Punk Chart / course schedule:

The chart below is not set in stone. Updates will be in given in class and on the instructor’s teaching weblog. Attending class regularly will keep you up-to-date on assignment changes, due date changes, and other announcements.








Week 1

August 21

-Classes start @ 4pm


August 23

-Introduction to class, peers, syllabus

-Why the punk-theme?

-Hand out Syllabus Quiz/Book Quiz/Blog [Quizzes due Sept 1]

-Email List for Class Punk Blog


August 25

-Sides of the Room activity?

-Introduce Punk Blog

-First My Words Activity DUE Blog (2 words and intro of self)


Week 2

August 28

-Watch Punk Documentary




August 30

-Finish Punk Documentary

-Discuss with handout?


September 1

-Introduce Paper 1 & Paper 3

-Go over Quiz questions

-Read Chapter 11 for Wednesday

-Decide on Groups?

Week 3

September 4

-No class: Labor Day


September 6

-PunkLesson: TITLES

-Bring in subjects & titles to possibly use for Paper 1

-Discuss Chapter 11: Description


September 8


-Bring in an introductory paragraph of Paper 1

-Share paragraph/Revise

Week 4

September 11


-Bring in a conclusion paragraph you may use for Paper 1


September 13

-Side-shadow drafts

-Paper 1 drafts due to Group members

-Second My Words Activity DUE on Blog (5 words)


September 15

[No class – Instructor ill.]

-Drafts back to group members/Review comments

Week 5

September 18

-Sign up for Conferences


Sept 19


September 20

-Conferences in class



September 22

-Paper 1: Description Due at beginning of class time

-Introduce Paper 2 & Brainstorm

-Read Chapter 9 for Monday

Week 6


September 25

-Discuss Chapter 9: Personal Narrative

-Organization Activity?

-Write 8 pages of Paper 2 for October 4

-Read Chapters 2&3 for Wednesday


September 27

-Discuss Chapters 2-3

-My Words Activity DUE on Blog (5 words)


September 29

-Punk Lesson: TERMS

-WORK DAY for Paper 2 (have 4+ pages done)

-Read Chapter 4&5 for Monday

Week 7


October 2

-Punk Lesson: DRAFTING


-Re-read Chapter 5 for Wednesday


October 4

-Punk Lesson: REVISION

-Eight (8) pages of Paper 2 DUE

-Revise first 8 pages down to 5-6 pages

-Bring a highlighter to class!

-Read Chapter 6 for Friday


October 6


-Edit draft of Paper 2

-Paper 2 drafts due to Group Members

-Read Chapter 8 for Monday

Week 8


October 9

-Punk Lesson: “One Writer’s Process”

-Give drafts back/Review comments

-Read Chapter 8 for Wednesday


October 11


-My Words Activity DUE on Blog (5 words)

-Sign up for Conferences


October 13

-Speed Peer Review with entire class/Bring newly revised rough draft

Week 9

October 16

-Writing Conferences in class

Oct 17


October 18

-Writing Conferences in class



October 20

-No Class: Instructor meeting in Bismarck and Fargo with other English depts.

-Work on Paper 2 and Paper 3

Week 10

October 23

-Paper 2: “Big-Little Narration Paper” DUE at beginning of class time

-Talk about Paper 3 more…

-Read Chapters 13-16 for Wednesday


October 25

-Discuss Chapters 13-16 and how they can work with Paper 3

-Write a poem or find a poem for Monday


October 27

-No Class: Instructor meeting in Grand Forks with other English dept

-Work on Paper 3

Week 11


October 30

-Poetry Unit, Bring “found” poem

-My Words Activity DUE on Blog (5 words)

-Create an outline of Paper 3


November 1

-Haiku Poetry

-Speed Peer Review of Paper 3 draft

-Sign up for conferences (Fri, Mon, Wed)


November 3

-Writing Conferences in class

-Final Day to Drop a Class for the Semester

Week 12

November 6

-Writing Conferences in class




November 8

-Writing Conferences in class



November 10

-No Class: Veteran’s Day

Week 13

November 13

-In-Class Work Day for Paper 3’s Presentation


November 15

-Paper 3: Photo Essay DUE at beginning of class time/ Presentations of Paper 3 during class


November 17

-No Class: Teacher at NCTE in Nashville

Week 14

November 20

-No Class: Teacher at NCTE in Nashville


November 22

-Introduce PowerPoint Music Video & Presentation


November 24

-No Class: Thanksgiving

Week 15

November 27

-Work Day/My Words DUE.


