Sample Syllabi


UC Merced

Revisiting the American Past: The Spanish Conquest

Instructor: Iris Ruiz
Class hours: Tues/Thurs 11:00 – 12:20 // Tues/Thurs 12:30 – 1:50
Classroom: EBU3B 1113
Office hours: Tuesday/Thursday 2:00 – 3:00

Required text
Revisiting the American Past, Spring 2008 10A Course Reader
(available at Associated Students Soft Reserves, Student Center A,
Room 122; 858-534-6256)

Required materials
• One manila file folder, 8.5″ X 11″, tabbed on the 11″ side
• Approximately $10 to cover photocopying costs

Class Websites:
Warren College Writing Program:
Grammar, Punctuation, Spelling, and ESL:
MLA Documentation Style:
Non-sexist Language:

Course Description: Revisiting the “American” Past

Problematizing History (the first half of the course)

The objective of this writing course is to draw upon the argumentation concepts learned in 10A, specifically, the Toulmin model of argumentation which utilizes the claims, grounds, and warrants structure in order to interrogate and produce academic texts. In furthering our knowledge of how such concepts operate in the sphere of academic inquiry, we will draw upon an academic debate which has as its major question: What is the purpose of history? While the discipline of history has been heralded as one of the leading social sciences serving various humanistic purposes such as promoting a sense of patriotism, rationalism, instilling morality, providing lessons from the past, representing us with role-models in the form of heroes so that we might be drawn to be like them, often times these purposes are conveyed with no critical stance as to whom gets to decide what historical events get written and disseminated and for what humanistic purpose (no wonder Lipsitz’ work is such a breath of fresh air)? As a result, one of the defining characteristics of history as a social science is largely glossed over, namely, the social processes at work in the production of “Official History”. So with the investigative purpose of interrogating the social aspects involved in the process of historical production, I would like us to consider and interrogate responses to such questions as:

1. What exactly is history?
2. Why is history taught?
3. Who does history benefit?
4. What processes go into the creation of historical texts?
5. How does history account for various indigenous accounts in the realm of American and World History?
6. What does Power have to do with historical production? How is it hidden? How is it revealed?
7. What are the issues with current dominant models of historical production such as empiricism and relativism? (Anthony Michel-Rolph Trouillot)
8. How much of history is based on fact? Fiction? Point of view?

Case Study: The Spanish Conquest (the second half of the course)

The purpose of the second half of the course is to put knowledge gained about specific problems with historical production into practice. We’ll look at some primary sources that deal with the Spanish Conquest, written by Hernán Cortés in the form of letters to King Charles about his first person accounts of his Meeting with Montezuma and the Aztec empire found in Tenochititlan as well as first person accounts recorded by the Aztecs themselves and translated into English. Then we will look at a secondary source (or two) that has drawn upon these sources for the purpose of creating a seamless historical account of the Spanish Conquest (or “The Fall of Tenochititlan”) and see how the process of historical production works with a critical eye hopefully gained from the first half of the quarter where we have been introduced to the various purposes of history and the problems associated with them. This story is ancient – an ancient historical story; however, its importance in terms of understanding the first “Americans” and the first incidents in “American Encounters” is tantamount to understanding what the “Discovery of America” has been predicated upon. The Spanish Conquest took place in 1519, just 27 years after Columbus sailed the ocean blue and “discovered” America. Here, in this historical account, we have one of the first recorded incidents of 16 century imperialism/colonialism of a native culture close to home (San Diego).

Course Policies and Requirements

Portfolios: You must maintain a portfolio (a manila folder) containing all of the work you do for this class. The instructor will hand back papers after reading and commenting on them. You are responsible for keeping them in your portfolio. At the end of the quarter, you must submit your portfolio with all of your writing assignments. You must include the copies with the instructor’s comments on them. If you wish to keep your portfolio, you must pick it up during the following quarter.

Attendance: Attendance is mandatory. The workshop nature of the course requires participation, and you must attend to participate. No more than two absences are permitted during the quarter. Missing a scheduled conference is considered an absence. Lateness is not accepted, and being more than 5 minutes late twice is equal to one absence.

Copies for Workshops: On workshop days, it is expected that you come prepared with copies of your assignment to discuss with the class and/or your group. The number of copies needed is described in the course schedule and will be discussed in class. You must come to class on time with the appropriate number of copies for distribution.

