Original: In Dweck’s TED talk, she talks about the brain activity of people who have a fixed mindset and how it influences them when they face a problem. “On the left [the powerpoint diagram], you see the fixed-mindset students. There’s hardly any activity. They run from the error. They don’t engage with it” (01:51). This means that people with a fixed mindset will not try to solve or engage with the problem but rather run away from it. They do not like challenges and will not think they can do it. On the other hand, in Lukianoff and Haidt’s article they talk about trigger warnings and how people who have past trauma or feel offended from the lectures in class don’t need to complete the assignment. “For example some students have called for warnings … so that students who have been previously victimized by racism or domestic violence can choose to avoid these works, which they believe might trigger a recurrence of past trauma” (Paragraph 2). This means that people who have experienced trauma or domestic violence can avoid assignments just because they have experienced it and are uncomfortable to hear in class. Students may escape from the topic when being presented in class since certain aspects of the topic could be harmful to the students’ emotional well being.  Just because you feel offended and not trying to understand what people are saying is not always right. But a fixed mindset can also be established with a simple switch of thinking and cognitive behavioral therapy.  

Alternatively to talking about a fixed mindset, there is the growth mindset where you believe that you can do it and anything is possible. In the Ted talk, Dweck has also spoken about the growth mindset and how they behave when facing a problem. “On the right [the powerpoint diagram], 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 process the error. They learn from it and they correct it” (01:51). This shows that people with a growth mindset will try to solve the problem they are facing and to engage in what they did wrong and fix it. At the same time, in Lukianoff and Haid’s article they talked about how cognitive behavioral therapy can try to fix people who have fixed minds on feeling offended on certain topics. “cognitive behavioral therapy teaches good critical-thinking skills, the sort that educators have striven for so long to impart. By almost any definition, 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.” (Paragraph 18). This shows that cognitive behavioral therapy requires critical thinking and it needs more understanding of the topic rather than your emotional desire. You can have your opinions and beliefs but it needs deep evidence of why you think that way rather than having your emotion as the support. The exposure therapy helps with overcoming the past trauma from the example of the elevators. A person may be afraid of elevators because they have been trapped in one before and so exposure therapy will help the person to see an elevator first from a distance. Then have association with her and the elevator to show her it is not as scary as she thinks. “You might start by asking the woman to merely look at an elevator from a distance standing in a building lobby, perhaps until her apprehension begins to subside. If nothing bad happens while she’s standing in the lobby if the fear is not reinforced then she will begin to learn a new association: elevators are not dangerous.” (Paragraph 35). This exposure can help reassure people who have past trauma that it is alright to overcome the fear they have with whatever they have experienced and that it is not as scary as they think it is.    

Revised: Imagine always telling yourself you’re not good enough or can’t do this. There is no flexibility to your thinking and always believe in what your emotion desires you to feel. Dweck states it as having a fixed mindset. In Dweck’s TED talk, she talks about the brain activity of people who have a fixed mindset and how it influences them when they face a problem. “On the left [the powerpoint diagram], you see the fixed-mindset students. There’s hardly any activity. They run from the error. They don’t engage with it” (01:51). This means that people with a fixed mindset will not try to solve or engage with the problem but rather run away from it. They do not like challenges and will not think they can do it. On the other hand, in Lukianoff and Haidt’s article they talk about trigger warnings and how people who have past trauma or feel offended from the lectures in class don’t need to complete the assignment. “For example some students have called for warnings … so that students who have been previously victimized by racism or domestic violence can choose to avoid these works, which they believe might trigger a recurrence of past trauma” (Paragraph 2). This means that people who have experienced trauma or domestic violence can avoid assignments just because they have experienced it and are uncomfortable to hear in class. Students may escape from the topic when being presented in class since certain aspects of the topic could be harmful to the students’ emotional well being.  I disagree with Lukianoff and Haidt’s idea since just because you feel offended or feel the recurrence of the past trauma, you can avoid doing the assignment is not always right. Even if you feel not comfortable to be engaging in the topic, at least you can try to understand the ideas the professor is trying to teach you. You can participate in the activities in class and don’t take it personally into your life. Although fixed mindset people are stubborn, it can be established with a simple switch of thinking and cognitive behavioral therapy.  

