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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Those questions led me outward , toward considering composition ' s position
within most English departments , on the margins of acceptable teaching and
research , and toward considering the critical voices of colleagues , voices my ...
threats to a teacher ' s personal and institutional identities : He doesn ' t need me ;
she hasn ' t improved ; I hear in this student ' s responses that I am not a good
teacher . The teaching and learning relationship is composed , then , by ...
Writing center teachers and directors , Cynthia HaynesBurton ( 1994 ) notes , are
often embroiled in “ rhetorics of advocacy ... Lynn Bloom ' s ( 1992 ) essay “
Teaching College English as Woman , ” for instance , can be read as an essay