1814\" data-end=\"1827\">Citation:<\/strong><br data-start=\"1827\" data-end=\"1830\" \/>Dweck, C. S. (2006). <em data-start=\"1851\" data-end=\"1891\">Mindset: The New Psychology of Success<\/em>. Random House.<\/p>\n<\/section>\n<section class=\"textbox tryIt\" aria-label=\"Try It\"><iframe loading=\"lazy\" id=\"ohm40736\" class=\"resizable\" src=\"https:\/\/ohm.one.lumenlearning.com\/multiembedq.php?id=40736&theme=lumen&iframe_resize_id=ohm40736&source=tnh\" width=\"100%\" height=\"150\"><\/iframe><iframe loading=\"lazy\" id=\"ohm40737\" class=\"resizable\" src=\"https:\/\/ohm.one.lumenlearning.com\/multiembedq.php?id=40737&theme=lumen&iframe_resize_id=ohm40737&source=tnh\" width=\"100%\" height=\"150\"><\/iframe><\/p>\n<\/section>\n<p>&nbsp;<\/p>\n<h3>Questioning<\/h3>\n<p class=\"\" data-start=\"1966\" data-end=\"2098\">Now, start reading the full passage. This time, actively ask questions as you read. Use headings or confusing sections as clues.<\/p>\n<p class=\"\" data-start=\"2100\" data-end=\"2129\">You can use questions like:<\/p>\n<ul>\n<li data-start=\"2132\" data-end=\"2157\">What does this term mean?<\/li>\n<li data-start=\"2160\" data-end=\"2196\">Why is the author making this point?<\/li>\n<li data-start=\"2199\" data-end=\"2244\">How does this connect to what I already know?<\/li>\n<\/ul>\n<section class=\"textbox example\" aria-label=\"Example\">\n<h4 data-start=\"290\" data-end=\"354\"><strong data-start=\"297\" data-end=\"354\">Excerpt from <em data-start=\"312\" data-end=\"352\">Mindset: The New Psychology of Success<\/em><\/strong><\/h4>\n<blockquote data-start=\"356\" data-end=\"1812\">\n<p class=\"\" data-start=\"358\" data-end=\"873\">&#8220;In a fixed mindset, students believe their basic abilities, their intelligence, their talents, are just fixed traits. They have a certain amount and that&#8217;s that, and then their goal becomes to look smart all the time and never look dumb. In a growth mindset, students understand that their talents and abilities can be developed through effort, good teaching, and persistence. They don&#8217;t necessarily think everyone&#8217;s the same or anyone can be Einstein, but they believe everyone can get smarter if they work at it.<\/p>\n<p class=\"\" data-start=\"878\" data-end=\"1422\">One of the most striking findings in our research was that teaching students a growth mindset, which encourages a focus on learning and the belief that intelligence can be developed, leads to increased motivation and achievement. In one study, we taught junior high school students that the brain is like a muscle that gets stronger with use. We showed them how forming new connections and strengthening existing ones is the basis for learning. After the students learned this, we saw a significant improvement in their grades and study habits.<\/p>\n<p class=\"\" data-start=\"1427\" data-end=\"1812\">It&#8217;s important to note that the growth mindset isn&#8217;t just about effort. Students need to try new strategies and seek input from others when they&#8217;re stuck. They need this repertoire of approaches\u2014not just sheer effort\u2014to learn and improve. This mindset encourages students to embrace challenges, persist through obstacles, learn from criticism, and find inspiration in others&#8217; success.&#8221;<\/p>\n<\/blockquote>\n<p class=\"\" data-start=\"1814\" data-end=\"1906\"><strong data-start=\"1814\" data-end=\"1827\">Citation:<\/strong><br data-start=\"1827\" data-end=\"1830\" \/>Dweck, C. S. (2006). <em data-start=\"1851\" data-end=\"1891\">Mindset: The New Psychology of Success<\/em>. Random House.<\/p>\n<\/section>\n<section class=\"textbox tryIt\" aria-label=\"Try It\">\n<p class=\"\" data-start=\"2246\" data-end=\"2349\">Write at least 3 questions you had while reading. Choose one question and try to answer it using the text.