Late Papers: No late papers will be accepted, including drafts and revisions, unless you make special arrangements with the instructor. Late papers are subject to grade penalties at the discretion of the instructor.

Paper Format: Papers must be stapled, typed, and double-spaced. Submit assignments in black ink on 8.5” X 11” white paper. Use a non-decorative 12-point font, such as Times New Roman, and use 1” margins. Do not include title pages. Include your name, section number, instructor name, assignment number and date. Include page numbers on all pages. Use the MLA website or a current MLA style guide for style, grammar, format, and citation questions.

Non-sexist Language: Please refer to the Non-sexist language policies as described by the Online Writing Lab at In general, Warren Writing endorses the use of the singular they to resolve the problem of indefinite pronoun references in written and spoken English. The singular they is gender-inclusive, has a long and continuing history of use and seldom leads to awkward constructions. The OWL website provides background information and good examples for how to maintain non-sexist language use in your writing.
Classroom Environment: Any comments or actions that instigate or contribute to a hostile environment will not be tolerated. This classroom is a place where claims can be explored, challenged, and argued for and against without fear of oppression and/or reprisal by your peers or the instructor. Any individual who, as a result of their words and/or behavior, silences their classmates will be held accountable. Cell phones and pagers must be turned off.

Statement of Academic Integrity: Students are expected to do their own work, as outlined in the UCSD Policy on Academic Integrity published in the UCSD General Catalog: “Cheating will not be tolerated, and any student who engages in suspicious conduct will be confronted and subjected to the disciplinary process. Cheaters will receive a failing grade on the assignment or the exam and/or in the entire course. They may also be suspended from UCSD. Academic misconduct includes but is not limited to:
• Cheating, such as using “crib notes” or copying answers from another student during the exam, modifying a graded exam and returning it for a new grade, or submitting the same paper or assignment for two or more different courses unless authorized by the instructors concerned.
• Plagiarism, such as using the writings or ideas of another person, either in whole or in part, without proper attribution to the author of the source.
• Collusion, such as engaging in unauthorized collaboration on homework assignments or take home exams, completing for another student any part or the whole of an assignment or exam, or procuring, providing or accepting materials that contain questions or answers to an exam or assignment to be given at a subsequent time.”

Students with Disabilities: Students with disabilities are encouraged to speak with me at the beginning of the quarter to discuss any accommodations we should make to guarantee your full participation.

Grading Policy
• Assignments 1E, 2D and 3E will receive a letter grade. These grades will be used to determine your final course grade.

• To be eligible to receive a grade on each of the above assignments, you must complete (on time) all of the preceding assignments. For example, to receive a grade on Assignment 1E, you must do Assignments 1A, 1B, 1C and 1D.

Evaluation of Papers
The following questions will be considered when papers are evaluated and graded. All questions may not be relevant to each assignment.

• Does the paper respond to the various parts of the prompt?
• Does the paper make an argument?
• Is the claim clear and plausible? Is it stated and contextualized effectively?
• Is there sufficient and relevant evidence to ground the claim?
• Does the paper effectively select and use material from the course readings to support and validate the analysis? Does it summarize, paraphrase, and quote effectively?
• Does the paper use all relevant details from the readings both to support the claim and to provide a context for the case being made? Does it ignore material that should be taken into account?
• Does the paper demonstrate an awareness of how the argument being proposed fits into the larger set of claims made about the topic in our course readings?
• Does the paper work through the complexities of the material (as opposed to oversimplifying or overgeneralizing)?
• Is the paper well organized?
• Does it cite material from the sources using MLA documentation style?
• Are there sentence structure problems or grammatical errors that interfere with the meaning?

Evaluation Standards at Warren Writing

• An “A” essay demonstrates excellent work. It has something to say and says it well. It develops its argument clearly and consistently, demonstrating a complex understanding of the assignment, and does so using varied sentence structure. It often rises above other essays with particular instances of creative or analytical sophistication. There may be only minor and/or occasional grammatical errors.

• A “B” essay demonstrates good work. It establishes a clear claim and pursues it consistently, demonstrating a good understanding of the assignment. There may be some mechanical difficulties, but not so many as to impair the clear development of the main argument. While a “B” essay is in many ways successful, it lacks the originality and/or sophistication of an “A” essay.