November 29

-Work Day/Storyboards DUE


December 1

-Work Day/Sign Up for Presentation Time


Week 16

December 4

-WORK DAY for PowerPoint Projects


December 6

-Project Presentations on the “big screen”


December 8

-Project Presentations on the “big screen”

Week 17

Finals Week

December 11

-Final Test

-Class Evaluations

-Assign LAST My Words


December 13

-TBA/My Words DUE in my office


December 15








“Children want to write. They want to write the first day they attend school. This is no accident. Before they went to school they marked up walls, pavements, newspapers with crayons, chalk, pens or pencils… anything that makes a mark. The child mark says, “I am.” “No, you aren’t,” say most school approaches to the teaching of writing. We underestimate the urge because of a lack of understanding of the writing process and what children do in order to control it. Instead, we take the control away from children and place unnecessary road blocks in the way of their intentions. Then we say, “They don’t want to write. How can we motivate them?” (Donald Graves, Writing: Teachers and Children at Work, 3)



what do you want to write?






















north dakota state college of science

ENGLISH COMPOSITION 110 – Fall 2006 – 3 Credits

with a punk twist… sort of.


“Some might say we are made from the sharpest things” [My Chemical Romance] contact information:

Instructor’s Name- Sybil Priebe

Instructor’s Email- sybil.priebe@ndscs.edu

Instructor’s Website- www.sybilpriebe.com        

Instructor’s Weblog- www.xanga.com/teacher47

Office- Haverty 223                  

Office Phone- (701) 671-2346    

Office Hours- __________ and by appointment


-> why is Lisa in jail? Would you consider Lisa Simpson a punk? What could she possibly get in trouble for?


“Eat your heart out on a plastic tray” [Problems, Sex Pistols] course description:

For this type of English 110, punk rock roots have been set in place as the theme in addition to the regular description of: “Guided practice in college-level reading, writing, and critical thinking with an introduction to the essay and to poetry as basic genres of literature.” The reason for a “Do It Yourself” class is simple—to allow students more freedom over what they write and create in an English classroom. Punk rock, itself, has always been known to shout it’s feelings about the world, and this class will allow students to take back control over at least what they are learning/writing if not feel more in control of who they are and where they are going. In that same vein, punk rock has always been about self-reliance (found in the “D.I.Y.” idea); that “it is possible for you to do whatever you want, however you want to do it” (*360). “Just like punks who form their own bands, write and produce their own music, and put on their own shows, so too can students form their own groups and work together to improve their writing. (*361)” [*One, Optimism. “Punk Power in the First-Year Writing Classroom.” TETYC. 2005; 358-369.]


The class will consist of lots of writing, just like any English 110 Composition you’d find in any college in the U.S.; however, students get to choose the topics for their papers, be creative, and use their language. The genre is assigned by the instructor to keep some consistency and allow students to review each others work easier.


“Peel me off this velcro seat and get me movin” [Longview, GreenDay] course goals and outcomes:

Students will be expected to

-attend class regularly and participate in class discussions.

-improve upon their reading, writing, and critical thinking skills.

-confer with classmates and their instructor during the writing process.

-revise their writing thoroughly as well as read their writing aloud.

-hand in quality assignments/papers on time.

The general outcome of this course will be an improvement in students’ reading, writing, and critical thinking skills.


“And I am going after it/ I wanted everything” [I Wanted Everything, Ramones] materials needed:

= Book: The College Writer, Houghton Mifflin, Copyright 2004, ISBN: 0-618-40541-0

= An Email address (see end of syllabus for details) for back-up reasons and for access to the class’s Punk Blog.

= 3.5” computer disk(s) or USB storage device


“Better call, call the law/When you gonna turn yourself in? Yeah” [My Brain Is Hanging Upside Down, Ramones] classroom rules:

1- Punk Rock Rule: Respect each others’ writing, opinions, responses, and property.

2- Respect goes both ways. If you are talking, I will listen (as will the rest of the class). If I am talking, I’d like all of you to listen.

3- Packing up your things before class time is over is disrespectful. Please wait until I dismiss the class.

4- Turn off cell phones unless they play punk rock.

5- Slang, swearing, and vernacular language are okay in essays and in class discussions as long as the words are used to express oneself and not put anyone down.


“But one thing they can’t teach you is how to feel free” [Schools Are Prisons, Sex Pistols] attendance policy:

= Attendance is crucial to understanding all of the course materials and to earning a passing grade.

= Students with excused absences (illness with a doctor’s note, school-sponsored activities, military duty, or family emergencies) have two weeks to make up missed assignments.

= If a student misses 5 class periods due to unexcused absences, 100 points will be deducted from his/her final points. If a student misses 7 class periods, 200 points will be deducted from his/her total points. If a student were to miss 9 or more class periods, he/she will receive an F for the course.

