Fall 2018 English 1130 Paper 1: Dweck's Implicit Theories Analysis

This essay provides a rhetorical analysis of Carol Dweck's work on implicit theories of intelligence, contrasting the scholarly article "Implicit Theories of Intelligence Predict Achievement across an Adolescent Transition: A Longitudinal Study and an Intervention" with the more accessible article "Brainology." The essay examines how Dweck adapts her language, argument structure, and presentation of evidence to suit different audiences. It highlights the use of scientific terms and data in the research article versus simpler language and headings in "Brainology." The analysis focuses on the core concepts of incremental and entity theories, fixed and growth mindsets, and how Dweck communicates these ideas to both academic and general audiences, emphasizing the implications for student motivation and academic achievement. The essay concludes by underscoring the significance of adapting communication strategies to effectively convey complex psychological concepts to diverse audiences. The essay also includes an analysis of the assignment brief and guidelines, highlighting the key objectives, format, and structure of the assignment.

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Dweck implicit theories of intelligence
Introduction
Dweck’s early theories of incremental and entity have been used to define the implicit
theories of intelligence students carry about themselves. Implicit Theories asserts that when a
learner believes in dynamic intelligence, they achieve better learning results when compared to
fixed intelligence. The beliefs in fixed ability lead to lesser learning and achievement (Jonsson
and Dennis Beach 51). The complex theories of incremental and entity are explained by Dweck
in simpler words in the article ” Brainology”.
Thesis
Carol S. Dweck work on Implicit Theories of Intelligence is complex and a comparison
of two articles by her shows how she adapts the language, presentation and argument structure of
the complex subject based on her audience.
The given article “Implicit Theories of Intelligence Predict Achievement across an
Adolescent Transition: A Longitudinal Study and an Intervention” (Blackwell, Trzesniewski, and
Dweck 246) is compared to other article “Brainology” by Dweck which discusses the same topic
but in a much simpler way.
The article “Implicit Theories of Intelligence Predict Achievement across an Adolescent
Transition: A Longitudinal Study and an Intervention” is based on two studies that search the
part of implicit theories of intelligence in adolescents (Blackwell, Trzesniewski, and Dweck

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246). If one studies the language and structure of the article, one finds the use of scientific terms
and data related to the certain beliefs about intelligence and whether it is rigid or malleable can
have important consequences for motivation and achievement in learners. Every young adult and
parents are aware of the changes and challenges faced by the young growing adults. 40% of
adults feel that adolescence as the worst phase of their life (Blackwell, Trzesniewski, and Dweck
246). Dweck’s early terms such as incremental and entity theories describe the theories of
intelligence. As for the other article “Brainology”, one finds the same topic by the same author
but presented in a much simpler way. The introduction and the language is a lot simpler and
easy to follow. As the article is meant for the common masses, the author has used simpler words
and simpler heading.
The two studies in the research article explores the role of implicit theories of intelligence
in adolescents, one is the incremental theory and the other is the entity theory. The models tested
the beliefs about intelligence being fixed or malleable. In the other article” Brainology”, terms
like fixed mindset and growth mindset are used to explain the same concept. The topic and
studies presented are the same but the way they are presented is different. The headings are a lot
simpler in the online article and the term Brainology is introduced to explain to the masses that
they can exercise their brain. When we looked at the article, it focuses on how to grow and
develop the mindset of the students so as to improve their grades and if their brain can be
developed like a muscle. Students like the idea that they can control the power of their brain.
Brainology is a computer-based program that trains the students on how to solve problems and
make the brain work better. They perform several brain experiments to show how brain changes
and make new connections every time the student learns something new. Brainology exercises
motivate the students to think that when they perform those complex games, they actually

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believe that they have become more active learners. The thought that their brain is making new
connections motivates them to keep practicing.
If you compare the two articles, the research article “Implicit Theories of Intelligence
Predict Achievement across an Adolescent Transition: A Longitudinal Study and an
Intervention” is much lengthier as compared to the other article” Brainology”. There are complex
charts and use of data and statistics from a longitudinal field study of junior high school students
and classroom intervention. The authors make it clear as to how their current research and results
extend preceding research in several ways. The study examines the connection of the theory of
intelligence to the achievement trajectories in the longer run and tests a mediational model as
well as uses an intervention to assess the incremental theory of intelligence. The article studies
the link between the theory of intelligence and achievement and examine the mediators of this
relation. When one sees the other article” Brainology”, it is a shorter and carries simpler
headings and content. There are no complex charts or data. The aim here is to let the common
masses understand the topic and guide the teachers and the students on the complex subject of
the implicit theories of brain.
Both articles come to the same conclusions and test the beliefs about intelligence being
fixed or malleable and explain the clear differences in academic progress and success among
students. Students demonstrate differences in academic success because of their fixed and
malleable mindset. However, the authors make it clear that just having a malleable mindset does
not mean that the student will be progressive in learning but it suggests that with positive
interventions, students can learn through effort and education. The two comparatively
independent research results on incremental and entity theories of intelligence show how both
theories influenced academic achievement among students. Just by looking at intelligence as

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malleable does not mean everyone can achieve the same academic success. Through their
research, they can identify clear differences between how a fixed and growth mindset among
students can lead to differences in academic success. The students should be motivated to look at
their intelligence as an aspect that can be advanced further through conscious effort and
education. The findings of the study are significant as they highlight the importance of students'
beliefs and how motivation and interventions and change those beliefs to maximize students'
motivation and progress. Both articles are on the same subject and by the same author but a
comparison of the two articles show how the authors changes and adapts the language to make it
suitable for the targeted audience. The language and structure in the two article different because
of the different audience.
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Works Cited
Blackwell, Lisa S., Kali H. Trzesniewski, and Carol S. Dweck. "Implicit Theories of Intelligence
Predict Achievement Across an Adolescent Transition: A Longitudinal Study and an
Intervention." Child Development, vol. 78, no. 1, 2007, pp. 246-263.
Dweck, Carol S. “Brainology.” nais, 2008, www.nais.org/magazine/independent-school/winter-
2008/brainology/. Accessed 9 Oct. 2018