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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"Focus! Focus! Focus!" That's what another teacher wrote at the end of a student's
paper about Leslie Marmon Silko's novel Ceremony — even though, at the same
time, he'd been talking in class about ways of reading this book that question ...
In Le Doeuff's narrative, it's straying from a strict focus, venturing into a discourse
viewed as outside (and beneath) her work as a philosopher, that enabled her to
return to philosophy with a new critical and creative focus. Her involvement in ...
"Rather than stripping her 'story' to the bone in order to impose a focus," Gillam
writes, "perhaps Mary needs to flesh out the contradictions embedded in the text
and puzzle over the off-key shifts in voice as a way of discovering focus ..." (p. 7).
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Rethinking Revision in Writing Instruction
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