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.
Results 1-3 of 29
The next chapter , “ Revising a Writer ' s Identity , ” carries on the idea of
transference but with this complication : Discussions so far among
compositionists about modeling , identification , and transference don ' t yet
consider the dangers and ...
Once a divided self ( such as a student having trouble with a paper ) perceives
another person ( such as a teacher ) as an authority , as a Subject Supposed to
Know , transference has been established . Through dialogue she projects — or
Transference as Trap Still , I think writing teachers have good reason for resisting
a construction of the classroom as counseling session and accepting the
psychoanalytic concepts of transference and countertransference as an