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 , for example , I feel troubled by constructions of revision that emphasize
craft , technique , tidying up , and fitting in , I need to consider that I ' m troubled
because I hear in these constructions echoes of my own ways of writing , echoes
I feel restless , too , when I read examples of students ' revisions that demonstrate
a fine formalist precision and expert turns of ... Feeling uneasy with the positions
of the postmodern and the modern , with the unraveling or knitting together of ...
At the start of the semester she writes essays in a consistently upbeat tone about
moving to the city and adjusting to a large university , stating , “ I feel that in a
huge place like the university you can very easily be just a number , but just as ...