Pichert, JW and Anderson, RC, 1977. “Taking Different Perspectives on Story.” Journal of Educational Psychology 69: 309-315.

This Is Your Mission

You have been chosen as the psychological evaluator who will make the final decision about whether or not

Ender Wiggins is mentally capable of handling the position of battle commander. Your assignment is to study his

complete file (the book Ender’s Game) and determine whether he has exhibited intelligent behaviors of quality

and breadth. After charting your evidence, you will write your formal report, choosing at least five of his

strongest areas of intelligence in your estimation. You will provide ample evidence, including concrete examples

from his file, to support your statements.

Your goal is to persuade the International Fleet Panel of the validity of your evidence and thus the validity of

your recommendation. You will be informed as to the specific date and time you are to appear before the

International Fleet Panel to present your findings. This appearance will be videotaped for later consideration by

the entire International Fleet Department if the panel deems your recommendation sound and complete.

Please bring the following items to this meeting:

A written copy of your formal report, including all your observations and examples, as well as your

professional interpretation of those observations

Your raw data as found on your indicator sheet

Labeled visuals of Ender during a specific battle room scrimmage as well as two additional visuals of

his strongest observable behaviors in action

Your recommendation sheet (a one-paragraph abstract) that summarizes your decision and the strengths

upon which you chose to base your judgment

Bring all of these items in the folder marked with the number you have been assigned and turn them in to the

head panelist after your presentation. You are expected to explain your report as clearly as possible using your

visuals to strengthen your statements. You are not to read your report but to make eye contact with all of the

panel members. If time allows—you are to use no less than four minutes and no more than seven—you are free

to solicit questions from the panel to clarify any information you have offered. Thank you for the time and

energy this assignment will demand. Remember, your role in the survival and safety of the world is critical and

necessary.

From Schreck, From Tired to Inspired:

Fresh Strategies for the Students of Literacy, 2012, pp. 37–38

The Twelve Indicators of Intelligent Behavior Explained

Persistence. I don’t give up even when it’s difficult to find the answer or solution. I keep trying.

Impulsivity. I avoid acting without thinking. I consider the consequences to my possible actions. I

make sure I understand the directions before beginning a task.

Listening to others. I am sensitive to the feelings, knowledge, and abilities of others. I can detect

indicators of their emotional states through their body language. Others see me as understanding and

empathetic.

Flexibility in thinking. I am open to the ideas of others even if they differ from mine or seem to be

unusual. I do not judge others’ ideas until I consider them carefully. I am more concerned about truth

than being right.

Metacognition. I often examine how I came to conclusions. I can describe the steps I took to come to

an answer. By thinking about my thinking I improve.

Checking for accuracy. I pay close attention to detail. I check my work for errors, and if I find any, I

quickly correct them.

Questioning and problem posing. I am not afraid to ask questions for fear of displaying ignorance. I

am curious and want to find out how things work. When I notice discrepancies, I ask for clarification.

Drawing on past knowledge and applying it. I can apply what I learned to new situations. I

constantly make connections between what I’ve experienced and new information.

Precision of language and thought. My oral and written expression is more concise and descriptive.

I don’t name objects as “things.” I don’t use vague nouns or pronouns.

Using all the senses. I know my senses are strong sources of information and try to stay alert, open,

and aware of what is happening around me.

Ingenuity, originality, insight. I use time and resources creatively to find different ways to do

things. I am uneasy with the “status quo” and enjoy doing things differently than others. I am a risk

taker and internally motivated.

Wonderment, inquisitiveness, curiosity, and the enjoyment of being a problem solver and

thinker. I enjoy thinking and solving problems. I am beginning to display compassionate behavior

toward other life forms and see the need to protect the environment. I experience the joy and

awesomeness of being alive and able to explore ideas.

(Adapted from Costa, The Search for Intelligent Life, 1991)

R

A

F T S

ROLE to be

taken on

throughout

the project

AUDIENCE

that will be

receiving the

information/

action

FORMAT

how the

information

will be

delivered

TOPIC of the

piece to be

created

STRONG all-

encompassing

verb that

represents the

whole piece

ROLE:

AUDIENCE

FORMAT

TOPIC

STRONG

VERB

PURPOSE: Examining Statistics to Persuade

Statistics are facts or pieces of information that are expressed in a number or a percentage. Statistics are

convincing because they allow you to make simple comparisons between your life and the topic you are

studying. These kinds of comparisons can help to make difficult concepts more concrete and approachable.

Questions to Consider Your Response

Which of the statistics in the article or charts that you

are reading was the most convincing to you? What

was it about that statistic that caught your attention?

Why did it matter do you?

Were the statistics in the article or on the charts that

you are reading effective at making you think

differently about the topic that you are studying? Did

they help you to understand the issue better? Why?

How?

Like the stories that you studied earlier, persuasive

pieces built around statistics are only useful if they can

convince people to take action.

Do you think people will care more about the topic

that you are studying after reading these statistics?

What do you think the author wants people to do now

that they’ve read these statistics? Will they do it?

Why or why not?

Adapted from material by Bill Ferriter (wferriter@hotmail.com)