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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These portfolios also challenge me to argue for this learning as academic
learning — or as what we need to learn to argue for as academic learning ,
intervening in and remodeling conceptions of disembodied rationality instead of
... from something totalizing and absolute to provisional , plural , and revisionary
practices that explore the tension among " what it is legitimate to say , what one
would like to contend or argue , and what one is forced to recognize ” ( 1989 , pp .
There ' s also the Freud who imagined and argued for a science based on the
radical idea of paying attention to ... psychoanalysis often feel they must either
focus exclusively on ( and argue against ) the first Freud or focus exclusively on (