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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When I feel restless as I write or read , it may be because this text is telling anew
a tale I need to examine or because this text is glossing over a place of genuine
complexity . Sensations of dissonance and disturbance are , as Nancy Sommers
In the literacy project I ' ll examine in this chapter , participants and project
leaders were also creating a kind of liminal culture in which our activities were
neither examined nor discussed — that is , until Roberts ' visit . With Roberts ' visit
... ( 2 ) to examine students ' needs as developing readers and writers and the
family and community literacies they bring ... to examine the assumptions about
literacy on which our teaching practices are based and how those assumptions