Text Box: “this class is somewhat rooted in the themes of punk music, meaning that students have freedom in their paper's topics, and they have freedom over the language they use in their papers too.”

“My brain is hanging upside down” [My Brain Is Hanging Upside Down, Ramones] late work policy:

Late work will not be accepted. If you are going to be gone on a deadline date that you chose, arrange to hand in the assignment earlier or talk to me about other arrangements. Also, the excuse that your disk died or that you lost your USB in a mosh pit won’t work – see the end of the syllabus for details.


“Welcome to Paradise” [Green Day] assignments:

Simple Breakdown of Points [Semester will be loosely based on a 1000 point total.]:

(a) Papers: 3 Individual Papers will be due throughout the semester, 300pts

(b) PowerPoint Music Video & Presentation, 100pts

(c) My Words Activity, about 160pts (20pts each due date)

(d) Final Test, 100pts

(e) Quizzes, between 50-100pts

(f) Daily Assignments, 200pts

(g) TBA, 60pts


Detailed Descriptions of the Assignments Listed Above:

(a) Papers: Three (3) papers are assigned in this class, and each one is new and unique to this semester. Each paper topic will be discussed weeks before it is due, and requirements/goals of those papers will be explained as well.


(b) PowerPoint Music Video & Presentation: This is, just like the paper topics, a new assignment. It asks students to interpret a song or take a concept and add a song to it. Again, this assignment will be explained in detail right around Thanksgiving.


(c) My Words Activity: Students should always try to expand their vocabulary, and this assignment does just that. It’s worked well in other courses of mine, so I am using it in this one. The only difference is that you’ll hand in this assignment online through the Punk Blog that’s associated with the course. Within the first week, students will give the instructor his/her email, receive an invitation to the Punk Blog, and create a username & password for the Punk Blog. From then on, every two weeks or so students will have to come up with five (5) words that they do not know the meanings of. They’ll use those five (5) words (found in the book or anywhere) to complete the My Words activity on the Punk Blog.


(d) Final Test: This will be a test of all of the genres you have learned in this semester among other knowledge.


(e) Quizzes: Every so often, quizzes will be used to see if students read and understood the material. The Syllabus Quiz, Book Quiz, and Blog Quiz handed out on the first day of classes are included in this category. Each one simply tests you on your ability to read the syllabus, skim through the book for basic information, and find things on a blog.


(f) Daily Assignments: Assignments that fall under this category include, but are not limited to, the Punk Lessons, WORK DAY attendance, Speed Peer Review, writing activities in or out of class, etc.


(g) TBA: There may or may not be an additional creative piece due sometime within the semester. If time does not allow for this assignment to be assigned, the points will go towards either the Quiz total points or the Daily Assignments total points.


“Play that funky music white boy!” [Wild Cherry] grading & evaluation policy:

Paper Requirements:

            = 3+ pages for final drafts (see block of information on next page)

            = Double-spaced

            = MLA format (1 inch margins, etc – see book for more details on MLA format, page 527+)

            = Other specific requirements will be handed out in a rubric (each paper is a bit different)

Presentation Requirements:

            = 3 minutes minimum length

            = Must have an intro, a focus, a conclusion, and answer audience’s questions

= Eye contact and loud, clear voice are important but will not cause a student to fail a presentation (this isn’t a Speech course, after all)


Sybil’s Three Trumps

These three (3) items will cause a student to earn zero points on a paper or assignment:

1. Lateness. One hour late is still late.

2. Length. 2.5 pages doesn’t equal 3 pages the last time I checked.

3. Lack of parenthetical citations and/or Works Cited page if sources are used.


“It took the best years of my life/ And it made it so I couldn’t decide” [Schools Are Prisons, Sex Pistols] disability services:

Any student with disabilities or special needs, who requires special accommodations in this course, is invited to share concerns or requests with me as soon as possible.


“Problem problem/ Problem, the problems you/ What you gonna do” [Problems, Sex Pistols] academic integrity:

What kind of punk would take credit for someone else’s song or lyrics? Essentially, if any amount of plagiarism is found in a student’s paper (copying from the internet without quotations or parenthetical citations, copying parts or whole pages from another student, or any other sign of plagiarism), that student will be subject to disciplinary action which could result in no credit for the paper or a complete revision of the paper with a large reduction in points. If a student repeatedly plagiarizes, more severe actions will take place.


“Your number’s been purged from our central computer” [Dead Kennedys] directions for backing up your work:

In order to back-up your work, you should save the document to a disk and send it to your email account. This ensures that it won’t get lost. To save a document to your email inbox, simply:

·         Save the document to the desktop of the computer you are working on.

