Ryan Crawford is Director of First Year Writing at University of New Haven, USA.

• IntroductionPart 1: Foundations of Self, Agency, and TechnologyChapter 1: The Pleasure LeverChapter 2: Writing as a Tool for BecomingChapter 3: Algorithmic IdentityChapter 4: AI Literacy for Self-AuthoringPart II: Self as Story: Controlling the NarrativeChapter 5: Literacy Autobiography—Exploring Informational HistoryChapter 6: Counterstory and Digital Resistance—Narrating the SelfChapter 7: The Profile Essay—Learning from Another SelfChapter 8: The Vision Board—Visualize Who You Can BecomePart III: The Designed SelfChapter 9: From Vision to Action—Goal Setting, University Resources, and Navigating ObstaclesChapter 10: Research for Self-BuildingChapter 11: Multimodal Composition—Designing Self Across MediaChapter 12: The Self-Design PlanPart IV: Revision, Reflection, and MetacognitionChapter 13: Revision as ReinventionChapter 14: Reflection and MetacognitionChapter 15: Writing as a Lifelong Tool for Adaptation and GrowthAppendix A: AI Tools and Writing Support PlatformsAppendix B: The Neuroscience of Self-Design

Writing as Self-Design positions the work of composition as key to developing student agency at a time of constant and competing digital noise. Drawing on the neurosciences and critical digital literacy studies, Professor Crawford has crafted a timely and multifaced resource that explores in concrete terms how composition practices such as multimodality, counternarrative, and metacognition can serve to augment student voice, identity, and ultimately growth. The heart of the text is Crawford's emphasis on writing as key to student writers' self-design: lives lived thoughtfully, deliberately, and thereby fully.

Ryan Crawford is Director of First Year Writing at University of New Haven, USA.

• IntroductionPart 1: Foundations of Self, Agency, and TechnologyChapter 1: The Pleasure LeverChapter 2: Writing as a Tool for BecomingChapter 3: Algorithmic IdentityChapter 4: AI Literacy for Self-AuthoringPart II: Self as Story: Controlling the NarrativeChapter 5: Literacy Autobiography—Exploring Informational HistoryChapter 6: Counterstory and Digital Resistance—Narrating the SelfChapter 7: The Profile Essay—Learning from Another SelfChapter 8: The Vision Board—Visualize Who You Can BecomePart III: The Designed SelfChapter 9: From Vision to Action—Goal Setting, University Resources, and Navigating ObstaclesChapter 10: Research for Self-BuildingChapter 11: Multimodal Composition—Designing Self Across MediaChapter 12: The Self-Design PlanPart IV: Revision, Reflection, and MetacognitionChapter 13: Revision as ReinventionChapter 14: Reflection and MetacognitionChapter 15: Writing as a Lifelong Tool for Adaptation and GrowthAppendix A: AI Tools and Writing Support PlatformsAppendix B: The Neuroscience of Self-Design

Writing as Self-Design positions the work of composition as key to developing student agency at a time of constant and competing digital noise. Drawing on the neurosciences and critical digital literacy studies, Professor Crawford has crafted a timely and multifaced resource that explores in concrete terms how composition practices such as multimodality, counternarrative, and metacognition can serve to augment student voice, identity, and ultimately growth. The heart of the text is Crawford's emphasis on writing as key to student writers' self-design: lives lived thoughtfully, deliberately, and thereby fully.

Ryan Crawford is Director of First Year Writing at University of New Haven, USA.

• IntroductionPart 1: Foundations of Self, Agency, and TechnologyChapter 1: The Pleasure LeverChapter 2: Writing as a Tool for BecomingChapter 3: Algorithmic IdentityChapter 4: AI Literacy for Self-AuthoringPart II: Self as Story: Controlling the NarrativeChapter 5: Literacy Autobiography—Exploring Informational HistoryChapter 6: Counterstory and Digital Resistance—Narrating the SelfChapter 7: The Profile Essay—Learning from Another SelfChapter 8: The Vision Board—Visualize Who You Can BecomePart III: The Designed SelfChapter 9: From Vision to Action—Goal Setting, University Resources, and Navigating ObstaclesChapter 10: Research for Self-BuildingChapter 11: Multimodal Composition—Designing Self Across MediaChapter 12: The Self-Design PlanPart IV: Revision, Reflection, and MetacognitionChapter 13: Revision as ReinventionChapter 14: Reflection and MetacognitionChapter 15: Writing as a Lifelong Tool for Adaptation and GrowthAppendix A: AI Tools and Writing Support PlatformsAppendix B: The Neuroscience of Self-Design

Writing as Self-Design positions the work of composition as key to developing student agency at a time of constant and competing digital noise. Drawing on the neurosciences and critical digital literacy studies, Professor Crawford has crafted a timely and multifaced resource that explores in concrete terms how composition practices such as multimodality, counternarrative, and metacognition can serve to augment student voice, identity, and ultimately growth. The heart of the text is Crawford's emphasis on writing as key to student writers' self-design: lives lived thoughtfully, deliberately, and thereby fully.