Getting Restless: Rethinking Revision in Writing Instruction
In Getting Restless, Nancy Welch calls for a reconception of what we mean by "revision," urging compositionists to rethink long-held beliefs about teacher-student relations and writing practices. Drawing primarily on feminist and psychoanalytic theories, she considers how revision can be redefined not as a process of increasing orientations toward a particular thesis or discourse community, but instead as a process of disorientation: an act of getting restless with received meanings, familiar relationships, and disciplinary or generic boundaries--a practice of intervening in the meanings and identifications of one's text and one's life.
Using ethnographic, case-study, and autobiographical research methods, Welch maintains two consistent aims throughout the study:
In achieving these ends Welch examines three academic sites: a campus writing center, undergraduate writing classrooms, and a summer workshop for K-12 teachers.
This book will appeal to a wide audience, including classroom and writing center teachers, historians and theorists in composition and rhetoric, feminist theorists, and those engaged in literacy studies, teacher education, and connections/tensions among teaching, writing, and psychoanalysis.
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Sydney ' s not the only one who banishes words of restlessness from this forum .
... don ' t see that during these early weeks of class Sydney and I were working to
establish a relationship in quite the same way that Brooke and Tobin describe .
How can I ever be just like you and do I even want to ? But I don ' t know how to
answer , where to begin , what would happen if I let Sydney ' s words unsettle my
usual ways of responding . Ignoring Sydney ' s question completely , I write back
Sydney ' s work in English 101 tells me , however , that when we reconceptualize
the place of reading in a classroom from a means of modeling to one of
remodeling , reading not only highlights disturbance and restlessness , it