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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I couldn ' t simply walk away then , pretend it had all never happened , brush off
my acquaintance with Marla like a fine layer of dirt . . . “ We ' ll ... Though this
ending isn ' t autobiographical , didn ' t actually happen , it also strikes me as true
What happens next is talking and writing on the borders of a neat and tidy draft ,
recognizing that its incompleteness isn ... for Moira to migrate toward questions
other than : What will get me an A ? But this kind of work can only happen - really
What happens when teachers bring their reading of students ' texts into dialogue
with their reading of other writers whose ... 14 Or , given that many teachers have
argued precisely for such an intersection , what works against this happening or ...