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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As he creates two identities for his character , Lee also creates a narrative in
which the Other does not die and instead insistently repeats its questions —
questions asked through the frightened , uncertain , and clumsy Ethan
I know there ' s a mountain of questions beneath : Why can ' t I work with you
exactly as I did with Jim ? How can I ever be just like you and ... Ignoring Sydney '
s question completely , I write back : " Can you tell me more about . . . ? ” and “ I '
Meanwhile , the question doesn ' t even come up : Just who or what has
mastered the teacher ? My restlessness increases when I recall that Lacan ' s
thinking about the mirror stage , so influential to social constructionism , began
with his ...