Certificate Completion Requirements & Course List

Students who complete the 16-unit certificate program will have reflected upon the teaching of writing from several angles. They take coursework in three areas:

1. Certificate participants will be required to take at least one of three core courses in writing pedagogy (EngComp 401, 402, and 403), all of which are designed to incorporate academic research and writing with more practical teaching objectives.

2. Students choose an emphasis that most closely adheres to their academic and professional objectives and interests: Language Learners, First-Year Composition, or Writing in the Disciplines. While the classes comprising each emphasis are all numbered 495—the University’s designation for teacher training courses—these courses vary considerably in curricula and objectives depending on the student population addressed.  Beginning with Summer 2017 applicants, all students must take at least one 495 training/mentoring course in Writing Programs to complete the certificate. Please note that students are welcome to complete multiple emphases as their interest and time allows.

3. Certificate participants also have the option to take elective courses outside of their chosen emphasis and the core courses.

See chart below for further clarification.

Students need to complete a total of 16 units to earn the Graduate Certificate in Writing Pedagogy. For those entering the program in Fall 2023 and later, 10 units of your GCWP coursework must be EngComp courses.

The 16 units of coursework can be comprised of core courses, approved 495 training courses, and approved electives. Please note that additional core courses and training courses may be taken as electives toward the 16 units. Students may also petition to include relevant coursework, including departmental 495s, toward electives. Since the certificate is a highly individualized program, participants are encouraged to meet regularly with the certificate coordinator to discuss their progress in the program.

Seminar, three hours. Exploration of current literature and theories of post-secondary writing pedagogy that may include a focus on the changing institutional role of writing instruction, multi-modal composition, and linguistic/educational diversity. Letter or S/U grading. (4 units)

Seminar, three hours. Survey of the literature on academic writing across the curriculum. Examination of writing conventions, genres, and styles in grad students’ academic disciplines, with a focus on evolving academic discourse in emerging and hybrid areas of inquiry. Development of best practices for adapting writing pedagogy to changes in disciplinary academic discourse, with discussion of challenges for multilingual learners. Letter or S/U grading. (4 units)

Seminar, three hours. Survey of theories and applications of language structures and conventions, with insights from discourse analysis and functional grammar. Designed to develop instructors’ ability to explain structures and to articulate language-based issues of meaning. Integrates research and successful applications of knowledge for improved language related instruction and feedback in composition studies. Letter or S/U grading. (4 units)

Seminar, three hours. Required of all English as a Second Language (ESL) teaching assistants and open to students seeking a Graduate Certificate in Writing Pedagogy. Focus on pedagogical issues specifically related to academic reading and composition skills for second language learners, including course design, assessment of student writing, conferencing, and specialized problems that may occur in teaching English as a Second Language courses. S/U grading. (4 units)

Mentorship course. Recommended for all teaching assistants teaching English as a second language, English composition, and Writing II courses during summer. Focus determined on individual basis according to class appointed and may include oral skills pedagogy, composition pedagogy, course design, assessment of student performance, and specialized problems that may occur in intensive summer language and/or composition courses. Supervision during appointment and mentor meetings and reflection on teaching experience following summer appointment. S/U grading. (2 units) Please note that EngComp 496 can substitute for EngComp 495S with prior permission from instructor. 

Seminar, three hours. Required of all English as a Second Language (ESL) teaching assistants and open to students seeking a Graduate Certificate in Writing Pedagogy. Focus on pedagogical issues specifically related to academic reading and composition skills for second language learners, including course design, assessment of student writing, conferencing, and specialized problems that may occur in teaching English as a Second Language courses. S/U grading. (4 units)

Mentorship course. Requisite: course 495A. Required of all ESL teaching assistants each quarter in which they are assigned to teach ESL courses. Focus on composition pedagogy, writing course design, assessment of student writing, and specialized problems that may occur in teaching ESL. S/U grading. (2 units) Please note that if you have already taken EC 495S, EC 495B can be counted as additional units toward the certificate.

