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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ation of intermediate arenas between challenge and response , that ' s missing
from the writing project Sunstein describes — as teachers return to institutions
that , Sunstein observes , aren ' t going to change and to colleagues who aren ' t ...
Two teachers discussed bringing into their teachers ' lounges some form of “
book talks ” to change the nature of ... Others formed the goal of proposing to their
school administrators teacher - planned and teacher - guided inservice
Around that word revision , though , there are borders students and teachers can
name , question , negotiate , and rename , creating excess - ive understandings
of what revisionary work can mean . This kind of revision , however , depends on