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RHET1302: Rhetoric
Course Syllabus
Section 16 Office Number: JO 4.120
Rachael Sullivan Office Hours: TBA
Spring 2009 Office Phone: (972) 883-2020
TR 11:30-12:45, JO 4.306 Email: rlb081000@utdallas.edu

Course Description

Rhetoric 1302 will prepare you for college-level writing while helping you develop your critical
thinking skills. Rhetoric is the study of persuasion, not only in writing and speech, but also through
visual and other means. In this class, you will develop skills to analyze the way rhetoric, in its
various forms, addresses audiences. By paying attention to the strategies that good writers and
speakers use to persuade their particular audiences, you will learn to reason better and to persuade
others in your own writing, both through specific techniques and rhetorical appeals, and through the
increased sensitivity to audience, purpose, and occasion that is at the heart of the study of rhetoric.
For Rhetoric 1302, you will read and reread texts and write multi-draft essays. Practically speaking,
you will learn skills that you can use in your future course work regardless of your major.

Your Learning Objectives

• You will be able to write in different ways for different audiences;
• You will be able to write effectively using appropriate organization, mechanics, and style;
• You will be able to construct effective written arguments; and
• You will be able to gather, incorporate, and interpret source material in your writing.

Required Textbooks
Crusius, Timothy W. and Carolyn E. Channell. The Aims of Argument: A Text and Reader. 6th ed.
New York: McGraw-Hill, 2009. [ISBN: 978-0-07-332617-7]

Maimon, Elaine P., Janice H. Peritz, and Kathleen Blake Yancey. A Writer’s Resource: A
Handbook for Writing and Research. 2nd ed. New York: McGraw-Hill, 2007. [ISBN: 978-0-07-
325938-3]

Required Materials
• Flash drive or other removable storage device
• One two-pocket folder
• A report cover (a.k.a. portfolio cover) with prongs for three-hole-punch paper
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Schedule of Classes

