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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Recently a reader of this manuscript remarked that it ' s unfortunate I can ' t show
more of my own revisions in the writing of this book , perhaps placing side by side
an early version of a chapter , its revision , a meditation about how I revised ...
I keep imagining Sergeant Blank ( under whom Lee served in the Gulf ] reading
this and yelling at me , shouting , “ You wuss . You — ” Nancy : Hmmm . Can you
shut him out ? That ' s what I try to do when I imagine a threatening reader .
56 ) , ego psychology underwrites behaviorism ( which places the superego
outside the individual in external punishments and rewards that shape the ego ' s
functioning ) , literature ' s reader - response theories ( which follow an individual