num_pages: 198
description: [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.
language: English
title: Getting Restless: Rethinking Revision in Writing Instruction
titlecomplete: Getting Restless: Rethinking Revision in Writing Instruction (Crosscurrents : New Perspectives in Rhetoric and Composition)
ratings_count: 5
publisher: Heinemann