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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Glossing begun, we can at the very least talk about what Bonnie's options might
be and the many, many futures they suggest. We can talk about what these
glosses tell her about how she's reading Moll Flanders and to which particular ...
Stories, as Mary Ann Cain (1995) observes, don't merely "mirror" our
assumptions and expectations; they "talk back." Similarly, all the slips and
contradictions of a classroom text like Elbow and Belanoff's (1989) Community of
Writers — with its ...
But I also take seriously the many critiques of late twentieth-century forms and
comodifications of the talking cure — of talk ... I take these critiques seriously,
though, not because such forms of talk are excessive or unseemly, any truck with
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Rethinking Revision in Writing Instruction
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