Question

intrinsic motivation in the classroom. the philosophy of lehman alternative community school in ithaca, new york, is to encourage students to use freedom responsibly, and to make educational choices appropriate to their individual levels of development. lacs long ago got rid of gold stars, stickers, and even most grades in favor of intrinsic motivation. at an all school meeting every week, students make decisions on issues facing the school. they make choices about their courses of study and reflect on their learning and achievement. they complete community projects and take trips outside the classroom. experimental and field research shows that students are more likely to complete a task and more likely to take on a challenge if they are intrinsically motivated. they are also more likely to retain the concepts learned. students need to feel competent, and they need to feel connected to a task. the more they can make decisions and choices around their learning, the greater their intrinsic motivation becomes. a 2015 study that looked at low - income high school students from immigrant families found that intrinsic motivation consistently predicted their intention to pursue health - related careers. it seems likely that intrinsic motivation is a key predictor of everyones employment paths, no matter what his or her background might be. not every school can be as enlightened as lacs, but every school should try. teachers must either incorporate intrinsic motivation into their classrooms or be left with a system of rewards and punishments that stifles creativity and students desire to learn. teachers behaviors may even affect student achievement. a 2014 study that clustered intermediate - level students into three groups - high intrinsic and high extrinsic motivation, high intrinsic and low extrinsic motivation, and low intrinsic and high extrinsic motivation - found that the students who were primarily intrinsically motivated outperformed their fellow students and showed the greatest increase in achievement over the course of a school year. some people argue that extrinsic rewards can help a child build intrinsic motivation by associating a positive feeling with a task the child finds unappealing. for example, if a parent takes his or her child out how effectively does the author appeal to the reader in paragraph 11? how does the author use text structure and features in chunk 2 paragraph 13, to make their argument?

Explanation:

The text discusses intrinsic and extrinsic motivation in educational and work - related contexts. It uses examples, statistics, and research findings. To answer how the author appeals to the reader in paragraph 11, the author uses real - life examples (experiences at LACS), statistics (64.7 percent from a study), and emphasizes the importance of intrinsic motivation for students' learning and decision - making. For how the author uses text structure and features in chunk 2 (paragraphs 13), the author presents an opposing view first ("Some people argue...") and then provides a counter - argument with an example to support the main idea about building intrinsic motivation.

Answer:

In paragraph 11, the author appeals to the reader by using real - life examples, statistics, and emphasizing the significance of intrinsic motivation. In chunk 2 (paragraph 13), the author structures the argument by presenting an opposing view and then countering it with an example to strengthen the main argument about building intrinsic motivation.