Course Description

Introduction to Academic Literacies: Online, UWP 001V

Syllabus(opens in a new tab) Notify me when available

Introduction to reading and composing processes and key rhetorical concepts for academic literacies. Multiple drafts of composing projects in a variety of genres and modes with feedback from peers and the instructor.

Key Information

Academic Calendar(opens in a new tab)

Credit: 4 quarter units / 2 semester units credit
UC Davis, UWPP

Course Credit:

Upon successful completion, all online courses offered through cross-enrollment provide UC unit credit. Some courses are approved for GE, major preparation and/or, major credit or can be used as a substitute for a course at your campus.

If "unit credit" is listed by your campus, consult your department, academic adviser or Student Affairs division to inquire about the petition process for more than unit credit for the course.

UC Berkeley:
Unit Credit Only

UC Davis:
General Education: Arts & Humanities, Writing Experience. Fulfills lower division writing requirement

UC Irvine:
Course Equivalence: Writing 39B

UC Los Angeles:
Course Equivalence: English Composition 3/Writing 1
Major Preparation: ENGLISH major/American Literature & Culture major=English Composition 3 on the preparation for the major

UC Merced:
Unit Credit (see your Academic Advisor)

UC Riverside:
Course Equivalence: ENGL 001A

UC San Diego:
Unit Credit

UC San Francisco:
Pending

UC Santa Barbara:
Unit Credit Only

UC Santa Cruz:
General Education: C1

Prerequisites

Completion of Entry Level Writing Requirement (ELWR).

Course Fees

None

More About The Course

This online course is designed to prepare you for the kinds of reading/writing tasks you will experience in your college courses, especially at the lower-division level (i.e., breadth requirements and prerequisite courses). The course is also designed to develop your digital literacy skills, especially in terms of writing and interacting in online communities. In this class, you will produce 6000 words of original work.

Course Creators

Bradley Queen
Daniel M. Gross

Daniel M. Gross (Professor & Director of Composition, UC Irvine) runs a program with 14,000 enrollments annually, and which has offered fully online writing courses since Summer 2009. He has published and taught widely in the history and theory of rhetoric, specializing in the rhetoric of emotion. Relevant publications include Uncomfortable Situations: Emotion between Science and the Humanities (Chicago 2017) and The Secret History of Emotion: From Aristotle’s Rhetoric to Modern Brain Science (Chicago 2006), as well as articles in the field of writing studies that have appeared in the journals Pedagogy and Composition Forum. He has been teaching writing and rhetoric courses since 1991, his first year as a graduate student in the Rhetoric PhD program at the University of California, Berkeley.

 Daniel M. Gross (Professor & Director of Composition, UC Irvine) runs a program with 14,000 enrollments annually, and which has offered fully online writing courses since Summer 2009. He has published and taught widely in the history and theory of rhetoric, specializing in the rhetoric of emotion. Relevant publications include Uncomfortable Situations: Emotion between Science and the ...

Daniel M. Gross (Professor & Director of Composition, UC Irvine) runs a program with 14,000 enrollments annually, and which has offered fully online writing courses since Summer 2009. He has published and taught widely in the history and theory of rhetoric, specializing in the rhetoric of emotion. Relevant publications include Uncomfortable Situations: Emotion between Science and the Humanities (Chicago 2017) and The Secret History of Emotion: From Aristotle’s Rhetoric to Modern Brain Science (Chicago 2006), as well as articles in the field of writing studies that have appeared in the journals Pedagogy and Composition Forum. He has been teaching writing and rhetoric courses since 1991, his first year as a graduate student in the Rhetoric PhD program at the University of California, Berkeley.


Carl Whithaus
Carl Whithaus, Professor & Director, UC Davis, University Writing Program. Carl Whithaus is a Professor of Writing & Rhetoric and the Director of the University Writing Program (UWP) at the University of California, Davis. His research focuses on writing in the disciplines and professions (particularly in the sciences and engineering), writing assessment, and the impact of information technologies on literacy practices. He teaches courses ranging from first-year writing to graduate-level classes in traditional, hybrid, and distance learning environments. His books include Multimodal Literacies and Emerging Genres (University of Pittsburgh Press, 2013), Writing Across Distances and Disciplines: Research and Pedagogy in Distributed Learning (Erlbaum/Routledge, 2008) and Teaching and Evaluating Writing in the Age of Computers and High-Stakes Testing (Erlbaum, 2005). His articles have appeared in Technical Communication Quarterly, Assessing Writing, and The Journal of Basic Writing. He has served on the National Assessment of Educational Progress (NAEP) Planning Committee for 2011-2019 Writing Standards Framework, the editorial board for Kairos, and the National Council of Teachers of English (NCTE) Best Practices for Online Writing Instruction (OWI) Committee (2007-10). Carl Whithaus, Professor & Director, UC Davis, University Writing Program. Carl Whithaus is a Professor of Writing & Rhetoric and the Director of the University Writing Program (UWP) at the University of California, Davis. His research focuses on writing in the disciplines and professions (particularly in the sciences and engineering), writing assessment, and the impact of information ...

Carl Whithaus, Professor & Director, UC Davis, University Writing Program. Carl Whithaus is a Professor of Writing & Rhetoric and the Director of the University Writing Program (UWP) at the University of California, Davis. His research focuses on writing in the disciplines and professions (particularly in the sciences and engineering), writing assessment, and the impact of information technologies on literacy practices. He teaches courses ranging from first-year writing to graduate-level classes in traditional, hybrid, and distance learning environments. His books include Multimodal Literacies and Emerging Genres (University of Pittsburgh Press, 2013), Writing Across Distances and Disciplines: Research and Pedagogy in Distributed Learning (Erlbaum/Routledge, 2008) and Teaching and Evaluating Writing in the Age of Computers and High-Stakes Testing (Erlbaum, 2005). His articles have appeared in Technical Communication Quarterly, Assessing Writing, and The Journal of Basic Writing. He has served on the National Assessment of Educational Progress (NAEP) Planning Committee for 2011-2019 Writing Standards Framework, the editorial board for Kairos, and the National Council of Teachers of English (NCTE) Best Practices for Online Writing Instruction (OWI) Committee (2007-10).

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