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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At the chapter ' s end , I introduce the narratives of feminist and feminist
psychoanalytic theorists such as Michele Le Dæuff , Jerry Aline Flieger , and
Joan Copjec , who invite us to rethink revision as getting restless within real -
tight structures ...
... the fledgling police reporter is only the struggle ' to master the rituals and
conventions of a closed society , since in any real - tight structure , any closed
society , there ' s always some fissure , something restless and ready to shake
And maybe especially I ' ve learned revision means getting restless whenever I
sit down to write an essay that begins , “ Recently compositionists with a
commitment to feminism have worked to complicate our theories about