AA: The Aims of Argument

AWR: A Writer’s Resource
WB: Workbook

WEEK 1
Tue, Jan 13 Introduction to the Course
Class plan: Welcome! Introduction to the course, overview of syllabus, class expectations, and
preparation for diagnostic essay
Thu, Jan 15 Class plan: Discuss student questions about the syllabus. Write an ungraded diagnostic essay in
class.
Preparation: Read the syllabus policies carefully. Sign the syllabus contract and bring it to class.
Read AWR, Chapters 5 and 6 (pgs. 37-75). Complete prewriting assignment 2, WB p.6. You
might also be interested in reading “Beginnings and Endings,” WB p.46. We won’t have time to
cover that reading in class today, but students have found it helpful in writing their diagnostics.
WEEK 2
Tue, Jan 20 Class plan: Discuss and practice how to identify, read, and understand arguments.
Preparation: Read all of AA Chapter 1, “Understanding Argument.” Read AA pgs. 506-508,
“Some Convenient Truths” by Gregg Easterbrook (skip the textbook intro).
Thu, Jan 22 Class plan: Discuss the three encounters with a text. Assign and explain Project #1. Practice
summarizing and analyzing an argument.
Preparation: Read AA Chapter 2, pgs. 21-37 (skip “Writing Assignment” and pgs. 38-44). Read
“Make Peace With Pot” by Eric Schlosser (WB p.9) and complete the workbook assignment.
WEEK 3
Tue, Jan 27 Due date: Response Post #1 (by midnight on Monday night)
Class plan: Continue to discuss skills related to Project #1.
Preparation: Read “Grow Up? Not So Fast: Meet the Twixters” by Lev Grossman, AA pgs.
537-545.
Thu, Jan 29 Class plan: Return diagnostic essays with comments; review areas for improvement. Discuss the
term “common knowledge” and how to avoid plagiarism.
Preparation: Read all of AA Chapter 6, “Ethical Writing and Plagiarism.” Complete freewriting
assignment, WB pg.14.
WEEK 4
Tue, Feb 3 Class plan: Discuss the Toulmin Method. Apply method to Amber Young’s argument for
capital punishment.
Preparation: Read all of AA Chapter 3, focusing on Young’s argument on pg. 55. In WB p.15,
fill out the claim, qualifiers, and exceptions for Young’s argument.
Thu, Feb 5 Due date: Project #1
Class plan: Write postscript reflection on the writing process. Workshop on the twenty most
common errors among college students.
Preparation: Complete Project #1. Bring AWR to class today.
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WEEK 5
Tue, Feb 10 Class plan: Introduction to visual rhetoric. Discuss critical thinking and logical fallacies. Assign
and explain Project #2.
Preparation: Read AA Chapter 4, “Reading and Writing about Visual Arguments” and
Appendix B, “Fallacies—and Critical Thinking” pgs. 704-720. NOTE: In Chapter 4, “The Rise
of Renewable Energy” by Daniel Kammen and “A Mother’s Treat” by Kelly Williams are
optional.
Thu, Feb 12 Due date: Response Post #2 (post by midnight Wednesday night)
Class plan: Discuss assigned reading and photo essays.
Preparation: Read Eileen Berrington, “Representations of Terror in the Legitimation of War”
WB pg.21. Read “Jihad Wired” by Daniel Benjamin and Steven Simon, AA pg. 636.
View photo essay, AA pgs. 599-603. View “The Hidden Half: A Photo Essay on Women in
Afghanistan” by Elizabeth Gettelman and Lana Šlezić at
http://www.motherjones.com/photo/2007/07/hidden_half-12.html.
WEEK 6
Tue, Feb 17 Class plan: Discuss and practice skills related to Project #2.
Preparation: Read Adam Forest, “Beauty and Violence” and Karyn Lewis, “Some Don’t Like
Their Blues at All,” WB pg.26. Choose a topic for Project #2.
Feb 18-19 Conferences – Project #2
We do not meet as a class this Thursday. You are required to attend one conference as credit for
one class period. Conferences will be held in JO 4.120. As a reminder, if you miss your
conference, one class absence will be added to your record. Graded Project #1 will be returned to
you during your conference.
Write your conference date ________________ and time ___________________
Preparation: Complete prewriting assignment, WB pg.31. Bring workbook and your topic idea
to the conference.
WEEK 7
Tue, Feb 24 Due date: First draft of visual rhetoric essay
Class plan: Peer review workshop on draft
Thu, Feb 26 Class plan: Discuss and practice how to find and evaluate sources.
Preparation: Read AA Chapter 5, “Writing Research-Based Arguments,” pgs. 93-119. Bring
AWR to class today.
WEEK 8
Tue, Mar 3 Class plan: Essay drafts returned. Discuss editing and revising strategies. Work on essay in
class. (Today’s reading assignment will be discussed March 5.)
Preparation: Read the introduction to AA Chapter 11, pgs. 325-332. Also read James Twitchell,
“Needing the Unnecessary” (pg. 337) and Juliet Schor, “When Spending Becomes You” (pg.
343). Bring AWR to class today.
Thu, Mar 5 Class plan: Discuss assigned reading. Project #3 assigned. Watch The Story of Stuff (20-minute
video by Annie Leonard).
Preparation: Read (in AA) “James Twitchell, “How I Bought My Red Miata” (pg.365) and Jean
Kilbourne, “Jesus Is a Brand of Jeans” (pg.370).
Fri, Mar 6 Midterm grades posted in Galaxy
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WEEK 9
Tue, Mar 10 Due date: Project #2 Portfolio
Class plan: Write postscript reflection on the writing process. Continue to discuss issues in
Chapter 11. Write a one- or two-paragraph initial opinion statement based on the issues presented
in Chapter 11. Engage in a dialogue with a classmate about your initial opinion statement.
Preparation: Complete Project #2. Read AA Chapter 7, “Arguing to Inquire,” pgs. 167-172,
180-189, 193-208.
Thu, Mar 12 Due date: Workbook
Class plan: Discuss assigned reading and practice making a convincing case. Complete activity
on audience analysis using Spidel’s essay as a model.
Preparation: Read AA Chapter 8, “Arguing to Convince,” focusing on Justin Spidel’s “Who
Should Have the Right to Marry?”
Sat, Mar 14 Last day to drop with WP/WF
WEEK 10
Mar 16-20 SPRING BREAK (NO CLASS)
WEEK 11
Tue, Mar 24 Due date: Response Post #3 (by midnight Monday night)
Class plan: Discuss assigned reading and practice strategies for persuasion. Review the four
appeals (ethos, pathos, logos, and style) as King demonstrates them. Graded Project #2 returned.
Preparation: Read AA Chapter 9, “Arguing to Persuade,” focusing on Martin Luther King’s
“Letter from Birmingham Jail”
Thu, Mar 26 Class plan: Meet in the library at the information desk for a 50-minute session on research
strategies. After the session, I will answer any questions about the proposal assignment and
review guidelines for giving oral presentations.
Preparation: Read AWR Tab 3, Chapter 13 (pg. 158).
WEEK 12
Tue, Mar 31 Due date: Proposal
Class plan: 3-minute student presentations of proposals.
Preparation: Review AA “Questions for Inquiry” pg. 181. Write proposal and prepare
presentation.
Thu, Apr 2 Due date: Proposal (if changes are needed)
Class plan: Discuss guidelines for using sources and incorporating them into your essay.
Practice skills with a sample argument. Wrap up any presentations left from Tuesday.
Preparation: Read AA Chapter 5, pgs.119-136 (stop at “Creating Works Cited Lists”). Read
AWR Tab 5, Chapter 23d and 23e (pg. 262) and Tab 11, Chapter 61 (pg. 553). Read the Angela
Daly essay (WB pg.39) and put a star by any problems you see with her use of source material.
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WEEK 13
Tue, Apr 7 Class plan: Work on annotated bibliography assignment in class. Review MLA citation style.
Practice citing sources in MLA format.
Preparation: Read AA Chapter 5, pgs. 136-151. Review AWR Tab 6.
Thu, Apr 9 Due date: Annotated bibliography
Class plan: Review the twenty most common errors.
Preparation: Complete annotated bibliography. Bring AWR to class today.
WEEK 14
Apr 14-15 Conferences – Project #3
We do not meet as a class this Tuesday. You are required to attend one conference as credit for
one class period. Conferences will be held in JO 4.120. As a reminder, if you miss your
conference, one class absence will be added to your record. Your annotated bibliography will be
returned to you during your conference.
Write your conference date ________________ and time ___________________
Preparation: Complete prewriting assignment 2, WB pg.44. Bring workbook, proposal, and any
notes or materials related to your essay.
Thu, Apr 16 Due date: First draft of Researched Argument, Project #3
Class plan: Peer review workshop on draft
Preparation: If you need some last-minute help drafting your essay, reference AWR Chapter 11
(pg. 130). It offers some concise steps to get started and a good student sample that integrates a
visual aid.
WEEK 15
Tue, Apr 21 Due date: Response Post #4 (by midnight Monday night)
Class plan: Discuss strategies for effective titles, openings, and conclusions. Discuss how to use
humor in arguments.
Preparation: Read “Beginnings and Endings” (WB pg.46) and “For Men, It’s a Dirty Shame”
(WB pg.58).
Thu, Apr 23 Class plan: Drafts returned. Work on essays in class.
Preparation: Read AA, Appendix A, “A Short Guide to Editing and Proofreading.” Bring AWR
to class.
WEEK 16
Tue, Apr 28 Class plan: Guest speaker Donna Srader from the UTD Career Center will discuss how to present
yourself in person and on paper in the work world. After her talk, we will discuss “Guidelines for
Revision: Argument” in the workbook.
Preparation: Read AWR Tab 4, “Writing Beyond College.” Review “Guidelines for Revision,”
WB pg.60.
Thu, Apr 30 Due date: Project #3 Portfolio, Workbook
Class plan: Write postscript reflection on the writing process. Complete course evaluation forms
and make closing comments.
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Assignments and Percentages

