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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Through these activities , the writing center as critical exile enables a student to
become a stranger to her words within an environment of activity and support .
Especially in my day - to - day work in the writing center I realize that students do
The daily activities of the project included : 1 . ... planned and conducted by two
project participants each day , asked the class to engage in a reading and / or
writing activity and examine the activity ' s implicit assumptions and agendas . 5 .
... a journal activity designed to help participants identify , examine , and compare
life - shaping events ) Second Hour Small Group Meetings Third Hour Literacy
Event and Discussion : Donna ( visitor to the project and professor in the English