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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Lee, learning log entry Lee arrives sometime before I do, and I don't see him at
work on the computer, revising the story. When I do and realize he's started work
without me, I feel a start, a panicky "He doesn't need me." Nancy, teaching log ...
"A very productive day," Lee writes in his learning log at the meeting's end,
indicating that he's begun to view me as a Subject Supposed to Know who can
help make these meetings productive. In return, I hear in Lee's words the
possibility of ...
"A difficult day," Lee writes in his learning log. "I'm anxious to just get on with the
story." His words tell me that he's heard my suggestion of free writing as an
authoritative demand that interferes with the forward movement of the writing, and
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Rethinking Revision in Writing Instruction
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