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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The problem with such a declaration ( clumsily couched in the language of "
While it ' s long been thought that revision is a one - way movement from writer -
based to reader - based prose , a close reading of the act of revision will show .
They urge me to consider the limits of a thesis or a theory I set forth and to see
those limits not as a problem to be covered up , but as an invitation to more
thinking and writing . Running counter to the tradition of revision as tidying up
The problem , Marguerite Helmers ( 1994 ) writes , with such a rhetoric , which
she links to the mass media discourse of codependency and recovery , is that it
creates “ a new Victorianism , a sentimentalized feminine ethos of mothering that