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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already experience their lives as fragmented and dis - orienting . This student
reminds me that I ' ve also taken comfort in the appearance of certainty and
control in my classrooms — comfort in the thought that while I can ' t do much
about the ...
It allows us to revise our lives by understanding the world in which we live and
our role in it . ... This understanding of revision — as intimately bound up in the
issues of our lives , as a means to confront , intervene in , redirect , and change
Shared texts for the course were Lives on the Boundary ( Rose 1989 ) , Ways
with Words ( Heath 1982 ) , and The Right to Literacy ( Lunsford , Moglen , Slevin
1990 ) . The daily activities of the project included : 1 . Literate Life History : In the