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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Introduction This book began as part of my work in a campus writing center one
semester with a student I'll call "Lee." Lee, a former marine and Gulf War veteran,
spent that semester trying to work out a story in which a marine faces — and ...
Lee, a sophomore animal sciences major and former marine, first came to the
writing center at the start of fall semester explaining that he "felt nervous" about
his preparation for his first-year composition class. When I meet him for the first
She moves from semester to semester, from master to master, from Jim to me. If
between semesters or outside of class she recognizes and examines the conflicts
among all these models and masters, her classrooms, with their stress on ...
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Rethinking Revision in Writing Instruction
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