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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... on working at the boundary between individual and society, transforming the
experience of dis-orientation into practices of dis-orientation, and theorizing
dissonance not as a problem to be corrected but as the start of revisionary activity
In this chapter, I turn to Lacan 's understanding of revision as "deathwork" to
understand one student's (and my own) resistance to revision, and I explore how
we can locate teaching and learning within the restless, revisionary rhythms of ...
I don't want to end this chapter by making too great a claim for this kind of
revisionary work. It's one moment in Bonnie's academic career, my teaching
career, and not one that promises to change the whole of our lives. Instead, I
want to claim ...
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Rethinking Revision in Writing Instruction
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