Alternatively to talking about a fixed mindset, there is the growth mindset where you believe that you can do it and anything is possible. Imagine always believing yourself that you can do anything if you put your heart into it. In the Ted talk, Dweck has also spoken about the growth mindset and how they behave when facing a problem. “On the right [the powerpoint diagram], 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 process the error. They learn from it and they correct it” (01:51). This shows that people with a growth mindset will try to solve the problem they are facing and to engage in what they did wrong and fix it. At the same time, in Lukianoff and Haid’s article they talked about how cognitive behavioral therapy can try to fix people who have fixed minds on feeling offended on certain topics. “cognitive behavioral therapy teaches good critical-thinking skills, the sort that educators have striven for so long to impart. By almost any definition, 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.” (Paragraph 18). This shows that cognitive behavioral therapy requires critical thinking and it needs more understanding of the topic rather than your emotional desire. I agree with Lukianoff and Haid’s idea because you can have your opinions and beliefs but it needs deep evidence of why you think that way rather than having your emotion as the support. Another kind of therapy is the exposure therapy. It helps with overcoming the past trauma from the example of the elevators. A person may be afraid of elevators because they have been trapped in one before. The exposure therapy will help the person to see an elevator first from a distance. Then have association with her and the elevator to show her it is not as scary as she thinks. “You might start by asking the woman to merely look at an elevator from a distance standing in a building lobby, perhaps until her apprehension begins to subside. If nothing bad happens while she’s standing in the lobby if the fear is not reinforced then she will begin to learn a new association: elevators are not dangerous.” (Paragraph 35). This exposure can help reassure people who have past trauma that it is alright to overcome the fear they have with whatever they have experienced and that it is not as scary as they think it is.    I have incorporated intro sentences in the beginning of my body paragraph. I also have put in my perspectives more strongly to make more easier for readers to read.

ellipses: On the other hand, in Lukianoff and Haidt’s article they talk about trigger warnings and how people who have past trauma or feel offended from the lectures in class don’t need to complete the assignment. “For example some students have called for warnings…so that students who have been previously victimized by racism or domestic violence can choose to avoid these works, which they believe might trigger a recurrence of past trauma” (Paragraph 2). This means that people who have experienced trauma or domestic violence can avoid assignments just because they have experienced it and are uncomfortable to hear in class. Students may escape from the topic when being presented in class since certain aspects of the topic could be harmful to the students’ emotional well being. I did the ellipses for this one and it really helped to trim down my quotes so that the readers can easily associate with the quote and the idea of what this paragraph is talking about. Bracket: In Dweck’s TED talk, she talks about the brain activity of people who have a fixed mindset and how it influences them when they face a problem. “On the left [the powerpoint diagram], you see the fixed-mindset students. There’s hardly any activity. They run from the error. They don’t engage with it” (01:51). This means that people with a fixed mindset will not try to solve or engage with the problem but rather run away from it. They do not like challenges and will not think they can do it. These tools help organize the quotes and better identify the verb to which who/what the quote is talking about.

At the same time, in Lukianoff and Haid’s article they spoke about how cognitive behavioral therapy can try to fix people who have fixed minds on feeling offended on certain topics. “cognitive behavioral therapy teaches good critical-thinking skills, the sort that educators have striven for so long to impart. By almost any definition, 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.” (Paragraph 18). This shows that cognitive behavioral therapy requires critical thinking and it needs more understanding of the topic rather than your emotional desire. You can have your opinions and beliefs but it needs deep evidence of why you think that way rather than having your emotion as the support. I agree with L/H;s idea here because they are right on critical thinking and how we should be able to have evidence for what we believe rather than having our emotions take over. We need to know why we believe the way we do and if you disagree with something there should be a reason rather than because I feel this way. 

“For example, some students have called for warnings that Chinua Achebe’s Things Fall Apart describes racial violence and that F. Scott Fitzgerald’s The Great Gatsby Ad portrays misogyny and physical abuse, so that students who have been previously victimized by racism or domestic violence can choose to avoid these works, which they believe might “trigger” a recurrence of past trauma.” (Paragraph 2). I would shorten the quote by doing ellipses where cute out the part that is not so important by using …