The student fear factor by rebecca cox pdf

Eng 101 – Tejada Fall 19 Essay #1: Getting Your Mind Right Background Much has been written about why some students succeed while others do not. Authors look at teacher qualities, student motivation, and societal factors as they attempt to solve the puzzle of how to make sure all students succeed. Paulo Freire argues that success can have a lot to do with the student-teacher relationship, Carol Dweck suggests that motivation depends on a person’s beliefs about effort and ability, and Rebecca Cox discusses obstacles college students might face. As you explore these texts, think about your own educational journey and how these works provide insight into your own experience as a learner. Readings o “Brainology” by Carol Dweck o “The Student Fear Factor” by Rebecca D. Cox o “The ‘Banking’ Concept of Education” by Paulo Freire Prompt Using ideas from the texts, explain how your mindsets (both fixed and growth), fear of failing academically, and your relationships with your teachers have influenced your experience as a learner. Specification • 3-5 full pages • Include an introduction and a conclusion • Must use the quote sandwich method to support your claim • MLA format, including header and heading • Online tutoring session (you are required to participate in at least ONE tutoring session this summer. You can choose to get help with this essay or any of the other 3.) Important Dates October 30 (Wednesday): Submit 1.5-2 pages of your rough draft in MLA format by 11:59 PM October 31 (Thursday): Read your classmate’s essay and provide feedback on Canvas by 11:59 PM November 3 (Sunday): Final draft due on Canvas by 11:59 PM! Other Resources Remember: you can always drop-in at the Writing Lab in the HLRC (1st floor of library) or sign up for the online tutoring session to work with a tutor on your paper. As always, you can contact me if you are having trouble. Get help before you get stuck! THE STUDENT FEAR FACTOR CHAPTER 2 THE STUDENT FEAR FACTOR I WOULD NOT HAVE expected Eva to panic during her first composition class. Eva's reports of her high school preparation for college, her prior experiences in English classes, and her attitude toward writing in general all suggested that she would feel optimistic about Comp lA. Furthermore, she spoke of her family's strong support for postsecondary education as well as her own commitment to a career that requires a college degree (that of schoolteacher). Eva asserted that although her parents had not put a lot of pressure on her (or on her younger sister), they did "make sure we know it's good to come to college." In fact, her parents continually reiterated the school-career connection: "You're working now, but you've got to go to school, because you've got to get a career." Eva's mother served as a role model in- this regard: she had recently begun a postsecondary degree program to advance her own career goals. Despite the many reasons for Eva to feel at least relatively confident about her ability to succeed, she felt a sense of alarm when she was introduced to the objectives and structure of her first-semester English class: "That first day, when the professor said that it's going to be an essay after an essay, I was scared. I was like, 'Oh, my God, I'm not going to be able to make it.' ... Just the fact that she said, 'Oh, you get an essay after an essay after an essay'-that's what scared me." Eva's case is by no means unique. Regardless of age, ethnicity, 21 academic background, educational goals, or the path to college, students reveal tremendous anxiety about their educational trajectories and ability to succeed in college. This chapter focuses on the "total fear factor,