Drawing primarily on feminist and psychoanalytic theories, redefines revision as disorientation, dissatisfaction with received meanings, familiar relationships, and disciplinary boundaries. Shows how teachers can create environments to encourage and support the concept. No index Annotation c. by Book News, Inc., Portland, Or.
[ This book] is a must for those committed to voicing the personal conflicts writers experience and to turning those confusing and sometimes dismaying moments into productive sites for questioning textual relations.
- 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:
- to show how composition teachers can create for themselves and for their students environments that encourage and support revision as restlessness and as a process of intervening in a first draft's thoroughly social meanings and identifications
- to demonstrate how composition's process legacy is revitalized when we understand that our means to form and change communities- to form and change constructions of authority--are located in revision.
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.
Drawing primarily on feminist and psychoanalytic theories, Welch considers how revision can be redefined not as a process of increasing orientation toward a particular thesis or discourse community, but instead as a process of dis-orientation.
