Ellipses and Brackets:

“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.”

“Some students, she wrote, have pressured their professors to avoid teaching the subject in order to protect themselves and their classmates from potential distress.”

Quote Revised: “…pressur[ing] their professors to avoid teaching [rape law] in order to protect themselves and their classmates from potential distress.”

Signal Phrasing:

“Some students, she wrote, have pressured their professors to avoid teaching the subject in order to protect themselves and their classmates from potential distress.”

Revised: Lukianoff and Haidt illustrate this in their article as it pertains explicitly to oversensitivity in universities across America. In one instance, Jeannie Suk of Harvard University wrote an online article in The New Yorker about how students were “…pressur[ing] their professors to avoid teaching [rape law] in order to protect themselves and their classmates from potential distress”

“They said things like, ‘I love a challenge,’ or, ‘You know, I was hoping this would be informative.’ They understood that their abilities could be developed”

Revised: She gave the ten-year-old students a problem that was just a bit too hard for them and saw two different reactions from the students. From those employing a growth mindset, Dweck received a very positive response: “They said things like, ‘I love a challenge,’ or, ‘You know, I was hoping this would be informative.’ They understood that their abilities could be developed.”

In-Text Citation:

“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” (para. 22).

She gave the ten-year-old students a problem that was just a bit too hard for them and saw two different reactions from the students. From those employing a growth mindset, Dweck received a very positive response: “They said things like, ‘I love a challenge,’ or, ‘You know, I was hoping this would be informative.’ They understood that their abilities could be developed” (0:35).

Lukianoff and Haidt illustrate this in their article as it pertains explicitly to oversensitivity in universities across America. In one instance, Jeannie Suk of Harvard University wrote an online article in The New Yorker about how students were “…pressur[ing] their professors to avoid teaching [rape law] in order to protect themselves and their classmates from potential distress” (para. 40).

Both Dweck and Lukianoff and Haidt are seeing critical thinking replaced by emotional reasoning, which is defined by David Burns as“assuming ‘that your negative emotions necessarily reflect the way things really are’” (“The Coddling” para. 25).

Long Quote Practice:

Dweck presents this through two pictures that show electrical activity in the brain: 

[indent]“on the left, you see the fixed-mindset students. There’s hardly any activity. They run from the error. They don’t engage with it. But on the right, 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” (1:51). 

Because kids and adults alike are refusing to think critically about controversial topics, they strengthen the fear and mistrust instigating this phenomenon, resulting in division among society. 

I simply changed the format of the quote and added the citation to the end before moving on to the next sentence.