Project #1: Rhetorical Summary and Analysis 10% Due Feb. 5

Project #2: Visual Rhetoric Analysis Portfolio 20% Due Mar. 10
Opinion Statement and Dialogue (completed in class March 10) 5% N/A
Proposal 5% Due Mar. 31
Proposal Presentation (3-4 minutes) 5% Due Mar. 31
Annotated Bibliography 5% Due Apr. 9
Project #3: Researched Argument Portfolio 25% Due Apr. 30
Response Posts (4 total, 300-500 words) 10% Jan. 27, Feb. 12, Mar.
24, Apr. 21
Workbook Reviews (2) and Overall Class Participation 15% Mar. 12, Apr. 30
Total 100%

Grading

The familiar A-F grading scale will be used for essays, along with + and – (an A+ is not on the
scale). When I read your papers, I’ll be looking for certain qualities which fall into the following
five main categories, in order of importance:
• Ideas and analysis
• Thesis statement
• Development and support
• Organization
• Language (grammar, spelling, phrasing)
Notice that the emphasis is more on the “interior” of your essay, i.e. the content, rather than exterior
mechanics like grammar and syntax. However, I expect you to have a college-level understanding
of basic grammar. Although I have only one category for scoring grammar (language), your essay
will suffer greatly for serious and consistent surface errors as well as failure to meet the assignment,
no matter how sophisticated your ideas are.

