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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Instead of promoting critical inquiry, then, this form of transference that Sydney
and Le Dceuff describe traps students and teachers in relationships of allegiance
and unexamined admiration. Far from being the means for a student to forge an ...
Likewise, Le Dceuff's writing works as a third factor in my relationship to the
theories of Lacan; with her analysis of ... I've felt as I've experienced transference
as a trap in my relationships with students and in my own educational history as
They used the structures of participation to form different relationships to their
prior experiences, to each other, and to their futures — those relationships far
more numerous and complex than anything I could get down completely in my
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Rethinking Revision in Writing Instruction
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