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04259aam a2200433 i 4500 001 A6FAA57CF31211EEA2A0228A4CECA4DB 003 SILO 005 20240405010125 008 230421t20242024nyua b 001 0 eng 010 $a 2023010813 020 $a 1032513551 020 $a 9781032513553 020 $a 1032513543 020 $a 9781032513546 035 $a (OCoLC)1381469063 040 $a DLC $b eng $e rda $c DLC $d OCLCO $d YDX $d SILO 042 $a pcc 050 00 $a PN181 $b .C73 2024 082 00 $a 808.0071 $2 23/eng/20230607 100 1 $a Crawford, Ryan $c (College teacher), $e author. 245 10 $a Emotional value in the composition classroom : $b self, agency, and neuroplasticity / $c Ryan Crawford. 264 1 $a New York : $b Routledge, Taylor & Francis Group, $c 2024. 300 $a xiii, 216 pages : $b illustrations ; $c 24 cm. 490 1 $a Routledge Research in Writing Studies 504 $a Includes bibliographical references and index. 505 0 $a Part 1: plasticity as a materialist account of becoming -- Modern neuroscience and composition studies -- Engaging student self before unraveling identity -- Emotion, motivation, and meaning: decision-making and creative risk -- Part 2: the biological emergence of self through emotional value -- Self as metaphor and neurobiological emergence -- Brain as apparatus and sensational ontology -- Diffraction of neuroscience, agential realism, and composition -- Situated cognition and growth mindset: the insular cortex and EBO -- Part 3: the sedimented history of emerging selves: molecular structures of learning and memory -- Memory as emotional encoding -- Microfeatures, automaticity, and procedural memory: building creative power -- Memory, learning, and transfer in composition -- Utilizing plasticity to modify affect in memory -- Part 4: wanting, liking, and meaning: intrinsic motivation and eudaemonic reward -- Eudaemonic meaning: how motivation impacts experience -- Motivating instructors: finding value through student-centered emergence -- Diffractive motivation and increase of transfer -- Discovery learning: expansion of self into environment -- Conclusion: pedagogical recommendations. 520 $a "Using the concept of "plasticity", or the brain's ability to change through growth and reorganization, as a theoretical framework, this book argues that encouraging an exploration of the self better establishes emotional value in the composition classroom. This book explores recent evidence from studies in modern neuroscience to provide biological correlations between current and developing theory and pedagogy in Composition Studies. Starting with the concept of self, each subsequent chapter builds a neurobiological understanding of how emotional value, intrinsic motivation, creativity and happiness are constructed and felt. This material exploration shows how these factors can maintain motivation, improve long-term memory, encourage creative risk, and initiate complex considerations of being. Recognizing the shift in Composition Studies to posthuman and new materialist methodologies, this modern neuroscience is presented as a useful parallel to-rather than being at odds with-these and other current methodologies, theories, and pedagogies. Outlining the need for a more student-focused, guided-discovery framework for the composition classroom, this interdisciplinary resource will be of interest to scholars and students in the field of Composition Studies, Communication Studies, Education, Psychology and Philosophy"-- $c Provided by publisher. 650 0 $a Composition (Language arts) $x Psychological aspects. 650 0 $a Neuroplasticity. 650 0 $a Affective neuroscience. 650 6 $a Composition (Exercice litteÌraire) $x Aspect psychologique. 650 6 $a PlasticiteÌ neuronale. 650 6 $a Neuroscience affective. 776 08 $i Online version: $a Crawford, Ryan (College teacher). $t Emotional value in the composition classroom $d New York, NY : Routledge, Taylor & Francis Group, 2024 $z 9781003401810 $w (DLC) 2023010814 830 0 $a Routledge research in writing studies. 941 $a 1 952 $l UQAX771 $d 20240405024602.0 956 $a http://locator.silo.lib.ia.us/search.cgi?index_0=id&term_0=A6FAA57CF31211EEA2A0228A4CECA4DB 994 $a C0 $b JIDInitiate Another SILO Locator Search