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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Rather than joining the ludic “ revolt of unreason , ” Le Dæuff calls instead for a
complete renovation of words like reason and authority — from something
totalizing and absolute to provisional , plural , and revisionary practices that
explore the ...
... one that questions the ideal of the complete , contained , and disciplined body ,
the complete , contained , and disciplined text ; one that takes the double
perspective that revision involves both movement toward social goals and
She suggests to me that a classroom that seeks to understand this and at least
question the ideal of the whole , complete , unified , and nothing - left - to - say
text is also a classroom that prepares students and teachers to see themselves