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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Except for this brief mention , Sydney doesn ' t consider the book in her journal at
all . She focuses instead on revisions of her fictional story about a woman — “
Slick , like a freshly scrubbed countertop ” — who wants so much to fit her ...
In her journal Kay compared herself to the underprepared students Mike Rose (
1989 ) speaks of in Lives on the Boundary , a shared text in the project . She
wrote that she kept silent when Roberts asked for class responses because she ...
Raising Questions About Writing Classrooms and Writing Program Administration
. ” Journal of Advanced Composition 13 : 503 – 516 . - and Hans Ostrom . 1994a .
“ Letting the Boundaries Draw Themselves : What Theory and Practice Have ...