UWP 001

Introduction to Academic Literacies

Catalog Description

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.

Learning Outcomes

The UWP1 learning outcomes are based on the Council of Writing Program Administrators Outcomes Statement for First-Year Composition. The learning outcomes focus on reading and composing knowledge, practices, and attitudes in five areas:

Rhetorical Concepts

Rhetorical concepts involves understanding key reading and composing concepts.  

  • Students will demonstrate an understanding of key rhetorical concepts such as audience, purpose, context, mode, genre, discourse community, revision, and editing.
  • Students will articulate how their understanding of these key concepts has grown and changed as a result of reading and composing in UWP1.

Reading and Writing Processes

Reading and writing processes involve reading and composing as recursive processes that vary among individuals, genres, and contexts.

  • Students will practice reading, researching, and composing as social processes and revise and edit multiple drafts based on feedback from peers and the instructor.
  • Students will develop critical and creative reading and writing practices to empower them to read and write in a variety of genres.
  • Students will learn to navigate academic resources that can support their composing processes and their academic success (tutoring resources, mental health services, disability support, technology support, resources for specific communities, etc.)

Knowledge of Conventions

Conventions involve the expectations of form, language, and format that are shaped by discourse communities, genres, and composers.

  • Students will practice conventions across a variety of modes, genres, and discourse communities.
  • Students will explore the connections and variations among their home discourse communities and other discourse communities they wish to join (academic, civic, professional, etc.). 


Research involves collecting and analyzing data and engaging with prior knowledge on a subject in order to make new meaning.

  • Students will use research to evaluate, analyze, and synthesize prior knowledge on a subject related to reading or writing that interests them and create new knowledge through primary research.
  • Students will collect, analyze, evaluate, integrate, and ethically cite primary and secondary research.


Metacognition involves the ability to reflect on rhetorical choices and composing and reading processes.

  • Students will reflect on their reading and composing processes and the rhetorical choices they made in their compositions (organization, evidence, language, document design, etc.).
  • Students will identify their strengths as writers and develop improved writing habits and processes in order to increase their confidence and preparation for future writing in college and beyond.
  • Students will be exposed to, reflect on, and draw upon diverse perspectives and experiences through reading and writing.


First-Year Composition Program Statement on Diversity

The First-Year Composition program is committed to fostering a classroom environment that’s safe and intellectually challenging for all students, regardless of race, ethnicity, documentation status, gender identity, sexual orientation, (dis)ability, language, or religion. At UC Davis we’re fortunate to find ourselves in diverse classrooms that include a range of linguistic backgrounds and levels of English proficiency. This learning environment reflects the globalized nature of communication in today’s world and the language diversity of California and the United States. The First-Year Composition program understands that academic language acquisition takes many years, and that there is not a single, “correct” English but rather language varieties within the U.S as well as different dialects of global Englishes. Like spoken accents, written accents do not represent intelligence, ability, or accomplishment and will not result in lower grades. In UWP1 you’re welcome to draft, conduct research, and cite sources in a language other than English if it’s helpful to your process. The First-Year Composition program recognizes that language standardization involves issues of politics and power, and we believe in both providing students access to the dialect of American academic English and a students’ right to their own language.

Prerequisite for UWP1/1Y

The prerequisite for UWP 1 is completion of the Entry Level Writing Requirement (ELWR). If you take UWP 1 without having met the ELWR, you will receive credit for the course, but it will not fulfill the lower-division writing requirement. You must earn a final grade of C- or higher to fulfill the lower-division writing requirement, even if you’ve completed all of the work. If you receive a D-range grade, you’ll still receive credit for the course, but it will not satisfy the lower-division writing requirement. More information about this requirement is available at https://elw.ucdavis.edu/

Pass/No Pass Information for UWP1/1Y

Some colleges allow students to take UWP1 P/NP and still meet the lower-division and college writing requirements; most do not. If you intend to take this course P/NP, check with your major advisor first to ensure that you can still meet university writing and college writing requirements if you do not take this course for a grade.

Adding and Dropping UWP1/1Y

All of the adding and dropping for UWP1 is handled by SisWeb, the online registration system. Because UWP1/1Y is a writing course that involved getting significant feedback from the teacher, all sections have a hard cap of 25 students. Individual teachers cannot add students.