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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Maybe more crucially the psychoanalytic perspective tells me that when I
experience no sense of dissonance and of trouble at all — when I feel
harmonious pleasure as I read one critic doing battle with another or as a student
' s text narrates ...
Through that idea of straying , philosopher and feminist theorist Michele Le Dæuff
( 1991 ) offers us , I think , another narrative for understanding how identity ,
authority , sense of voice , and sense of project can be formed . She can help us ...
How can one avoid sinking into the mire of common sense if not by becoming a
stranger to one ' s own country , language , sex and identity ? Writing is
impossible without some kind of exile . ( p . 298 ) For Kristeva exile doesn ' t
mean retreat ...