[....] As we had predicted, the students with a growth mind-set felt that learning was a more important goal in school than getting good grades. [...] The students who held a fixed mind-set, however, were concerned about looking smart with less regard for learning. They have negative views of effort, believing that having to work hard at something was a sign of low ability” (Dweck 3). By providing the two sides of mindset, a growth mindset and a fixed mindset, Dweck was able to make her audience visualize the differences between the two different mindset and see their effects on people’s lives. Another advice she utilizes would be a more formal yet personable tone created through her word choice. For example, she states, “People can learn to be helpless, too, but not everyone reacts to setbacks this way. I wondered: Why do some students give up when they encounter difficulty, whereas others who are no more skilled continue to strive and
[....] As we had predicted, the students with a growth mind-set felt that learning was a more important goal in school than getting good grades. [...] The students who held a fixed mind-set, however, were concerned about looking smart with less regard for learning. They have negative views of effort, believing that having to work hard at something was a sign of low ability” (Dweck 3). By providing the two sides of mindset, a growth mindset and a fixed mindset, Dweck was able to make her audience visualize the differences between the two different mindset and see their effects on people’s lives. Another advice she utilizes would be a more formal yet personable tone created through her word choice. For example, she states, “People can learn to be helpless, too, but not everyone reacts to setbacks this way. I wondered: Why do some students give up when they encounter difficulty, whereas others who are no more skilled continue to strive and