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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And I ' m arguing that feminist revisions of Freud , Lacan , and Winnicott offer us
interventionist and supportive ways for rethinking revision in our classrooms and
in our writing , especially with their tripartite emphasis on working at the ...
Paragraphing , she hastily concludes , “ But I ' m sure this is just temporary .
Nothing for you to worry about . ” Even so , as I read , I do worry , and especially
when I catch myself reading for proof that I am a good teacher , just as good as
Especially through invoking such influential figures in composition and rhetoric
as James Berlin and Richard Rorty , Max suggests that , despite his authoritative
- sounding language , he ' s writing his presentation with a deep sense of ...