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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Collaborating with the Enemy , ” Chapter Two in this book , became the first
essay in a series that seeks to understand the dis - orientation I feel when I move
back and forth between writing fiction and writing research essays , and when I
But I worry that his move means something more : a severance of our relationship
as “ allies , ” a loss of trust , a protective maneuver against the threat of my
responses to his text and his Marine Corps identity . Sitting alone at a table ,
The united , approving gaze of these marines attempts to move Lee ' s
protagonist toward accepting their reading of his action , and Lee closes the story
with both diffident acceptance — “ Yeah . I guess I did ” — and its muffled counter