What are two things a person can do to have more perseverance?
Use information that was provided at W11 Lesson: “Perseverance” to inform a person who doesn’t know much about perseverance.
Lesson W11: Perseverance
Perseverance means that you don’t give up even when things get difficult. When you persevere, you keep going. If you commit to run a race but get tired, you can persevere and finish the race anyway.
Another word for perseverance is diligence. When you are diligent, you regularly do those things that you know are important to a spiritually and temporally healthy life.
People who persevere have grit. Someone with grit is intentional about their perseverance. They don’t just blindly push ahead. They always consider the best path, make achievable goals, reflect on their progress, celebrate successes, and use those successes to fuel even more progress.
You have taken this course, and you have persevered to this lesson. You have encountered obstacles along the way. However, here you are! The fact that you are reading this sentence right now is evidence that you can do difficult things. What will you do to keep going in PathwayConnect? How will you persevere next semester and beyond? Following the principles below can help you persevere. You will choose two of these principles to focus your informative essay due next week, so read them closely.
Have a Purpose
Purpose gives you a reason to do what you do. Heavenly Father said, "For behold, this is my work and my glory—to bring to pass the immortality and eternal life of man" (). This is Heavenly Father’s purpose. It defines everything He does. When you have a good purpose, you are more likely to have perseverance. This is because a good purpose fuels commitment to do good things, like get an education.
Start with the Why
A purpose is why you do what you do. Influential speaker Simon Sinek uses the phrase The Golden Circle to describe the power of knowing your why, or purpose. Knowing your why helps you to decide how to act, which will then help you know exactly what kinds of things to do.
Step into the Unknown
Taking university courses can be scary. Being a student at a university can be scary. There are many unfamiliar things. There are expectations that are new to you. However, you have been taking this course for several weeks now. You have learned how to use Canvas, how to contact your instructor, how to attend the gathering, how to work with people there, how to turn in assignments, how to pay tuition, and many others. This shows that you have taken a few steps into the darkness over and over again, and you have found your way.
There is more darkness ahead, but if you keep moving, you will discover the path. Don’t give up because you are not entirely sure what the future looks like.
Deal With Disappointment
Disappointment often comes from unmet expectations. Think about a time when your expectations were unmet. Perhaps you expected sunshine, but it rained all day. Perhaps you expected a good grade, but you scored poorly on a test. Maybe someone you love forgot to do something you expected them to do.
How you deal with disappointment can be a big factor in perseverance. Consider the following quote from an American minister named Jenkin Lloyd Jones:
“Life is like an old time rail journey … delays … sidetracks, smoke, dust, cinders and jolts, interspersed only occasionally by beautiful vistas and thrilling burst of speed. The trick is to thank the Lord for letting you have the ride.”
How has your life been like the old time rail journey? What have you done to keep yourself on track? Consider your experience in this course. What have you done to get yourself this far in spite of some disappointment along the way? This is evidence that you have persevered!
The quote above suggests gratitude as an antidote for disappointment. Consider the power of being thankful for what you already have as you struggle to obtain more knowledge. Not if, but when you are disappointed in the future, how can gratitude help you find peace and strength to carry on?
The Laws of Decreasing or Increasing Rewards
When life gets difficult, it can be tempting to give up and stop trying to improve. Consider the following video that illustrates the law of decreasing or increasing rewards. It also highlights a negative loop we can get into as we move back and forth from trying to giving up to trying to giving up again. As you watch the video, think how dealing with disappointment can help you move towards increasing rewards.
Work With Limited Resources
Of all the resources on the Earth at your disposal, by far the most important one is you! Don’t remove the power source inside of you. This power comes in the form of your agency to choose good choices, to choose hard work, to make things happen. People who access their own power are said to be self-reliant.
Once you have established yourself as the person in charge of your success, look to others who can help you. Ask them for specific help. Be clear. For example, if you have a question about this course, you can contact your instructor. When you do, be clear. Ask from a position of self-reliance. Your instructor will be there to help you accomplish what you need to do.
You can bring in other helpers as well. Perhaps a neighbor can help you with technology troubles. Maybe a family member can read your writing and offer feedback before you submit an assignment. Through all of this, you are in charge of creating a network of resources and using them appropriately.
Below are some of the resources used in this lesson.
The Zookeepers Secret:
Finding Your Calling in Life
by Jeffrey A. Thompson and Stuart Bunderson
Grit: The Power of Passion and Perseverance by Angela Duckworth
Informative Essay should have the following four paragraphs:
Body paragraph (one thing)
Body paragraph (the other thing)
One quote will cited in one paragraph (quote a source using the ICE method).
First body paragraph should be about one thing you can do and second body paragraph should be about other.
For specific grading criteria, review the rubric below.
Purpose and Audience
The student writes for the purpose of informing.
Good: The essay communicates information in an informative manner; it appeals to an audience that is unfamiliar with the essay topic
The student writes introductory paragraphs that contain a hook and thesis statement
Good: The paragraph contains a strong hook that draws the reader in and gives adequate context for the essay topic; it also contains a thesis statement at the end of the paragraph that responds directly to the writing prompt and indicates two controlling ideas for the essay.
The student identifies learning strategies for personal improvement
Good: Each body paragraph has a single controlling idea within the topic sentence (first sentence of the paragraph) that ties back to the thesis statement; each paragraph also contains a supporting detail from the approved list (i.e. fact, expert testimony, statistic, personal experience) that directly supports the topic sentence; each paragraph ends with a conclusion/transition sentence.
The student integrates sources from credible sources (i.e. current, relevant, authoritative, accurate, purposeful)
Good: At least one of the body paragraphs of the essay contains at least one credible source (i.e. current, relevant, authoritative, accurate, purposeful); that source is integrated and cited using the ICE method (introduction, citation, explanation).
The student writes concluding paragraphs of essays that revisit themes from the essay and provide closure
Good: The paragraph revisits themes and ideas from the essay; it also provides the reader with closure.
The student writes with appropriate transitions
Good: Transitions are appropriately used between paragraphs as well as while integrating sources (see Source Integration).
The student writes an essay that follows standard formatting practices
Good: The essay is double-spaced, written in Times New Roman 12pt font, and has 1” margins; the essay also contains a left-aligned heading, centered title, and at least four left-aligned, indented paragraphs; There are no more than two distracting grammatical errors.
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