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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Once a divided self ( such as a student having trouble with a paper ) perceives
another person ( such as a teacher ) as an authority , as a Subject Supposed to
Know , transference has been established . Through dialogue she projects — or
Literacy Case Study : In the case study , participants interviewed another person
— student , family member , or friendand examined that conversation with the
goals of gaining insight into the complexities of literacy in another ' s life and ...
The person writing , " Bartholomae ( 1990 ) says , “ can be found in the work , the
labor , the deployment and deflection . . . ” ( p . 130 ) . Still , here , as in the usual
reading of Lacan , there is that overriding sense of inevitability : We can resist ...