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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Within the frame of American ego psychology , the therapist wields considerable
power — to push another individual toward socialization , toward a particular kind
of socialization . For good reason teachers have resisted this idea of therapy ...
As I read the autobiographical writings of Margaret Fuller , Simone de Beauvoir ,
and Adrienne Rich , all struggling with the models and influences of particular
men ( Emerson , Sartre , Rich ' s father and the male poets who were her earliest
In particular I ' m thinking of the third choice offered by philosopher and feminist
critic Michele Le Dæuff whose project of thirty years has been to redefine
radically her discipline ' s conceptions of authority and whose work , I believe ,
can join ...