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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They prefaced every statement with “ The correct Marxist position is . . . " " ( p . 18
) . Eventually , Rowbotham writes , she figured out the jargon and the conflicting
positions : “ They came ready - made and you learned them by rote from ...
A writing center director with an amphibian mentality doesn ' t ignore her center '
s position within a larger institution , its powers and demands . She also doesn ' t
allow explaining , advocating , and defending her center to others to subsume ...
After all , it ' s doubtful that Rorty will actually come to hear Max ' s talk . It ' s
doubtful that anyone advocating an extreme relativist position will attend a panel
about cognitive theories of composing ( or even a panel about composing at all ) .