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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Rather , Le Dæuff ' s ( 1989 ) unabashedly utopian project is in transforming
philosophic discourse into practices of “ nonhegemonic rationalism ” that
recognize " the necessarily incomplete character of all theorization ” and that
through " plural ...
practices and relationships for this kind of radical play . ... each other ways to
continue this work beyond the boundaries of five or sixteen weeks - into creative
living , into active membership in our cultures , into the lifelong practice of
12 Rather than taking academic conventions as natural or as unquestionably
superior to other language practices , rather than ignore these varied histories
and varied understandings of just what the limits are , Lu writes that “ the process