1. Putting Dweck into a sentence (or two). Write a sentence or two that briefly describes what Dweck’s talk is about. (This may be part of an eventual introduction.)

Dweck believes that in order to succeed not only in school, but in life in general, one must possess a growth mindset.

2. Putting Lukianoff/Haidt into a sentence (or two). Write a sentence or two that briefly describes what L & H’s article is about. (This may be part of an eventual introduction.)

Lukianoff and Haidt believe that the youth of today have become overly sensitive and this problem plaguing them must be remedied by removing the use of trigger warnings in education.

3. Write a sentence or two that describes, in your words, how you see ideas in Lukianoff/Haidt relating to Dweck. This isn’t a thesis, really. But it IS perhaps the start of one. (There’s no pressure to stick with these sentences for your paper!)

Lukianoff and Haidt believe that the use of trigger warnings tie people down into a fixed mindset, and thus the removal of said trigger warnings will help people develop a growth mindset.

4. We wrote an attempt at a Barclay’s formula paragraph for February 1. Using the Barclay’s Formula Guide, attempt 1-2 more Barclay’s Formula paragraph(s). Ideally, this work helps to elaborate – with evidence – the idea(s) you’re after in #3 above. If you haven’t figured it out by now, these may fit nicely into your first draft for Project I.

Lukianoff and Haidt believe that the use of trigger warnings tie people down into a fixed mindset, and thus the removal of said trigger warnings will help people develop a growth mindset. Lukianoff and Haidt state, “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” (paragraph 58). They are claiming that students should learn how to cope without use the trigger warnings. These new skills will help them realize the benefits of having a growth mindset. Similarly, Dweck claims, “This happened because the meaning of effort and difficulty were transformed. Before, effort and difficulty made them feel dumb, made them feel like giving up, but now, effort and difficulty, that’s when their neurons are making new connections, stronger connections. That’s when they’re getting smarter” (8:16). Dweck means that teaching children how to develop a growth mindset allowed them to grow and learn more. Both Dweck and Lukianoff/Haidt believe this switch to teaching how to believe in oneself’s ability to persevere and push through difficulty is what will make the youth reach their fullest potential. If schools focused on teaching perseverance and how to take control of one’s mind more than simply hiding away the hard or only praising the highest successes, children will learn to become the forces to reckon with that they were always destined to be.