• A “C” essay demonstrates adequate work. It establishes an adequate grasp of the assignment and argues a central claim. In addition, the argument may rely on unsupported generalizations or insufficiently developed ideas. It may also contain grammatical errors.

• Work that earns a grade of “D” or “F” is often characterized by the following problems: it fails to demonstrate an adequate understanding of the assignment; it fails to articulate an adequate argument; and/or it contains significant grammatical problems.

Assignment Sequence:

Prompt 1: Synthesis and Definition: Calcott, Starnes and John L. O’Sullivan

• According to Calcott, Starnes, what is history’s purpose?
• Summarize Calcott and Starnes in relationship to one another, paying particular attention to the various purposes of history presented in both articles. What claims are they making? How does Starnes specifically elaborate on the various purposes of history presented by Calcott? Is there a critical stance present in either of the two articles?
• Using O’Sullivan’s “Manifest Destiny” excerpt, apply one or more of the purposes of history to the position made herein.

1a) Identify Starnes’ main claim and provide specific grounds from the article he uses as evidence for his main claim. (1pg)

1b) Relational Summary: Compare and contrast Starnes and Calcott. (2 pgs)

1c) Write Prompt 1. (3 pgs.)

1d) Revision/Final Draft

Prompt 2: Interrogation: Problematizing historical production.

• Drawing upon four of the readings in the first half of the reader, provide an argument about historical production. This argument should be stated clearly in the form of a main claim and characterized in relation to the purposes that were outlined in the previous essay and one that either Trouillot ot Tompkins presents about historical production.

• Pay special attention to summarize each chosen author’s main claim/argument and show how each are complementing, complicating or qualifying one another. (We will discuss each of these argumentative techniques in class.) You may want to identify the warrants/assumptions that each author is operating from when deciding how each author contributes to the argument about historical production.

• Take care to use specific grounds from the authors when necessary to support your claims.

• Assume your reader has never read any of the articles mentioned so that you may provide relevant context for your claims.

2a) Definition: What is Historiography? (1 paragraph)

2b) What is the relationship between Historiography and history? How might this relationship pose a problem for historical education? (1 pg)

2c) Relational Summary: Drawing off of Trouillot’s and Tompkins arguments, what are three problems with historical production? (2 pgs)

2d) Write Prompt 2

2e) Revision/Final Draft

Prompt 3: Putting Knowledge into Practice: Case Study: The Spanish Conquest

• This last assignment seeks to put knowledge gained in the first half of the course into practice by looking at a particular historical event—the Spanish Conquest, also referred to as the Mexican conquest.

• Choose at least 2 authors from the first half of the course and argue how the readings on the Spanish Conquest demonstrate and/or challenge their argument/s (Cortés, Portillo, Meyer and Sherman). For example, do the portrayals of the Spanish Conquest demonstrate the greatness of a hero or of heroes? Do they demonstrate how the stories were meant to instill a sense of morality in their readers? Are the portrayals meant to justify cruel acts of imperialism or to show the divine providence behind such progress? Are they written from a defensive stance or from an objective stance?

• Jane Tompkin’s essay on the “Problem of History” presents an example of one such argument. She presents an account of her childhood understanding of Indians, the account of her research into scholarly and first-person accounts of the relations between the Indians and the settlers in New England and a final conclusion. In trying to figure out what historical accounts are true and which are false, she states, “What has really happened in such a case (where contradiction among historical stories is hard to escape) is that the subject of debate has changed from the question of what happened in a particular instance to the question of how knowledge is arrived at” (Tompkins 733). Not only does she show how historical knowledge is created, but she also shows how her own historical knowledge comes into being. In short, questioning the process of how historical knowledge is produced and for what purpose is the driving purpose of her essay.

3a) Identify J.H. Elliot’s main claim. What specific grounds is he relying upon for his translation of Cortés’ purpose for writing to the King (Charles IV)? (1-2 pgs.)

3b) Relational summary: Explain why you think two different introductions were given to the letters of Hernán Cortés? How might these two introductions complicate an unbiased account of the Spanish Conquest given by Cortés? (2 pgs)

3c) Point out three incidents in “The Second Letter” that might demonstrate a purpose of history as discussed by Calcott and Starnes. (2 pgs)

3d) Identify three points of contradiction between Hernán Cortés letters and the account of the Spaniards arrival in Tenochititlan by the Aztecs in The Broken Spears. (2 pgs)

3e) In The Course of Mexican History an objective account of the Spanish Conquest is assumed by the inclusion in a textbook of Mexican History. Argue why this particular historical account may or may not be objective and why.