·         Open up Internet Explorer (or Netscape, etc) and go to your email account.

·         Compose a new email addressed to yourself.

·         Click on “Attach” and attach your file/document/image, etc.

·         Find your way back to the original email, and click Send.

·         After a few moments have passed, go to your Inbox to make sure the document is there before you delete it from the desktop of the computer.

Rarely does an email provider like Hotmail or Yahoo lose documents, so this will take care of the excuse that your disk, etc has busted and your work has vanished. That excuse won’t be necessary to use in this class. *If you feel unsure about just sending the document to yourself, send it to a friend as well. *If Hotmail is unable to download your docuemnt, set up an account with Yahoo. I haven’t had difficulties downloading documents from my email account for years. *Watch out when you use a Macintosh/Apple and then use a IBM product – sometimes the documents don’t translate well if at all.


Grade Scale:

900-1000 pts = A           800-899 pts = B             700-799 pts = C             600-699 pts = D                        599 and below = F


Definition of Letter Grades:

 A- Outstanding Work. Shows a superior completion of assignment. Provides excellent selection of content, organization, and wording of material to fit the rhetorical needs of the particular situation. Uses a style that is fluent and coherent. Has few if any mechanical errors. Shows clear understanding of readings, insight, perceptiveness, orginality, and thought.

B- Good Work. Significantly above level necessary to meet course requirements. Has a thorough, well-organized analysis of the assignment. Shows judgment and tact in presentation of material appropriate for the intended audience and purpose. Supports ideas well with concrete details. Has an interesting, precise, and clear style. Is free of major mechanical errors. Strong, interesting work, although minor problems remain.

C- Meets all basic requirements of the course and assignments. Provides a satisfactory analysis of the writing task, subject, and audience. Accomplishes its purpose with adequate content and detail. Uses detail, organization, and expression appropriate for the rhetorical context. Has acceptable mechanics. Nothing remarkably good or bad about the work.

D- Meets the assignment, but is weak in one of the major areas (content, organization, style, mechanics) or offers a routine, inadequate treatment. Shows generally substandard work with some redeeming features.

F- Unacceptable Work in one or more of the major areas. Fails to meet one or more of the basic requirements of the course or the assignment. May fail to cover essential points, or may digress to nonessential material. May lack development, organization, show poor tone, or simply may be unclear quite often.


Major Categories in the Taxonomy of Educational Objectives
(Bloom 1956)




Categories in the Cognitive Domain: (with Outcome-Illustrating Verbs)

1.       Knowledge of terminology; specific facts; ways and means of dealing with specifics (conventions, trends and sequences, classifications and categories, criteria, methodology); universals and abstractions in a field (principles and generalizations, theories and structures):
Knowledge is (here) defined as the remembering (recalling) of appropriate, previously learned information.

o        defines; describes; enumerates; identifies; labels; lists; matches; names; reads; records; reproduces; selects; states; views.

2.       Comprehension: Grasping (understanding) the meaning of informational materials.

o        classifies; cites; converts; describes; discusses; estimates; explains; generalizes; gives examples; makes sense out of; paraphrases; restates (in own words); summarizes; traces; understands.

3.       Application: The use of previously learned information in new and concrete situations to solve problems that have single or best answers.

o        acts; administers; articulates; assesses; charts; collects; computes; constructs; contributes; controls; determines; develops; discovers; establishes; extends; implements; includes; informs; instructs; operationalizes; participates; predicts; prepares; preserves; produces; projects; provides; relates; reports; shows; solves; teaches; transfers; uses; utilizes.

4.       Analysis: The breaking down of informational materials into their component parts, examining (and trying to understand the organizational structure of) such information to develop divergent conclusions by identifying motives or causes, making inferences, and/or finding evidence to support generalizations.

o        breaks down; correlates; diagrams; differentiates; discriminates; distinguishes; focuses; illustrates; infers; limits; outlines; points out; prioritizes; recognizes; separates; subdivides.

5.       Synthesis: Creatively or divergently applying prior knowledge and skills to produce a new or original whole.

o        adapts; anticipates; categorizes; collaborates; combines; communicates; compares; compiles; composes; contrasts; creates; designs; devises; expresses; facilitates; formulates; generates; incorporates; individualizes; initiates; integrates; intervenes; models; modifies; negotiates; plans; progresses; rearranges; reconstructs; reinforces; reorganizes; revises; structures; substitutes; validates.

6.       Evaluation: Judging the value of material based on personal values/opinions, resulting in an end product, with a given purpose, without real right or wrong answers.

o        appraises; compares & contrasts; concludes; criticizes; critiques; decides; defends; interprets; judges; justifies; reframes; supports.








revised august 16, 2006