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 inner sensations of fragmentation and incoherence ; it leads to conflict
between the “ Ideal - I ” reflected in the mirror and the ... and reality is thoroughly
mediated by social mirrors and the images of wholeness and coherence they
... own writing and in others ' , in academic journal articles , dissertations , and
students ' compositions - gratifying images of ourselves , and it can lead us to feel
frustrated and annoyed when a piece of writing doesn ' t reflect such an image .
457 ) — to resist for a moment the work of subordination , coherence , and control
; to pause , reflect , and consider the complexities of their choices ; to realize that
there are choices . Instead of confusing or misleading students , this renaming ...