3f) Write prompt 3.

3g) Revision/Final Draft

Bibliography for “Revisting the American Past”

“History Enters the Schools” by, George H. Calcott American Quarterly, Vol. 11, No. 4 (Winter, 1959), 470-483.

“Purpose in the Writing of History” by, D.T. Starnes Modern Philology, Vol. 20, No. 3 (Feb., 1923), 281-300.

“Manifest Destiny and the War with Mexico” Ed. Thomas G. Paterson Major Problems in American Foreign Policy Lexington, Mass. : D.C. Heath, c1984-c1989

Excerpts from Eurocentrism by, Samir Amin New York : Monthly Review Press, c1989

Exerpts from Silencing the Past: power and the production of history by, Michel Rolph Trouillot Boston, Mass. : Beacon Press, 1995

“’Indians’: Textualism, Morality, and the Problem of History” by, Jane Tompkins

Excerpts from The Letters of Hernan Cortes New York, G.P. Putnam, 1908

Excerpts from The Broken Spears: The Aztec Account of the Conquest of Mexico Ed. Miguel Leon-Portilla Boston, Beacon Press [1962]

Excerpts from The Course of Mexican History Eds. Michael C. Meyer and William L. Sherman New York : Oxford University Press, 1979



Meeting Time: M W 10:00-11:50
Classroom Location: COB 270

Dr. Ruiz, Spring 2014
How to Reach Me:
Office Hours: Thursdays 12:00-2:00 (and by appointment)
Office Location: AOA 141

You are also encouraged to visit office hours with any questions you have about assignments, to get feedback on your writing, or to discuss your progress in the course. If you cannot attend office hours, we can schedule an appointment for another time.

Required Text
• Readings are hyperlinked below (free access)
Program Learning Outcomes: All courses are organized around broader learning goals specific to a program. For the Merritt Writing Program, we emphasize that students are able to:
1. Demonstrate engagement with the multi-stage processes of critical reading, formal writing, and public speaking
2. Select and apply the appropriate conventions of personal, academic, or professional forms of expression
3. Synthesize diverse perspectives through collaboration in academic discourse communities
4. Apply professional ethical standards to the research process and its public representation
5. Craft language that reveals aesthetic awareness
All writing program portfolio assignments organize evidence by these program learning outcomes. For more information please visit

Course Description
According to the UC Merced catalog, Writing 100 is a course in “upper-division composition for juniors and seniors, designed to polish their written expression and prepare them for applying their education in professional and postgraduate contexts. Students write about, across, and within various academic disciplines in order to comparatively refine writing associated with their major.”
WRI 100: Advanced Composition is designed to encourage a cross-disciplinary approach to writing, with projects that address the expectations of an expert and general audience. Writing is also the subject of study, in that you will engage in the policies and theories about writing and investigate how those concepts about writing apply to your writing in your major. Thus, you will be teaching your readers about your field and exploring topics within composition studies that relate to becoming an independent scholar in any discipline. Of particular importance will be comparing and classifying information within and across academic disciplines. Projects and assignments, then, will build skills related to analyzing arguments and developing critical responses to texts and ideas.

Course Learning Outcomes
By the end of the semester you will be better able to:
1. apply disciplinary and interdisciplinary perspectives to personal, professional, and postgraduate contexts
2. observe conventions of scholarly genres and specific concerns of their audiences and wider audiences that include other disciplines
3. summarize and critique complex arguments in order to synthesize advanced critical response
4. define rhetorical positions by analyzing alternative perspectives and examining them within the context of specific disciplines
5. compare and classify information within and across academic fields, so as to refine rhetorical skills and assess personal investment in your specific discipline
6. Provide helpful, supportive evaluations of peers’ writing and revise your own writing by incorporating relevant advice for changes


Attendance and Class Participation
Please come to class prepared to share your ideas. Be assured that we need to ask questions to learn. Because this course subscribes to a workshop format, you cannot satisfy its requirements unless you attend regularly and on time. Your contributions shape your and other’s learning, so attending regularly and being on time are expected. I will keep track of attendance, with three points for each absence that exceeds the allowable four absences (a step in a final grade). If you miss a class, it is your responsibility on your own time to find out what you have missed. Please note the institutional policies regarding withdraw, failing, or incomplete grades, summarized after the class schedule.

