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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For many of the women interviewed for her book , academic identity and authority
are created through mastering and matching a discipline ' s conventions , making
their texts reflect shared and smooth - surfaced ideas of what writing in a given ...
Through that idea of straying , philosopher and feminist theorist Michele Le Dæuff
( 1991 ) offers us , I think , another narrative for understanding how identity ,
authority , sense of voice , and sense of project can be formed . She can help us ...
Rather , our writings and discussions quickly marked divisions within and
between us , and increasingly threatened to dismantle Lee ' s identity as a marine
; my identity as a supportive , engaged reader ; and the writing center ' s identity
as a ...