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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"She had been beaten about the face and strangled, but police do not believe a
sexual assault had taken place." But? Did I really write, "but police do not believe
a sexual assault had taken place" as if this makes the beating and the strangling
... prompted by my request that she "talk on paper" about the work she'd like to do
in the center this semester: I can't believe I have gone through everything I have
gone through if you would have talked to me a little more than a year ago I can't ...
The campus writing center, I believe, is a site in which the tensions between
these dominant modes of authority are most keenly felt, and, in my experience as
a teacher and administrator in a small writing center at a large land-grant
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Rethinking Revision in Writing Instruction
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