Getting Restless: Rethinking Revision in Writing Instruction
- Journal of Advanced Composition
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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19). Still, that pent-upness persisted. "Between conflicting correctnesses,"
Rowbotham writes, "I thought there must be some connecting facts lurking
somewhere" (p. 19). These two readings, Carin's poems and Sheila
Rowbotham's narrative, ...
... articulated by Sheila Rowbotham, that between conflicting correctnesses is
where I'd find the connecting facts, lurking ... and unlike Sheila Rowbotham I'm
too anxious, having figured out the initials and the exclusive intercommunications
There is always something missing, something else, or, as feminist critic Sheila
Rowbotham (1973) writes, misfit and distortion as we lumber around "ungainly-
like" in "borrowed concepts" that do not "fit the shapes we [feel] ourselves to be" (
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Rethinking Revision in Writing Instruction
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