Due: Friday, September 25th @ 11:59PM

Reverse Outline (Option 2): Select one of the options below and produce a reverse outline of the specified range of paragraphs. To produce a reverse outline, divide a piece of paper into two columns and a number of rows that correspond to the number of paragraphs that you are outlining. Then go through the text paragraph by paragraph and break it down in the following way: in the first column, summarize the main topic of a paragraph in one sentence; in the second column, identify how, in one sentence, that paragraph advances the argument of the larger essay.

After you have outlined the text, write a brief reflection (500-750 words) on how the author constructed their argument and what you see as the advantages or disadvantages of their chosen methods of presentation.

• Hong: p. 104-107 (from the paragraph beginning "Christian’s emphasis..." through the paragraph ending "...the intellectualism of black feminists"; 5 paragraphs total)

COLUMN 1

Main topic of paragraph

• The relation between who makes up the university and the knowledge produced at the university taps into the larger ways in which the university manages its students in a racialized and gendered manner, which is done through its perpetuation of racialized and gendered knowledge.
• The normality of racism and sexism in the university has informed the epistemologies explored and deployed in the university, thus enabling the destruction of racialized and gendered bodies exposed to these epistemologies at the university.
• The scholarship of race and gender at the university deemed as "excellence" has enabled the university's subjugation of the very bodies that the scholarship concerns, thus furthering the injustice the university commits against Black feminists.
• Black feminist scholarship has been forced to fit inside the narrow constrains of what the university has defined as knowledge, which has diminished the very substance of Black feminism as an exploration into the unknown and the erased.
• Black feminism challenges the norms of excellence perpetuated by the university and demands that the university reject these "given facts of the universe" in order to include and uplift Black feminist scholarship at the university, and reimagine itself as a site for new kinds of epistemological, methodological, and intellectual projects.

COLUMN 2

How p advances the argument of the essay

• Advances the argument of the essay, that the university must be reimagined as a site for new kinds of knowledge production, as produced by Black feminists, by critiquing how and why the university currently functions as a site for racial management rather than as a site that uplifts and protects Black feminists.
• Advances the argument of the essay by exhibiting the problems enabled by the university's current epistemologies and encourages the induction of new knowledge productions that amplify rather than harm Black feminists at the university.
• Advances the argument of the essay by pinpointing how the university's illusion of "excellence" regarding Black feminist scholarship has inadvertently harmed rather than uplifted Black feminists, which further argues that new kinds of knowledge productions must be created in order to stop the destruction of Black feminists.
• Advances the argument of the essay by highlighting the substance of authentic Black feminist scholarship to juxtapose the university's current definitions of scholarship, furthering the argument that new knowledge productions that posses unprecedented flexibility in thought and practice (a staple of Black feminist scholarship) must be conceived to do justice to Black feminism.
• Advances the argument of the essay by explicitly highlighting the overall message of the essay, explaining that the university must release its hold on the systems that have hurt Black feminists in order to allow and realize the university as a site for new, unprecedented forms of knowledge production, as guided through Black feminist scholarship.

Reverse Outline Reflection