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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From voices outside of this book , then , and from voices within , I hear the
possibility for writing this chapter differently — and ... I also don ' t want to
construct here some romantic and transcendent voice outside history and outside
structures of ...
My first meetings with Margie , however , challenge me to reconsider the kinds of
conversation we value in academia and to resist becoming yet another voice ,
another demand , in that confusing babble Margie hears as she writes and reads
These forms of resistance aside , however , we cannot fundamentally change
these institutional mirrors and we cannot fundamentally revise the forms , voices ,
and subjects of the texts we write - not according to this story of the formation of ...