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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In his draft , which seeks to reintroduce concepts of physical , as well as
sociopolitical , location into theories of composing , he writes sentences such as ,
I contend that the cortical processing centers of our brains are making an
... imposed curricula and their own conceptions of what students need to learn , a
place where she could use writing to try to " figure out exactly ” what she believed
and identify " steps ” she could take to support those theories in her classroom .
... who teaches in a Catholic elementary school , to learn how Pam has set up her
wholelanguage classroom , how other teachers have responded to her revisions
, and how she works to communicate her theories to other teachers and to her ...