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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But later , I see there ' s also a contradiction within the second paragraph that
indicates Lee isn ' t always able to keep these two selves separate : war , he says
, has taught him to “ accept things as they are ” and “ never take things for granted
Then , two paragraphs later she writes : I did it . ... Between the two passages
above appears that paragraph beginning , “ I always thought it was unfair to
compare people you ' ve just met to people you ' ve known before ” and
and “ I was amazed when I wrote this ” next to the first paragraph that ends , “ I
can ' t believe that it took me nineteen years , one month , and six days to realize
that I , Brandie Marie Anderson , have no idea whatsoever what I want to do with