I maintain grades on WebCT. Go to My Grades from the course homepage to view your grades.
There is also a “Student Grade Calculator” spreadsheet posted in the Resources folder so that you
can calculate your overall grade at any time.

Letter grades are entered as numbers for my own calculation purposes. 12=A, 11=A-, 10=B+ and
so forth until 1=F.
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Requirements and Policies

Section 1: Requirements

1.1: Attendance. The Rhetoric Department has specified an attendance policy. Each student is
allowed three (3) missed classes, no questions asked. Save them for when you really need
them. Each additional absence above the noted four will cause 4% to be deducted off your
final grade for the semester. The following are three exceptions to this requirement.
• All students participating on UTD competitive teams (athletic and intellectual) must bring
an official Intercollegiate Competition Memo signed by John Jackson prior to any
sanctioned absences. Students must inform the instructor of the impending absence at
least two weeks prior to the absence. If this does not occur, it is at the instructor’s
discretion to excuse or not excuse the absence.
• Any anticipated absence arranged through Disability Services must be shared with the
instructor at least two weeks prior to the absence. (Also see Section 3.8)
• Students observing a holy day must inform the instructor before the class day to be missed
(Also see Section 3.7)
If you are having a problem attending class, communication with me is key. UTD also has a
non-academic withdrawal policy for students with extenuating circumstances. You can read
about this policy at <http://www.utdallas.edu/student/registrar/sixdrop.html>.

1.2: Punctuality. As a sign of respect for me and other students, I ask that you come to class on
time. Near the beginning of each class, I will pass around a sign-in sheet. If you arrive after
the sign-in sheet has circulated back to me, you are officially late. Upon your third late arrival
and/or early departure, one class absence will be added to your record. N.B. If you arrive
after the sign-in sheet has circulated, I do not take responsibility for counting you present.
You must sign in to receive credit for a class.

1.3: Class Participation. Your level of engagement during class time directly affects your success
in this course. Because most class periods consist of a mixture of discussion and group work,
your participation is essential and will form a significant portion of your grade. It is also
essential that you complete all assigned reading before coming to class. You cannot
participate in class if you have not read the assignment for discussion that day.

Your participation grade is mostly based on how thoroughly you complete workbook
assignments. The “workbook” is essentially a bound collection of handouts and mini writing
assignments you will complete in class and at home over the course of the semester. You will
turn in your workbook for my review twice during the semester. Each workbook review is a
separate 5% grade.

Participation in this course does not include doing work unrelated to this course during class,
sleeping in class, or distracting your classmates. Your participation grade will suffer if you
use the class computers or other personal electronic devices for emailing, messaging,
checking your fantasy football roster, and the like. I will also take note of students who
consistently forget to bring their textbooks to class (also see Section 1.7).
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1.4: Response Posts (4). You will complete four response posts over the course of the semester.
Response posts are 300- to 500-word focused responses to a particular reading. You should
establish your point from the beginning and support your claim with evidence from the text.

Post responses on WebCT in the designated discussion board. I will offer a few prompts to
choose from, but you will have some freedom to experiment with your responses. I will grade
responses on understanding of the text, depth of thought, focus, and spelling/grammar. You
are encouraged to read the responses of your classmates and use their thoughts as a starting
point. However, do not make their claims the focus of your response. Your classmates can
read your posts, but they cannot see your grade. You can view your grade and my comments
on your post in “My Grades” in WebCT.

Responses must be posted by midnight the night before they are due. No credit will be given
for responses posted after this time. In case of WebCT failure, email your responses to me.

1.5: Writing Projects (3). Three writing projects are required in this course. The first project asks
you to summarize and analyze a written argument of your choice (2 to 3 pages). The second
project asks you to analyze a visual argument of your choice (4 to 5 pages). The third asks
you to write a researched argument on an assigned topic to convince or persuade readers of
your claim (5 to 6 pages).

Project #1 requires only one draft of an essay. Portfolio Projects #2 and #3 require you to turn
in a first draft, a peer review, and a final draft. Portfolio projects receive an overall grade;
missing components will lower the overall grade.

Use your two-pocket folder to turn in all three projects. Each project has a detailed
assignment sheet that I will hand out and review in class. These assignment sheets are
available on WebCT, so you can reference them at any time.