<\/p>\n<p data-start=\"2246\" data-end=\"2349\">~essay<br \/>\n~feedback: Sample Answer: Why do students with a growth mindset tend to do better? What does the brain being \u201clike a muscle\u201d really mean? Is effort enough to succeed, or do students need more? I chose the third question. The text says that effort is important, but students also need to try new strategies and get help when they\u2019re stuck. So, effort alone isn\u2019t enough\u2014they need a variety of approaches.<\/p>\n<p class=\"\" data-start=\"2246\" data-end=\"2349\">What did you notice about your attention or focus while you were asking questions while reading? Did your mind wander less, or were you more engaged in figuring things out?<\/p>\n<p data-start=\"2246\" data-end=\"2349\">~essay<br \/>\n~feedback: Great observation! Asking questions while you read helps turn passive reading into active thinking. When your brain is trying to answer something, it naturally stays more engaged and focused.<\/p>\n<\/section>\n<h3 data-start=\"681\" data-end=\"1016\">Outlining<\/h3>\n<p class=\"\" data-start=\"267\" data-end=\"367\">For your final pass through the reading, you\u2019ll focus on outlining the structure of the passage.<\/p>\n<p class=\"\" data-start=\"369\" data-end=\"552\">Outlining helps you break down the content into main points and supporting details. This can make it easier to study later, especially when preparing for tests or writing assignments.<\/p>\n<p class=\"\" data-start=\"554\" data-end=\"574\">Here\u2019s how to do it:<\/p>\n<ul>\n<li data-start=\"577\" data-end=\"660\">Identify the main ideas (usually found in topic sentences or section headings).<\/li>\n<li data-start=\"663\" data-end=\"716\">Note the supporting details under each main idea.<\/li>\n<li data-start=\"719\" data-end=\"802\">Use bullet points, dashes, or numbering to show how the ideas relate to each other.<\/li>\n<\/ul>\n<section class=\"textbox example\" aria-label=\"Example\">\n<h4 data-start=\"290\" data-end=\"354\"><strong data-start=\"297\" data-end=\"354\">Excerpt from <em data-start=\"312\" data-end=\"352\">Mindset: The New Psychology of Success<\/em><\/strong><\/h4>\n<blockquote data-start=\"356\" data-end=\"1812\">\n<p class=\"\" data-start=\"358\" data-end=\"873\">&#8220;In a fixed mindset, students believe their basic abilities, their intelligence, their talents, are just fixed traits. They have a certain amount and that&#8217;s that, and then their goal becomes to look smart all the time and never look dumb. In a growth mindset, students understand that their talents and abilities can be developed through effort, good teaching, and persistence. They don&#8217;t necessarily think everyone&#8217;s the same or anyone can be Einstein, but they believe everyone can get smarter if they work at it.<\/p>\n<p class=\"\" data-start=\"878\" data-end=\"1422\">One of the most striking findings in our research was that teaching students a growth mindset, which encourages a focus on learning and the belief that intelligence can be developed, leads to increased motivation and achievement. In one study, we taught junior high school students that the brain is like a muscle that gets stronger with use. We showed them how forming new connections and strengthening existing ones is the basis for learning. After the students learned this, we saw a significant improvement in their grades and study habits.<\/p>\n<p class=\"\" data-start=\"1427\" data-end=\"1812\">It&#8217;s important to note that the growth mindset isn&#8217;t just about effort. Students need to try new strategies and seek input from others when they&#8217;re stuck. They need this repertoire of approaches\u2014not just sheer effort\u2014to learn and improve. This mindset encourages students to embrace challenges, persist through obstacles, learn from criticism, and find inspiration in others&#8217; success.