Seminar, three hours. Required of all English as a Second Language (ESL) teaching assistants and open to students seeking a Graduate Certificate in Writing Pedagogy. Focus on pedagogical issues specifically related to academic reading and composition skills for second language learners, including course design, assessment of student writing, conferencing, and specialized problems that may occur in teaching English as a Second Language courses. S/U grading. (4 units)

Seminar, three hours. Required of all teaching assistants prior to teaching English Composition 3 courses and open to students seeking a Graduate Certificate in Writing Pedagogy. Focus on composition pedagogy, writing course design, assessment of student writing, and specialized problems that may occur in teaching English Composition 3. S/U grading. (4 units)

Formerly EngComp 495C. Mentorship course. Requisite: course 495C. Required of all teaching assistants who are assigned to English Composition 3 courses. Focus on composition pedagogy, writing course design, assessment of student writing, and specialized problems that may occur in teaching English Composition 3. May be repeated for credit. S/U grading. (2 units)

Seminar, three hours. Required of all teaching assistants prior to teaching English Composition 3 courses and open to students seeking a Graduate Certificate in Writing Pedagogy. Focus on composition pedagogy, writing course design, assessment of student writing, and specialized problems that may occur in teaching English Composition 3. S/U grading. (4 units)

Seminar, two hours. Recommended for all teaching assistants planning to teach English composition as part of AAP’s Summer Bridge programs. Focus on pedagogy that serves heterogeneous classrooms, with an emphasis on diversity of race, socioeconomic status, citizenship status, and academic preparedness. Practical concerns include lesson planning and professionalization for composition instructors. S/U grading. (2 units)

Mentorship course. Requisite: course 495A or 495C. Recommended for all teaching assistants teaching English as a second language, English composition, and Writing II courses during summer. Focus determined on individual basis according to class appointed and may include oral skills pedagogy, composition pedagogy, course design, assessment of student performance, and specialized problems that may occur in intensive summer language and/or composition courses. Supervision during appointment and mentor meetings and reflection on teaching experience following summer appointment. S/U grading. (2 units)

Seminar, two hours. Required of all teaching assistants for Writing II courses not exempt by appropriate departmental or program training and open to students seeking a Graduate Certificate in Writing Pedagogy. Training focused on composition pedagogy, assessment of student writing, guidance of revision process, and specialized writing problems that may occur in disciplinary contexts. Practical concerns of creating assignments, marking and grading essays, and conducting peer reviews and conferences. S/U grading. Please note that English 495B is currently the only course on campus that can be used as a substitute for EC 495E. (2 units)

Mentorship course. Requisite: course 495E. Required of all teaching assistants for Writing II courses not exempt by appropriate departmental or program training. Mentoring conferences and teaching observations, with focus on student-centered pedagogy, assessment of student writing, guidance of revision process, and specialized writing problems that may occur in disciplinary contexts. Practical concerns of creating assignments, marking and grading essays, and conducting peer reviews and conferences. May be repeated for credit. S/U grading. (2 units)

Seminar, two hours. Required of all GE Clusters teaching assistants in their first quarter with Clusters. Training focused on student-centered pedagogy, reflective teaching, composition pedagogy, assessment of student writing, guidance of revision process, and specialized teaching issues that may occur in the Clusters context. Practical concerns of lesson planning, discussion leading, responding to and grading essays, and conducting peer reviews and conferences. S/U grading. Note: If you have already taken English Composition 495E, you may be exempted from 495M. (2 units)

Seminar, two hours. Required of all GE Clusters teaching assistants in the quarter prior to their first Clusters seminar and open to students seeking the Graduate Certificate in Writing Pedagogy. Training focused on developing a writing-intensive seminar with emphasis on identifying course objectives, choosing appropriate readings, sequencing and scaffolding curriculum, drafting integrated assignments, and foregrounding writing in a discipline-specific context. Production of a syllabus for a seminar that satisfies UCLA’s Writing II requirement. S/U grading. (2 units)

Prerequisite: course 495N. Required of all GE Clusters teaching assistants teaching their first Clusters seminar. Mentoring conferences and teaching observations, with focus on student-centered pedagogy, assessment of student writing, guidance of revision process, and specialized writing problems that may occur in disciplinary and Clusters contexts. Practical concerns of creating assignments, responding to and grading essays, and conducting peer reviews and conferences. May be repeated for credit. S/U grading. (2 units)

