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Instructor Class Description

Time Schedule:

Alysse Jaclyn Hotz
ENGL 131
Seattle Campus

Composition: Exposition

Study and practice of good writing: topics derived from a variety of personal, academic, and public subjects. Cannot be taken if student has already received a grade of 2.0 or higher in either ENGL 111, ENGL 121, or ENGL 131.

Class description

In order to prepare you for writing in college and beyond, this class will focus on writing (and re-writing) as a process of inquiry, meaning we’ll approach writing as a process that allows us to explore, develop, organize, analyze, revise and express our ideas. Even though the expectations of writing in different disciplines and situations vary greatly, the writing processes, skills, reading/research strategies, and ways of thinking you develop in this course are fundamental to academic inquiry, and will be transferable to other courses and (I especially hope) to other areas of your life, as well. My goal for this class is to help you understand that compositions are not simply artifacts and/or pointless assignments, but methods of communication that can tangibly affect our world.

“The thing the sixties did was to show us the possibilities and the responsibility that we all had. It wasn't the answer. It just gave us a glimpse of the possibility.” —John Lennon

The point of departure for our inquiry will be Mary Louise Pratt’s essay “Arts of the Contact Zones,” and throughout the quarter, we will use the ideas presented in Pratt’s essay to explore the ways in which the 1960s in America was a temporal and geographic zone of political, social, and cultural contact that produced a multitude of subversive texts.

SUB-VER-SIVE Adjective: seeking or intended to subvert an established system or institution. Noun: a person with such aims.

From hippies and yippies to politicos and Black Panthers, we will read and analyze a variety of subversive texts produced by individuals and organizations that challenged the status quo in the 1960s in order to analyze how the various interests of a diversifying public expressed their dissent with the dominant socio-political culture of American society. Through a variety of 4 shorter and 2 longer writing assignments, you will be asked not only to analyze what a text means, but how authors use rhetorical strategies to make meaning within a given context. You will apply this same rhetorical attention to your own writing and produce a complex, analytic, persuasive argument that incorporates primary and secondary research on a '60s related topic of your choice.

Student learning goals

General method of instruction

Recommended preparation

Class assignments and grading


The information above is intended to be helpful in choosing courses. Because the instructor may further develop his/her plans for this course, its characteristics are subject to change without notice. In most cases, the official course syllabus will be distributed on the first day of class.
Last Update by Alysse Jaclyn Hotz
Date: 11/14/2012