ࡱ> a FObjbj** 7H=bH=baFa@ @       8X| 8RZ`v"""QQQQQQQ$THWQ """"""Q!Q'''"8 Q'"Q'' ?qA)^d#?QR08R?:XW$H:X4qAqA2:X P""'"""""QQ%~"""8R"""":X"""""""""@ B : Nonfiction Unit Article # 1: "Traits of the 'Get-It-Done' Personality" by Katherine Mangan MLA Bibliographic Entry ______________________________________________________ _________________________________________________ _________________________________________________ VOCABULARY PREVIEW These words appear in the article below. prolific: productive, creating a high volume of work academe: academia, the culture of higher learning / universities alternative-assessment: other ways to measure student achievement (other than tests) trivia: unimportant details attainment: accomplishment, achievement, meeting a goal inevitable: certain to happen refining: to reduce something to a pure or perfect state dogged: persistent, strong-minded plateau: a period or state of little or no growth or decline (a high, flat plain) dissertation: a written essay or thesis, especially one written by a candidate for a doctoral degree tractable: manageable, doable neuroticism: a tendency to be anxious, worried, negative, hard on oneself counterintuitive: contrary to what seems to be right when a conclusion seems to contradict common sense (Scientists discovered that the ability to be pleasant toward others is actually very hard work.) Pre-Reading Discussion: Do you think you have a get it done personality? Yes/No - Explain ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ DIRECTIONS: As you read, I'd like you to display evidence that you are interacting with the text. Some people like to think of this process as having an actual dialogue or conversation with the author of the article. As you read, things you should consider doing include: * underlining or circling key ideas, quotes, statistics, or facts * simplifying or summarizing big ideas in the margins * asking questions or noting confusions * circling unknown vocabulary and looking up the definition (glossary or dictionary) Traits of the 'Get It Done' Personality: Laser Focus, Resilience, and True Grit by Katherine Mangan The Chronicle of Higher Education Published on August 5th, 2012 Accessed on May 1st, 2013 Robert J. Sternberg has written 40 books and at least 1,400 articles and chapters over a career in which he has juggled jobs as professor, provost, and president of the American Psychological Association. As a psychologist who has studied the way people accomplish goals and stay motivated, he probably has a better insight than most other prolific scholars into what it takes to get things done when distractions tug and self-doubt creeps in. He's one of several experts The Chronicle asked for tips on the traits and habits of people who are particularly effective at accomplishing their goals in academe. Being passionate about your work and resilient in the face of setbacks are key, most experts agree. "You're going to go through periods where your articles get rejected, students are giving you bum ratings, and your grant applications are rejected," says Mr. Sternberg, who, after 35 years at Yale and Tufts, became provost and a professor of psychology at Oklahoma State University in 2010. "If you don't believe in yourself, it's easy to think that you're a loser and to stop trying," he says. He learned that lesson the hard way. From elementary school on, Mr. Sternberg was a terrible test taker and did so poorly in an introductory psychology class at Yale that his professor urged him to consider another major. Instead he earned a doctorate in the field and went on to become a pioneer in alternative-assessment methods. In his book Successful Intelligence: How Practical and Creative Intelligence Determine Success in Life (Simon & Schuster, 1996), he wrote about how his early academic struggles spurred him to work harder. Self-regulationbeing aware of what matters to you and having the discipline to avoid temptations and see it throughis another important quality, he says. "What happens to a lot of people is that they get totally caught up in trivia, and later they complain they were asked to do too much of this or that. Ultimately it's your responsibility to regulate yourself and decide what's important and what isn't." In his own case, getting home to his toddler triplets is a top priority, but he won't leave the office until he has prepared discussion questions for at least five chapters of the textbook he plans to use in a course this fall. That kind of specific, detailed strategy is much more useful than setting a general goal, such as having a course ready by the end of August, says Peter M. Gollwitzer, a professor of psychology at New York University and an expert on goal attainment and motivation. Using an "if then" plan, a person can spell out the steps he or she must take to achieve the goal and deal with inevitable obstacles: "If X happens, I'll cope with it by doing Y." A scholar who plugs away on a book month after month, refining a thesis and deepening her understanding of a complex topic, needs the same kind of determination that an avid soccer player displays in persevering through injuries and losses, says Angela L. Duckworth, an assistant professor of psychology at the University of Pennsylvania. Ms. Duckworth, a former middle-school math teacher, became interested in studying the traits, other than intelligence, that help some students succeed. She zeroed in on the dogged determination and focus shared by successful students, spelling-bee champions, and West Point cadets. Taking a