Writer's Journal #5 - Reverse Outlining
DIRECTIONS
In this Writer’s Journal, you will engage in a process called “reverse outlining.” While regular outlining is a tool for planning and thinking about what your text will say, reverse outlining is a tool that helps you to see what your text actually says. In order to create a reverse outline of your Project Proposal, please address the following prompts and questions:
(1) Read through your Project Proposal, one paragraph at a time. As you read each paragraph, type a one-sentence summary of what that paragraph is actually doing. Be sure to only pay attention to the paragraph you are currently reviewing. Record each of these summary sentences, and put them in a continuous paragraph.
(2) Read over this “reverse outline,” and answer the following question: does this paragraph represent what you want the project proposal to do? In other words, since the reverse outline provides a snapshot or overview of your paper as it is actually written, can you identify problem areas, paragraphs that have no clear purpose, an order (in the paper) that does not make sense, and so forth.
(3) How will you revise based on what you have discovered in creating your reverse outline?

Writer's Journal #4 - Wrapping up Week 1
DIRECTIONS
In this Writer’s Journal, you will have the chance to sort through your thinking on your larger project in preparation for next week’s writing of the Project Proposal. To help you in this endeavor, please answer the following questions:
(1) What do you foresee being the most challenging aspect of the project proposal and why?
(2) What do you foresee being the most challenging aspect of the larger project, and why?
(3) How can you - in practical terms - meet the challenges you describe above?

Writer's Journal #3 - Discourse Communities as Audiences

DIRECTIONS

In this Writer’s Journal, you will have the chance to collect your thoughts on entering the conversations of a discourse community and using that community as your audience. To help you in this reflection, please respond to the following questions:

(1) As you think about your CRQ, what are the potential discourse communities you might be writing for? Put another way, who are the other groups that might be thinking about, writing on, and/or acting as a result of your CRQ?

(2) How might the discourse communities you describe above affect how you conduct inquiry? What will count as “evidence” with that audience?

(3) How might the discourse communities you describe above affect how you compose any texts directed at them as an audience?

Writer's Journal #2 - Exigency, Kairos, and Audience

DIRECTIONS

In this Writer’s Journal, you will have the chance to collect your thoughts on exigency, kairos, and your audience as you understand it at this point. To help you in this reflection, please respond to the following questions:

(1) In your mind, who is the audience for your larger project? Who will you report your findings to, and why does this audience make sense as the audience to write for?

(2) How will you explain your CRQ and project’s exigency to this audience?

(3) How will you show this audience that this is the opportune, right, or kairotic time to explore your CRQ (be sure to think about what you read and wrote in the discussion forum on exigency and kairos).

Writer's Journal #1 - Reflecting on Beginnings

DIRECTIONS

In this first Writer’s Journal, you will have the opportunity to think about the process of initially constructing your Central Research Question. To help you in this reflection, please respond to the following questions:

(1) How did your CRQ change from your initial formulation to its current form?

(2) How did working with others in the discussion forum affect how you think about creating and revising a working CRQ?

(3) One of ASU’s design aspirations is to “Transform Society.” At this point, how might the inquiry you plan on conducting work towards such transformation? How does this make you feel about the work you are going to conduct in this course?