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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Far from being the means for a student to forge an identity and sense of project
within an academic institution , such ... us to think that since women now have the
institutional access denied Heloise , this erotico - theoretical transference “ no ...
With her analysis of the Heloise position , Le Dæuff locates the psychoanalytic
concept of transference in history , in social and institutional practices that
mediate and curtail access to the production and critique of knowledge — social
He or she speaks “ compassionately on behalf of the disadvantaged , ” while at
the same time avoiding “ the suggestion of any fundamental restructuring of
institutions ” ( p . 78 ) . The personal - growth argument , Knoblauch writes , gives