Understanding Angela Duckworth's Grit

How does Duckworth use diction that is connotative and compelling to develop her purpose throughout the passage?

• To entertain the audience with personal anecdotes and research findings.

• To persuade the audience that grit is more important than intelligence for success.

• To challenge the traditional education system's focus on standardized testing and grades.

• To inform the audience about the latest psychological research on motivation and learning.

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CCSS.RL.2.6

CCSS.RL.8.3

Which sentence from the passage best supports the answer chosen in Part A?

• a. "What struck me was that IQ was not the only difference between my best and my worst students."

• b. "Our data show very clearly that there are many talented individuals who simply do not follow through on their commitments."

• c. "When I was 27 years old, I left a very demanding job in management consulting for a job that was even more demanding: teaching."

• d. "We need to measure whether we've been successful, and we have to be willing to fail, to be wrong, to start over again with lessons learned."

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CCSS.RL.2.6

CCSS.RL.8.3

How does Angela Duckworth use reasoning to develop her argument at the beginning of the text?

• She incorporates abductive reasoning to introduce her observations of the trends of IQ and generalizes the need for other factors.

• She incorporates inductive reasoning to introduce her observations of the limitations of IQ and inferring the need for other factors.

• She incorporates inductive reasoning to introduce facts about the limitations of IQ and provides new observations about the need for other factors.

• She incorporates deductive reasoning to introduce facts about the limitations of IQ and withholds new information about the need for other factors.

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Which logical fallacy does the author make in this paragraph?

• Duckworth uses slippery slope fallacy to maintain that if your IQ is high, then you will be successful.

• Duckworth uses a strawman fallacy to state clear, evidence based facts to simplify her viewpoint of grit.

• Duckworth uses a red herring fallacy to highlight her findings from research, and distract from the limited information known about grit.

• Duckworth uses circular reasoning to claim that to learn more about grit, we must practice and model grit in our everyday life.

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CCSS.RI.6.8

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How does Angela Duckworth use reasoning to develop her argument throughout the text?

• She analyzes individual success stories to reveal a general principle about grit.

• She presents anecdotal evidence to uncover a universal truth about human behavior.

• She illustrates the connection between IQ and success, and denies an influential relationship.

• She starts with a hypothesis and narrows down predictors of success to draw her conclusion about grit.

Select two sentences that best support your answer to Part A.

• Grit is passion and perseverance for very long-term goals. Grit is having stamina.

• In all those very different contexts, one characteristic emerged as a significant predictor of success.

• So if doing well in school and in life depends on much more than your ability to learn quickly and easily, then what else matters?

• When I was 27 years old, I left a very demanding job in management consulting for a job that was even more demanding: teaching.

• We need to measure whether we've been successful, and we have to be willing to fail, to be wrong, to start over again with lessons learned.

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CCSS.RI.6.2

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CCSS.RL.8.2

Which word from paragraph 3 comes from a Latin word meaning to "inspect, look through, look closely at"?

• Ability

• Conclusion

• Perspective

• Motivational

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How does Duckworth address the topic of student success differently than Obama?

• Duckworth claims success is determined by a person's grit - the ability to persevere; whereas Obama argues that success is dependent solely on hard work.

• Duckworth claims success is determined solely on hard work.

• Duckworth claims success is determined by a person's IQ level; whereas Obama argues that success is dependent on the level of support a person receives.

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CCSS.RL.6.9

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CCSS.RL.8.5