Reverse outlining Note Taking PDF

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Meriwether

WRT 205

Reverse Outlining/Note-taking Reverse outlining is a way for readers to ‘break down’ the texts that they read and write. When students reverse outline what they read, it helps them to see the structure of the text as well as understand better what the writer is doing in each paragraph. When students reverse outline something they’ve written, it can help them to see whether or not their draft is logically organized. For today, we will reverse outline what you’ve read so that you can deepen your understanding of your secondary sources and hone in on some of the details of what you’ve read. Step 1: Copy the MLA Citation for your scholarly journal article from your group connections text here: Dyches, Jeanne, and Deani Thomas. "Unsettling the "White Savior" Narrative: Reading Huck Finn through a Critical Race Theory/Critical Whiteness Studies Lens." English Education, vol. 53, no. 1, 2020, pp. 35-53. ProQuest, https://libezproxy-syr-edu.libezproxy2.syr.edu/login? url=https://www-proquest-com.libezproxy2.syr.edu/scholarly-journals/unsettling-white-saviornarrative-reading-huck/docview/2450655254/se-2?accountid=14214.

Step 2: Reverse outline by stating a specific claim or main point of each relevant paragraph in the text (definitely the intro, results or discussion and conclusion but also other sections if they seem important), like so: Introduction Paragraph 1: Smith explains that he will explore how immigration policy came to be so nativist in the 1980s Paragraph 2: Smith points out that the Reagan administration sought to keep out immigrants from South America and Africa while welcoming immigrants from EU countries. Introduction: Paragraph 1: Dyches and Thomas explain that they have conducted a case study to investigate how students respond to reading Huckleberry Finn through a CRT/CWS lens. Paragraph 2: Dyches and Thomas highlight how Huckleberry Finn has cemented itself as one of the most prolific writing in ELA however also how not discussing it critically can perpetuate a white savior complex. Paragraph 3: Dyches and Thomas clarify that although there are teachers committed to teaching antiracism in their classrooms, there is no one way to do it or guarantee their success in doing it, so their case study will examine the process. Paragraph 4: Dyches and Smith simplify the definition of antiracist instruction and what it generally is supposed to achieve. Results:

Meriwether

WRT 205

Paragraph 1: Dyches and Thomas discuss how most of the students responded to the curriculum and used the proper lens to explore the reading however also noting that the majority of white students showed some type of dismissal to the topic. White Rage: Paragraph 1: Dyches and Thomas explain how some of their students exhibited forms of “white rage”, explicitly showing disdain for the curriculum and criticizing the antiracist framework. Paragraph 2: Dyches and Thomas explore how one student, Bailey, criticizes the framework as being sensitive and trying to change her way of thinking. Paragraph 3: Dyches and Thomas explore how another student, Kurt, who also criticizes the framework and angrily called it a form of complaining instituting a level of hostility associated with “white rage”. Step 3: Continue on throughout the entire article. Then, write your “purpose statement”: Smith’s goal is _________________________________. Dyches and Thomas’ goal was to explore how antiracist curriculum can be modeled and how it can be used to create proper discussion about these sources. Step 4: List two flashpoints from the article: Two flashpoints that really stood out to me were: _____________________________________ Two flashpoints that really stood out to me were: “When asked to move outside their comfort zones, engage in antiracist pedagogies, resist the allure of an "antiracist [White] hero to admire" (Berchini, 2019, p. 169), and do more than just read, students mourned the loss of comfort in myriad ways,” and “Examples of the moral development approach include framing Huck as an allegory for the United States' "progressive" evolution on race relations (Leider, 2006), analyzing moral dilemmas in the book while personally identifying with Huck (Mills, 1988), and encouraging students to empathize with Huck as a conflicted White deciding how to respond to racism (O'brien, 1998).” Step 5: Repeat this process with your substantive news article. Try (try hard!!) to complete reverse outlines for both articles before the end of class today but if you don’t finish, just submit the incomplete assignment on BlackBoard before the end of class. This assignment is worth 20 points....