MLA is the required paper format and citation style for all assignments. You will lose points
for failure to follow MLA guidelines, outlined in AWR Tab 6 (green tab) and AA Chapter 5.

1.6: Conferences. I hold two one-on-one conferences with students during the semester.
Conferences are required, just as class attendance is required. You will sign up for one
10-minute conference time slot a week in advance. Look for conferences marked on the
syllabus, and be sure to write your conference date and time in the blank spaces so you don’t
forget. Conferences are an important way for me to talk with you personally about your
writing. You also have the opportunity to ask me specific questions or get help with an issue.

1.7: Textbooks and Materials. The textbooks listed on page 1 of the syllabus are not optional.
Your presence in this class means that you agree to buy the books in their correct edition.
You must also bring to class the textbook(s) listed on the syllabus as preparation that class
(also see Section 1.3). Bring your workbook to every class. Bring a notebook and a pen or
pencil to every class.
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Section 2: Course Policies

2.1: Late Work. Late work qualifies as any assignment turned in at any time after the class period
it was due. I accept late work only once throughout the semester. To request an extension,
submit an Extension Form, handed out in class and available at WebCT > Handouts. Use of
the form entails a full letter grade deduction on the assignment. After you use the form once,
I will no longer accept late work from you. Extensions are a maximum of two weeks.

Keep an eye on assignment due dates and pace yourself. Don’t leave things until the last
minute. Standards tighten up as the course progresses, and writing a paper for this class while
trying to study for a test in another class is a bad idea. If you are struggling to keep up with
deadlines, talk to me.

2.2: Emailing Assignments. I accept work via email when you cannot attend class on a due date.
Email the assignment, but bring a stapled hard copy to the next class for my review. I will
also review essay drafts via email if you need help. If you email a draft for my review, it
must be sent at least two full days before the deadline. It must also be a complete draft—not
a scattered collection of thoughts.

Email all work in RTF (rich text format) or DOC format. Do not email assignments in DOCX
format. Section 3.3 on UTD email correspondence.

2.3: WebCT. This course utilizes WebCT often. You must familiarize yourself with WebCT
immediately, if needed. You will use WebCT discussion boards to post your responses to
readings. I use WebCT to post handouts, forms, class activities, updates, class news, and
resources. Sometimes, we use WebCT for group activities in class. We use the Chat feature
in a discussion of Project #3. I also maintain your grade using the WebCT grade book so that
you can access your record at any time.

2.4: Turnitin.com. Most assignments must be submitted to Turnitin.com, in addition to the hard
copy you give to me. This web site checks for plagiarism by comparing student writing with
worldwide web content and other student essays across the country. I do not assign grades
until assignments have been turned in. Check the assignment sheet to determine if an
assignment must be submitted. Submit assignments to Turnitin.com from the WebCT home
page for this class. Also see Section 3.2 on academic integrity.

2.5: Room and Equipment Use. If you intentionally damage any of the computers, printers,
modems, or wiring in the classroom, you will have to answer to the Dean of Students’ office.
Please don’t do this. Also, hacking a door code and entering a classroom without my
permission constitutes criminal trespass. You can’t be in a classroom without an instructor
present.
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Section 3: University Policies

3.1: Student Conduct and Discipline. You are expected to behave courteously and professionally
in your interactions with your peers as well as with me. Please remember that the classroom is not
the place for taking naps, eating meals, conversing with friends, checking voice mail, or working on
assignments for other classes. Turn off cell phones during class time. Also, I respect the opinion of
each student in my class, and I expect you to do the same for me and your classmates. Common
courtesies include not interrupting someone else, respecting the opinions of others, and not speaking
out of turn or off topic during class discussions. Distracting and disrespectful behavior will impact
your grade in this class.

UTD administers student discipline within the procedures of recognized and established due
process. Procedures are defined and described in the Rules and Regulations, Board of Regents, The
UT System, Part 1, Chapter VI, Section 3, and in Title V, Rules on Student Services and Activities
of the university's Handbook of Operating Procedures. Copies of these rules and regulations are
available to students in the Office of the Dean of Students, where staff members are available to
assist students in interpreting the rules and regulations (SU 1.602, 972/883-6391).

A student at the university neither loses the rights nor escapes the responsibilities of citizenship. He
or she is expected to obey federal, state, and local laws as well as the Regents' Rules, university
regulations, and administrative rules. Students are subject to discipline for violating the standards of
conduct whether such conduct takes place on or off campus, or whether civil or criminal penalties
are also imposed for such conduct.

