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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For many of the women interviewed for her book, academic identity and authority
are created through mastering and matching a discipline's conventions, making
their texts reflect shared and smooth-surfaced ideas of what writing in a given ...
Rethinking Revision in Writing Instruction Nancy Welch. Through that idea of
straying, philosopher and feminist theorist Michele Le Dceuff (1991) offers us, I
think, another narrative for understanding how identity, authority, sense of voice,
... divisions within and between us, and increasingly threatened to dismantle
Lee's identity as a marine; my identity as a supportive, engaged reader; and the
writing center's identity as a nonhierarchical, coercion-free space for learning.
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Rethinking Revision in Writing Instruction
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