In respecting each other’s opinions, we will cultivate a classroom environment that fosters communal learning. Class time is your exclusive time to work with your instructor and peers, so cell phones should be silenced/off and completely away from your desk (unless an emergency). Computers are welcome; however, notes are handwritten and online activities will be prompted by the instructor only. In other words, we will use technology in guided activities. Otherwise, your cell phones and computers should not be active during class time.

Late work
In the interest of fairness to all students, we enforce strict guidelines for submitting work on time. For paper-based assignments, materials should be submitted by the author during class-time. Similarly, electronic assignments must be submitted by the author by the assigned time. If you are having significant difficulty meeting a deadline, please contact me to discuss options. Please note that late assignments are generally not accepted. If an assignment is submitted (with permission) late, the grade may be reduced by a step per day.

Academic Integrity
Plagiarism is an issue that is as complicated as linguistic expression is nuanced. For our purposes, plagiarism entails representing another’s work as your own. Note that plagiarism includes:

• submitting work that is done in part by someone else
• paraphrasing or summarizing any source without referencing it
• copying any source without using quotation marks or block indentation

In sum, if you submit your own work with all outside sources or ideas properly documented, you will have maintained academic honesty. The integrity of your ideas rests on maintaining scholarly habits and working closely with experts; it is important to ask questions and to research actively with detailed notes. Remember that research writing is a thinking process, so you should engage with resources as though you were in a scholarly conversation.

We will use TurnItIn for all written assignments, in part to discuss uses of evidence and further to engage in peer review activities. You are strongly encouraged to work closely with librarians and instructors to prepare your research writing.

Time Management
1. For each hour of class, you should anticipate doing about two hours of work outside of class, including a considerable amount of reading for this course. Since writing and thinking is a process, dedicate some time each day to this course.
2. You will be given a week’s notice before each essay is due in rough form. We expect you to plan time each day to complete the work for this course. It’s worth noting, also, that there’s a predictable and positive correlation between careful time management and academic success. We encourage you to make a wise decision as to what kind of student you will be early on and to plan accordingly.

Writing Resources
You are encouraged to attend office hours with any questions you have about assignments, to gain feedback on your writing, or to discuss your progress in the course. If you cannot attend office hours, we can schedule an appointment for another time. Peer tutoring support is also available at the Bright Center in KL 222, with a schedule at

At the start of the semester, we will review standards for A through F papers, and discuss sample papers or diagnostic exams as examples. Throughout this course, you will have frequent and extensive responses to your writing; you will also have an ongoing record of your course grades. If at any time you are unsure about your standing in this course, please do not hesitate to ask me for an update on how well you are doing.

You will be responsible for reading assigned articles or chapters. Reading is to be done prior to the class meeting in which it will be discussed.

Project Proposal
We will begin the semester with a project proposal, which has some elements of a personal statement and summarizes some topics of interest from your discipline to explore in subsequent assignments. This proposal assignment is meant to be a “road map” that informs readers about your plans for the semester, which inevitably will evolve with projects. At the end of the semester you will revise this project plan to reflect what was accomplished, which will inform your final portfolio’s reflective writing.

The first essay focuses on definitions and definitional arguments, focusing on the meaning of a key term in your field (e.g. “metaphor” in literary studies or “hypothesis” in the sciences). The next essay focuses on classification skills, in which you will analyze the rhetoric and argumentative techniques of an important reading in your field. From this assignment, you will identify parallel texts, summarizing and analyzing important features in an annotated bibliography and then synthesized in a review article.
An essay will not be graded until you have revised it at least once (based on your judgment and instructor and/or peer feedback), and thereafter I will allow you to revise it again for your portfolio.

Position papers
Position papers are an opportunity for you to engage in literature in composition studies. Topics for these papers may include writing policies (copyright, plagiarism, translation, style guidelines) or writing functions (writing to learn, writing across the disciplines, expressivism, etc.). From these writing activities, you will be cultivating a “position” about writing policies and theories. Position papers are two, double-spaced pages in length, with five assigned throughout the semester (15% total grade).

