Emotional Value in the Composition Classroom

""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.