Emotional Value in the Composition Classroom: Routledge Research in Writing Studies
Autor Ryan Crawforden Limba Engleză Paperback – 18 dec 2024
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|---|---|---|
| Paperback (1) | 381.12 lei 6-8 săpt. | |
| Taylor & Francis Ltd. – 18 dec 2024 | 381.12 lei 6-8 săpt. | |
| Hardback (1) | 997.45 lei 6-8 săpt. | |
| Taylor & Francis – 24 aug 2023 | 997.45 lei 6-8 săpt. |
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Specificații
ISBN-13: 9781032513553
ISBN-10: 1032513551
Pagini: 216
Dimensiuni: 152 x 229 mm
Greutate: 0.32 kg
Editura: Taylor & Francis Ltd.
Seria Routledge Research in Writing Studies
ISBN-10: 1032513551
Pagini: 216
Dimensiuni: 152 x 229 mm
Greutate: 0.32 kg
Editura: Taylor & Francis Ltd.
Seria Routledge Research in Writing Studies
Notă biografică
Ryan Crawford is a lecturer in the English Department and Director of First-Year Writing at the University of New Haven, USA.
Cuprins
Part 1: Plasticity as a Materialist Account of Becoming 1. Modern Neuroscience and Composition Studies 2. Engaging Student Self before Unraveling Identity 3. Emotion, Motivation, and Meaning: Decision-Making and Creative Risk Part 2: The Biological Emergence of Self through Emotional Value 4. Self as Metaphor and Neurobiological Emergence 5. Brain as Apparatus and Sensational Ontology 6. Diffraction of Neuroscience, Agential Realism, and Composition 7. Situated Cognition and Growth Mindset: The Insular Cortex and EBO Part 3: The Sedimented History of Emerging Selves: Molecular Structures of Learning and Memory 8. Memory as Emotional Encoding 9. Microfeatures, Automaticity, and Procedural Memory: Building Creative Power 10. Memory, Learning, and Transfer in Composition 11. Utilizing Plasticity to Modify Affect in Memory Part 4: Wanting, Liking, and Meaning: Intrinsic Motivation and Eudaemonic Reward 12. Eudaemonic Meaning: How Motivation Impacts Experience 13. Motivating Instructors: Finding Value through Student-Centered Emergence 14. Diffractive Motivation and Increase of Transfer 15. Discovery Learning: Expansion of Self through Environment Conclusion: Pedagogical Recommendations Appendix A. Operational Definitions Appendix B. Neurobiological Correlates of Concepts
Recenzii
"Written by an emerging scholar in Writing Studies and neuroscience, Ryan Crawford’s book uses the concept of the ‘emergent self’ or the ‘self as becoming’ to provide insight into what happens in the brain during the experience of different types of motivation. The book utilizes an intriguing and unique approach to pedagogy, problematizing and expanding what is meant by a student-centered class. It is likely to have a groundbreaking impact on how we understand teaching, learning, and student agency."
Irene Clark, California State University, Northridge, USA.
"An innovative take on applying the principles of brain science to writing composition. Dr. Crawford provides the reader with an insight into how neuroscience research can have practical applications in the classroom setting."
Michael Hylin, Southern Illinois University-Carbondale, USA.
"Written by an emerging scholar in Writing Studies and neuroscience, Ryan Crawford’s book uses the concept of the ‘emergent self’ or the ‘self as becoming’ to provide insight into what happens in the brain during the experience of different types of motivation. The book utilizes an intriguing and unique approach to pedagogy, problematizing and expanding what is meant by a student-centered class. It is likely to have a groundbreaking impact on how we understand teaching, learning, and student agency."
Irene Clark, California State University, Northridge, USA.
"An innovative take on applying the principles of brain science to writing composition. Dr. Crawford provides the reader with an insight into how neuroscience research can have practical applications in the classroom setting."
Michael Hylin, Southern Illinois University-Carbondale, USA.
“This is a transformative book. Crawford's thoughtful explication of how neuroscience informs first-year composition pedagogy is thorough and convincing. […] The book is meticulously researched and at times complex. […] With a strong emphasis on how students develop and maintain their senses of self, the author provides a thoughtful first-year writing curriculum that is both hopeful and grounded in the latest composition/rhetorical research. This book will be useful for graduate students and professors who want to learn more about how the brain learns to write at the neurobiological level.”
M. Mutschelknaus, Rochester Community and Technical College, USA.
Irene Clark, California State University, Northridge, USA.
"An innovative take on applying the principles of brain science to writing composition. Dr. Crawford provides the reader with an insight into how neuroscience research can have practical applications in the classroom setting."
Michael Hylin, Southern Illinois University-Carbondale, USA.
"Written by an emerging scholar in Writing Studies and neuroscience, Ryan Crawford’s book uses the concept of the ‘emergent self’ or the ‘self as becoming’ to provide insight into what happens in the brain during the experience of different types of motivation. The book utilizes an intriguing and unique approach to pedagogy, problematizing and expanding what is meant by a student-centered class. It is likely to have a groundbreaking impact on how we understand teaching, learning, and student agency."
Irene Clark, California State University, Northridge, USA.
"An innovative take on applying the principles of brain science to writing composition. Dr. Crawford provides the reader with an insight into how neuroscience research can have practical applications in the classroom setting."
Michael Hylin, Southern Illinois University-Carbondale, USA.
“This is a transformative book. Crawford's thoughtful explication of how neuroscience informs first-year composition pedagogy is thorough and convincing. […] The book is meticulously researched and at times complex. […] With a strong emphasis on how students develop and maintain their senses of self, the author provides a thoughtful first-year writing curriculum that is both hopeful and grounded in the latest composition/rhetorical research. This book will be useful for graduate students and professors who want to learn more about how the brain learns to write at the neurobiological level.”
M. Mutschelknaus, Rochester Community and Technical College, USA.