Course Requirements % of Course Grade

Projects Proposal (pre/post) 15%
Definition essay 15%
Rhetorical Analysis Essay 15%
Annotated Bibliography 5%
Review article 15%
Position papers 15%
Final portfolio 10%
Other in-class work and homework (including participation in
discussions and small group work, in-class self-assessment,
possible journal entries, etc.) 10%


Weeks 1-3, Introductions & Proposing Project Interests

Wed 1/22 Syllabus review
Assign Project Proposal

Mon 1/27 Reading: “Writing Inside and Outside the Margins” Adler Kassner
Project Proposal, Draft 1 (2 paper copies for peer review)

Wed 1/29 Readings: “Learning to Read and Write” Douglass
“On the Uses of a College Education” Edmundson

Mon 2/3 Project Proposal, Draft 2
Review of TurnitIn technology and online peer review standards
“I Just Wanna Be Average” Rose
“Why I Blog” Sullivan

Wed 2/5 Readings: “If Black English Isn’t a Language, Then What Is?” Baldwin
“Politics and the English Language” Orwell

Mon 2/10 Position paper 1: “Inventing the University” Bartholomae
Assign Definition Essay

Wed 2/12 “The Sperm and the Egg” Martin
Final Draft of Proposing Project Essay due on Friday (2/15)

Weeks 4-6: Definition Essay

Mon 2/17 – President’s Day: Class does not convene

Wed 2/19 Definition Essay, Draft 1 is due
Reading: “What’s So Bad about Hate?” Sullivan

Mon 2/24 Position paper 2 – “Contemporary Composition – The Major Pedagogical
Theories” Berlin

Wed 2/26 Reading: “The Selfless Gene” Judon
Definition Essay, Draft 2 is due

Mon 3/3 Reading: “The Moral Instinct” Pinker
“Why Leaves Turn Color in the Fall” Ackerman
Assign Classification & Analysis Exercise

Wed 3/5 Final Draft of Definition Essay due on Saturday (3/15)
“The Checklist” Gawande; National Public Radio interview

Weeks 7-9: Classification & Analysis Essay

Mon 3/10 Reading: “I Am So Totally, Digitally Close to You” Thompson
“Is Google Making Us Stupid?” Carr
Classification & Analysis Exercise, Draft 1 due

Wed 3/12 Position paper 3: A Cognitive Process Theory of Writing
Assign Annotated Bibliography & Review Article

Mon 3/17 Proposal for review article due (250 words)
Classification & Analysis Exercise, Draft 2 due

Wed 3/19

Mon 3/24 to Fri 3/27 – Spring Break

Weeks 10-13: Annotated Bibliography & Review Article

Mon 3/31 Open Topics
Wed 4/2 Reading: “Nickel and Dimed” Ehrenreich
Mon 4/7 Draft of Introduction to Review Article due
Draft of Annotated Bibliography due
Abstracting activity
Wed 4/9 Library Visit (KL 371)
Mon 4/14 Classification Essay, final draft due
Wed 4/16 Conferences

Mon 4/21 Conferences: Review essay, Draft 1 due

Wed 4/23 Writing Day
Mon 4/28 Review essay, Final Draft due
Position paper 4

Wed 4/30 Reading: “Internet Rights and Wrongs: Choices & Challenges in a Networked World” by, Clinton
Position paper 5

Weeks 14-15: Revise Proposal and Prepare Final Portfolio (Rest TBA)

Mon 5/5 Portfolio Assembly

Wed 5/7 Portfolio Assembly

Appendix of University-Wide Course Policy

Incomplete Policy
An “I” grade may be assigned when an instructor determines that a student’s work is of passing quality and represents a significant portion of the requirements for the final grade, but is incomplete for good cause. [Access this url for the UCM policy on incomplete grades: An incomplete grade contract must be completed and submitted to the Students First Desk before the first day of the next semester. If a student does not complete the projects within the time-line specified by the incomplete grade contract, the grade will revert to an F, NP, or a U. The relevant form for requesting an incomplete grade may be obtained at this url:

Withdrawal Policy
After the fourth week of instruction and until the end of the tenth week of instruction, a student may withdraw from a course for emergency reasons or for good cause with the signed approval of the instructor and confirmation by the dean of the school with which the student is affiliated, provided: (1) the student is not on special probation, (2) dropping the course would be to the educational benefit of the student, and (3) the student is not being investigated for academic dishonesty in that course. [Access this url for the UCM policy on withdrawing from a course: The student must submit a petition including a written description of the special circumstances warranting this action, and must attend class until the petition is approved. The relevant form to submit can be obtained online:


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