Seminar, two hours. Recommended for all teaching assistants planning to teach English composition as part of AAP’s Summer Bridge programs. Focus on pedagogy that serves heterogeneous classrooms, with an emphasis on diversity of race, socioeconomic status, citizenship status, and academic preparedness. Practical concerns include lesson planning and professionalization for composition instructors. S/U grading. (2 units)

Mentorship course. Requisite: course 495A or 495C. Recommended for all teaching assistants teaching English as a second language, English composition, and Writing II courses during summer. Focus determined on individual basis according to class appointed and may include oral skills pedagogy, composition pedagogy, course design, assessment of student performance, and specialized problems that may occur in intensive summer language and/or composition courses. Supervision during appointment and mentor meetings and reflection on teaching experience following summer appointment. S/U grading. (2 units)

(Same as Engineering M495I.) Seminar, two hours. Required of all teaching assistants for Engineering writing courses not exempt by appropriate departmental or program training. Training and mentoring, with focus on composition pedagogy, assessment of student writing, guidance of revision process, and specialized writing problems that may occur in engineering writing contexts. Practical concerns of preparing students to write course assignments, marking and grading essays, and conducting peer reviews and conferences. S/U grading. (4 units)

(Same as Engineering M495J.) Mentorship course. Requisite: course M495I. Required of all teaching assistants in their initial term of teaching Engineering writing courses. Mentoring in group and individual meetings. Continued focus on composition pedagogy, assessment of student writing, guidance of revision process, and specialized writing problems that may occur in engineering writing contexts. Practical concerns of preparing students to write course assignments, marking and grading essays, and conducting peer reviews and conferences. S/U grading. (2 units)

Seminar, three hours. Survey of the literature on heterogeneous classrooms, with a focus on diversity of race, socio-economic status, geographic background, linguistic skills, and academic preparedness. Development of best practices for accommodating diverse student populations and building active, inclusive curriculum and classroom environments at the university level. S/U or Letter grading. (4 units)

Tutorial (supervised research or other scholarly work), three hours per week per unit. Reflective teaching experience, practicum experience, specialized curriculum development project, or independent research project under guidance of faculty mentor. Individual contract required (please contact the certificate coordinator for more information). Prerequisite: admission to the Graduate Certificate in Writing Pedagogy. Can substitute for EngComp 495S with prior permission from instructor. S/U grading. (1-4 units)

Colloquium and workshop, 3 hours every other week. Rotating speakers on topics including designing a digital teaching portfolio, drafting the academic/teaching CV, writing application letters for academic jobs, and pursuing alternative academic careers. Each speaker session and panel to be followed by a workshop. Culminates with the revision of an application letter, CV, teaching portfolio, or other relevant document to be determined in consultation with the colloquium organizer. S/U grading. (2 units)

Seminar, two hours. Suitable for graduate students in any discipline. Introduction to best practices for community-engaged pedagogy and experiential learning, with emphasis on strategies for collaborating effectively with diverse communities of Los Angeles. S/U grading. (4 units) For more information about this course, contact Center for the Advancement of Teaching Associate Director Beth Goodhue (bgoodhue@teaching.ucla.edu). 

Seminar, two hours. Introduction to strategies for integrating writing and research in instruction, emphasizing research and information literacy skills instruction and UCLA’s context. This course is suited for teaching assistants from all departments, and does not require any prior knowledge or teaching experience. S/U grading. (4 units) For more information about this course, contact Librarian Sylvia Page (srpage@library.ucla.edu). 

Seminar, 90 minutes. Designed for graduate students and postdoctoral scholars. Exploration and practice of fundamental principles of learning, backward design, assessment, active learning, and inclusive teaching. Lesson plan design with feedback. Meets associate level of CIRTL certification requirement. May be repeated once for credit. S/U grading. (2 units)

Seminar, 90 minutes. Requisite: course 496A or equivalent. Students become reflective practitioner by applying systematic and reflective use of research methods to develop teaching practices in order to advance learning experiences and outcomes of students and teachers. Students produce proposal for TAR project. May be repeated once for credit. S/U grading. (2 units)

Tutorial, three to six hours; research group meeting, two to four hours. Requisite: course 496B. Implementation, data analysis, and communication of results of TAR project with feedback and approval of faculty-adviser mentor and peer support in learning community. Meets practitioner level of CIRTL certification requirement. S/U grading. (2-4 units)