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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I was trying out automatic writing , ” he explains , “ like Bukowski , Kerouac , and
some other poets I ' ve been into lately . ” In an interview with me at the semester '
s end about his experiences in the course , Daniel says he was ten to fifteen ...
Looking back , I see that as a class we were beginning to remodel - trying to
identify and fit in with a particular stance toward reading in this course , getting
restless as our various conceptions and experiences didn ' t all neatly cohere into
reading and writing workshop she tried to implement , viewing it as a “ game ”
she directed . ... At the same time she was trying to copy those new activities , she
' d also worried that dropping “ traditional ” instruction would leave her students ...