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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As Lee reads his revisions aloud to me , he continues to voice that same tug - of -
war he experienced when writing about ... My questions continue to push Lee
toward dialogue with that terrorist / female / Other who insistently asks , “ But what
A mechanical reading of history , Le Deuff continues , might lead us to think that
since women now have the ... In Le Douff ' s analysis , however , prohibitions
continue in subtle forms for women and for other social minorities , as when
Sydney shrugs . “ Probably nothing you haven ' t already read . ” Reading as a
Third Factor As the semester continues , Sydney continues to mention without
elaboration that she ' s stopped by Jim ' s office to talk about class . She continues