&#8221;<\/p>\n<\/blockquote>\n<p class=\"\" data-start=\"1814\" data-end=\"1906\"><strong data-start=\"1814\" data-end=\"1827\">Citation:<\/strong><br data-start=\"1827\" data-end=\"1830\" \/>Dweck, C. S. (2006). <em data-start=\"1851\" data-end=\"1891\">Mindset: The New Psychology of Success<\/em>. Random House.<\/p>\n<\/section>\n<section class=\"textbox tryIt\" aria-label=\"Try It\">Write a brief outline of your passage. Include at least two main points and the details that support them.<textarea rows=\"4\"><\/textarea><\/p>\n<div class=\"qa-wrapper\" style=\"display: block\"><button class=\"show-answer show-answer-button collapsed\" data-target=\"q967667\">See a Sample Outline<\/button><\/p>\n<div id=\"q967667\" class=\"hidden-answer\" style=\"display: none\">\n<ul>\n<li data-start=\"317\" data-end=\"532\"><strong data-start=\"317\" data-end=\"334\">Main Point 1:<\/strong> Students with a growth mindset believe they can develop intelligence through effort and learning.\n<ul>\n<li data-start=\"317\" data-end=\"532\"><em data-start=\"435\" data-end=\"456\">Supporting Details:<\/em> They focus on learning, try new strategies, and persist through challenges.<\/li>\n<\/ul>\n<\/li>\n<li data-start=\"534\" data-end=\"764\"><strong data-start=\"534\" data-end=\"551\">Main Point 2:<\/strong> Teaching a growth mindset can improve motivation and academic performance.\n<ul>\n<li data-start=\"534\" data-end=\"764\"><em data-start=\"629\" data-end=\"650\">Supporting Details:<\/em> One study showed that students&#8217; grades and study habits improved after learning how the brain strengthens through use.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<p><iframe loading=\"lazy\" id=\"ohm40738\" class=\"resizable\" src=\"https:\/\/ohm.one.lumenlearning.com\/multiembedq.php?id=40738&theme=lumen&iframe_resize_id=ohm40738&source=tnh\" width=\"100%\" height=\"150\"><\/iframe><\/p>\n<\/section>\n<section class=\"textbox proTip\" aria-label=\"Pro Tip\">Not every strategy will feel natural right away\u2014and that\u2019s okay! The key is to experiment and figure out which ones work best for you and for the type of reading you&#8217;re doing.<\/section>\n","protected":false},"author":14,"menu_order":10,"template":"","meta":{"_candela_citation":"[]","pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"part":110,"module-header":"apply_it","content_attributions":[],"internal_book_links":[],"video_content":null,"cc_video_embed_content":{"cc_scripts":"","media_targets":[]},"try_it_collection":null,"_links":{"self":[{"href":"https:\/\/content.one.lumenlearning.com\/englishcomp1\/wp-json\/pressbooks\/v2\/chapters\/1180"}],"collection":[{"href":"https:\/\/content.one.lumenlearning.com\/englishcomp1\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/content.one.lumenlearning.com\/englishcomp1\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/content.one.lumenlearning.com\/englishcomp1\/wp-json\/wp\/v2\/users\/14"}],"version-history":[{"count":11,"href":"https:\/\/content.one.lumenlearning.com\/englishcomp1\/wp-json\/pressbooks\/v2\/chapters\/1180\/revisions"}],"predecessor-version":[{"id":3535,"href":"https:\/\/content.one.lumenlearning.com\/englishcomp1\/wp-json\/pressbooks\/v2\/chapters\/1180\/revisions\/3535"}],"part":[{"href":"https:\/\/content.one.lumenlearning.com\/englishcomp1\/wp-json\/pressbooks\/v2\/parts\/110"}],"metadata":[{"href":"https:\/\/content.one.lumenlearning.com\/englishcomp1\/wp-json\/pressbooks\/v2\/chapters\/1180\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/content.one.lumenlearning.com\/englishcomp1\/wp-json\/wp\/v2\/media?parent=1180"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/content.one.lumenlearning.com\/englishcomp1\/wp-json\/pressbooks\/v2\/chapter-type?post=1180"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/content.one.lumenlearning.com\/englishcomp1\/wp-json\/wp\/v2\/contributor?post=1180"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/content.one.lumenlearning.com\/englishcomp1\/wp-json\/wp\/v2\/license?post=1180"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}