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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choanalysis in writing classrooms , Ann Murphy ( 1989 ) argues that “ a process
which seeks further to decenter ( students ) can be dangerous ” ( p . 180 ) .
Students in a basic writing classroom , she writes , “ arrive already so shattered
The novels worked as potent and unpredictable determinants in the classroom , a
third factor breaking up the teacher - model / student duality . Reading in this
classroom did not serve as any simple kind of “ mirror . ” These novels didn ' t ...
Jeri also joins up in class with Pam , who teaches in a Catholic elementary
school , to learn how Pam has set up her wholelanguage classroom , how other
teachers have responded to her revisions , and how she works to communicate