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Getting Restless: Rethinking Revision in Writing Instruction
[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 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 In achieving these ends Welch examines three academic 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.
- 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 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 In achieving these ends Welch examines three academic 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.
198 pages, Paperback
First published March 17, 1997
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February 27, 2019
I really appreciated Welch's psychoanalytic glimpse into revision, particularly as she thought about how instructors/tutors/interlocutors exercise influence on writers in ways that threaten their agency and potentially diminish their voice. What I appreciated even more were the case studies where we saw this in action, and the ones where Welch made a concerted effort to it happening. Both offered instructive and fascinating glimpses into the writing process and the ways that writers develop as people and thinkers through writing.
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