page from a John Wayne movie, she called it "grit." "The gritty person approaches achievement as a marathon," she writes in an article published in an online journal. "The gritty person sticks with it, whereas others might be distracted by boredom, failure, adversity, or plateaus." Scholars who get sidetracked in their research and fail to maintain a tight focus on their topic often struggle to finish dissertations or books, Ms. Duckworth says. "You don't get anywhere in academe unless you narrow in on one tractable topic" and stick with it, even if other, potentially more interesting topics tempt you along the way. In addition to maintaining a laser-like focus on a goal, people who get things done in academe often score high in one of the traits studied by Brent W. Roberts, a professor of psychology at the University of Illinois at Urbana-Champaign. Conscientiousness is one of five major traits that psychologists have identified in describing personality, and many believe it is the one most closely related to job performance. The others are extraversion, or openness to experience; neuroticism; and agreeableness. People who are highly conscientious tend to be more organized and responsible, more likely to follow through on their obligations, and more likely to follow rules. A conscientious graduate student shows up for class on time and won't give up on her dissertation when experiments go awry or writer's block hits. Mr. Roberts and his colleagues have developed  HYPERLINK "http://www.yourpersonality.net/cgi-bin/conscientiousness/conscientiousness2.pl" a survey that gives people an idea of how conscientious they are. But some characteristics of conscientious workers can be a liability later in an academic career, he says. While conscientious people often tend to be traditional, to respect authority and follow socially prescribed norms, successful academics often are those who shake things up and refuse to accept the status quo. "If you look at the profile for someone who's realized creative success, they can't be conventional," Mr. Roberts says. "Whether you're an engineer or an artist or an English professor, your job is to create new knowledge." While academics have to work hard, being creative is probably more important than being conscientious, says Mr. Roberts, whose own CV lists more than 100 articles in psychology journals on topics including the impact of personality traits on major life goals and personality development across the age span. Gregory J. Feist, an associate professor of psychology at San Jose State University, says some of the most successful academics are flexible, creative thinkers who are confident, even arrogant at times: "If you're really cutting-edge, you're going to be bucking the system, and people are going to fight you." Highly productive academics focus on one thing at a time, Mr. Feist says. "We know from all kinds of psychological research that multitasking doesn't work for anyone." Switching back and forth between ideas breaks up concentration and eats up valuable time. By contrast, people who meditate and focus on breathing are better able to concentrate and focus on their immediate tasks. Highly productive academics "take care of things very quickly," he says. "The small things they dothey don't leave them on their desk. But they also block out hours of time to write without e-mailing or tweeting or Facebooking." That's easier said than done, he admits. For those who can't resist the urge to browse for bargains on eBay or peek in on the kids on Facebook, programs with names like SelfControl, Cold Turkey, Concentrate, and Anti-Social allow users to temporarily block access to such distractions. "It's hard to have a sustained, meditative reflection on anything when you can always change the channel or click on another link or download another app," agrees Ms. Duckworth, the Penn scholar. One of her colleagues has her own theories about what makes some people take on more tasks when their plates seem to be full. Cassie Mogilner, an assistant professor of marketing at the university's Wharton School, came to that counterintuitive conclusion after analyzing a series of experiments that she helped conduct, which concluded that people who spend time volunteering are able to tackle more tasks at work. "Counter to what you might expect, when people spend their time helping others, they feel like they have more time, not less," Ms. Mogilner says. Having helped someone other than themselves, they tend to feel more confident that they can accomplish more. Successful academics are creative, take risks, and have a good sense of their strengths and weaknesses, says Mr. Sternberg, of Oklahoma State. A person who, for example, is passionate about teaching but struggles to get grants will be more successful at a college that rewards good teaching. No matter where you are, though, "it's very easy to let pushing papers and attending meetings consume all your time," Mr. Sternberg says. "You have to decide what your priorities are and say, 'I'm going to make it happen'and then just make it happen."  