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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At the heart of Chapter Four , “ From Silence to Noise , ” a case study of my work
with a woman seeking to write about her experience with workplace sexual
harassment , is my struggle with the impulse to stress revision as management
and others a particular ending , a particular outcome , or a place of nirvana where
Margie ' s writing will be done and where she and all women will no longer suffer
the experience of harassment . Instead , this list and her wording of it — from ...
Toward a Pedagogy of Migration Likewise , Donna and Leslie and their teachers
experience in the writing center the ... as well as rehabilitative experiences ” ( in a
reference to her summers spent working in rehabilitation hospitals in England ) ...