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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What I ' ve overlooked in my ( mis ) construction of this fledgling relationship
between Lee and me is how he responds to Sergeant Burns : he passes over the
directive to " get out , ” crosses out the rest of the sergeant ' s words , and “
Le Douff ' s idea of migrant rationality doesn ' t mean she is an expressivist , nor is
she an advocate of écriture féminine or of what Teresa Ebert ( 1991 ) calls “ ludic
” feminism , which conceives of writing as " free - floating play " detached from ...
Around that word revision , though , there are borders students and teachers can
name , question , negotiate , and rename , creating excess - ive understandings
of what revisionary work can mean . This kind of revision , however , depends on