3.2: Academic Integrity. The faculty expects from its students a high level of responsibility and
academic honesty. Because the value of an academic degree depends upon the absolute integrity of
the work done by the student for that degree, it is imperative that a student demonstrate a high
standard of individual honor in his or her scholastic work.

Scholastic dishonesty includes, but is not limited to, statements, acts or omissions related to
applications for enrollment or the award of a degree, and/or the submission as one's own work or
material that is not one's own. As a general rule, scholastic dishonesty involves one of the following
acts: cheating, plagiarism, collusion and/or falsifying academic records. Students suspected of
academic dishonesty are subject to disciplinary proceedings.

Plagiarism, especially from the web, from portions of papers for other classes, and from any other
source is unacceptable and will be dealt with under the university's policy on plagiarism (see
general catalog for details). This course will use the resources of turnitin.com, which searches the
web for possible plagiarism and is over 90% effective. (see Section 2.4).

3.3: Email Correspondence. UTD requires that faculty and staff use UTD email accounts to
email students. I will not send emails to personal accounts, and I ask that you only email me using
your UTD student account. The Department of Information Resources at UTD provides a method
for students to have their UTD mail forwarded to other accounts.
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3.4: Withdrawal from Class. The administration of this institution has set deadlines for
withdrawal of any college-level courses. These dates and times are published in that semester's
course catalog. Administration procedures must be followed. It is your responsibility to handle
withdrawal requirements from any class. In other words, I cannot drop or withdraw any student.
You must do the proper paperwork to ensure that you will not receive a final grade of “F” in a
course if you choose not to attend the class once you are enrolled.

3.5: Student Grievance Procedures. Procedures for student grievances are found in Title V,
Rules on Student Services and Activities, of the university's Handbook of Operating Procedures.
You can read more about this policy at <www.utdallas.edu/disability/policies/grievances.html>.
Before filing a grievance, make a serious effort to resolve the matter with me.

3.6: Incomplete Grade Policy. As per university policy, incomplete grades will be granted only
for work unavoidably missed at the semester's end and only if 70% of the course work has been
completed. An incomplete grade must be resolved within eight (8) weeks from the first day of the
subsequent long semester. If the required is not submitted by the specified deadline, the incomplete
grade is changed automatically to a grade of “F.”

3.7: Disability Services. The goal of Disability Services is to provide students with disabilities
educational opportunities equal to those of their non-disabled peers. Disability Services is located in
room 1.610 in the Student Union. Office hours are Monday and Thursday, 8:30 a.m. to 6:30 p.m.;
Tuesday and Wednesday, 8:30 a.m. to 7:30 p.m.; and Friday, 8:30 a.m. to 5:30 p.m. You can call
the office at (972) 883-2098 (voice or TTY). Please talk to me if you need modifications due to a
documented disability. You can view the complete university policy at
<www.utdallas.edu/disability/index.html>.

3.8: Religious Holy Days. UTD will excuse a student from class or other required activities for
the travel to and observance of a religious holy day for a religion whose places of worship are
exempt from property tax under Section 11.20, Tax Code, Texas Code Annotated.

The student is encouraged to notify the instructor or activity sponsor as soon as possible regarding
the absence, preferably in advance of the assignment. The student, so excused, will be allowed to
take the exam or complete the assignment within a reasonable time after the absence: a period equal
to the length of the absence, up to a maximum of one week. A student who notifies the instructor
and completes any missed exam or assignment may not be penalized for the absence. A student who
fails to complete the exam or assignment within the prescribed period may receive a failing grade
for that exam or assignment.

If a student or an instructor disagrees about the nature of the absence [i.e., for the purpose of
observing a religious holy day] or if there is similar disagreement about whether the student has
been given a reasonable time to complete any missed assignments or examinations, either the
student or the instructor may request a ruling from the chief executive officer of the institution, or
his or her designee. The chief executive officer or designee must take into account the legislative
intent of TEC 51.911(b), and the student and instructor will abide by the decision of the chief
executive officer or designee. Also see Section 1.1 on absences.
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Student/Instructor Syllabus Contract

I have read the policies for Rhetoric 1302.016 and I understand them. I agree to comply with the
policies for the Spring 2009 semester, and I will do my best to meet the requirements. I have taken
special note of the policies on absences, tardiness, and late work. I realize that failure to comply
with these policies will affect my grade in the course.

Signature: ______________________________________ Date: ________________________

Name (print): ___________________________________