The Successful Academic People who get things done and accomplish their goals often share these traits: Resilience The ability to recover from setbacks and cope effectively with stress Grit Perseverance and passion for challenging long-term goals Conscientiousness A tendency to be orderly, self-controlled, industrious, responsible, and willing to delay gratification Creativity The willingness to break with convention, challenge the status quo, and come up with new ideas Focus The ability to zero in on one thing at a time, tune out distractions, and avoid multitasking Self regulation An awareness of what matters and the discipline to avoid temptations and see a task through 4 Strong effort. Mature thinking is obvious. The student makes several margin notes, showing thoughtful interaction with the text. The student circles and defines unknown or challenging words. Margin notes show that the reader is asking questions, identifying main ideas, and connecting to the focus question. 3 Adequate effort. The student interacts with the text, but may struggle to dig deep. The student may circle and define unknown or challenging words. Margin notes show that the reader is using some reading strategies to improve comprehension. 2 Some effort. Interaction with the text is basic. Margin notes are there but do not demonstrate that the reader is thinking deeply about the text. 0-1 Little to no effort displayed. Margin notes may not even be there.  Post-Reading Questions: HOMEWORK DIRECTIONS: Answer each of the following questions using complete sentences. Included quoted material from the article in each of your answers.  Look back at page three. What would psychologist Robert J. Steinberg say is the biggest key to being successful? Sample Answer: Steinberg would say that you need to believe in yourself and not give up even when you are rejected and face difficulties. He would agree that it is important to be resilient in the face of setbacks(3). Notice that I used blended fragments of quotes in my answer. You dont need to write out the entire quote. Just pick a small portion of it and blend it with your own words. Read what the article has to say about the concept of self-regulation (4). How might this concept apply to a high-school student who has trouble completing homework or studying for tests? ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ Read what the article has to say about what it means to be conscientious (5). Are you generally a conscientious student? Why or why not? ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ What would the author of this article think about people who claim to be very good at multi-tasking (doing several different things at once)? ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________  CLASS DISCUSSION Of the six traits identified at the end of the article, which is your strongest trait and why? Which is your weakest trait and why? Stongest:________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ Weakest:________________________________________________________________________________________________________________________________________ ________________________________________________________________________ List off three specific difficulties / challenges you face in your academic career. In other words, in what areas do you struggle (organization, procrastination, studying, etc.)? What trait will help you with these struggles? Explain. 1_______________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ 2_____________________________________________________ ________________________________________________________________________ ________________________________________________________________________ 3_____________________________________________________ ________________________________________________________________________ ________________________________________________________________________ Four-Paragraph Analysis AFTER READING: Complete a four-paragraph rhetorical analysis of the article. Follow the format modeled by your teacher. Write an essay in which you explain how the author builds an argument to persuade his/her audience. In your essay, analyze how the author uses evidence to support claims, reasoning to develop ideas, and stylistic or persuasive elements to add power to the ideas expressed. Explain how the author uses these features to strengthen the logic and persuasiveness of his/her argument. Be sure that your analysis focuses on the most relevant features of the passage. Your essay should NOT explain whether you agree with the authors claims, but rather explain how the author builds an argument to persuade his/her audience. 1. Make sure to have both a topic and concluding paragraph 2. Use evidence from the text to support your thinking - - leads into, blends, and discusses two quotes or key facts / statistics from the article. 3. 250+ words, NEAT, LEGIBLE, NO DISTRACTING ERRORS You should use the following format to write your paragraphs. Introduce your topic and how evidence, reasoning, and stylistic or persuasive elements enhance the authors article (3-4 sentences) Authors name, Article title, Gist Statement (What the article is about.) Information about the article. The author uses _____ and _____ to strengthen the logic and persuasiveness of his/her argument First evidence, reasoning, or stylistic or persuasive elements (3-4 sentences) Introduce feature Quote, Explain Quote, Explain Transition to next paragraph Tone (3-4 sentences) Introduce Tone Quote, Explain Quote, Explain Transition to next paragraph Conclusion Paragraph (2-4 sentences) Restate your thesis (in different words) Short summary Clincher or connection to real world 9-10 Outstanding effort. The student obviously proofed this paragraph, focusing on neatness and accuracy. Exceeds all requirements.7-8 Good effort. The product is neat and legible. Meets all requirements.5-6 Adequate effort. The product is legible. Meets most requirements.3-4Weak effort. 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