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.
|
Monday |
Tues |
Wednesday |
Thurs |
Friday |
Week
1 |
August
21 -Classes
start @ |
|
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 -PunkLesson: INTRODUCTIONS -Bring
in an introductory paragraph of Paper 1 -Share
paragraph/Revise |
Week
4 |
September
11 -PunkLesson: CONCLUSIONS -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 -Conferences |
Sept
19 -WC |
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 -Punk
Lesson: TRANSITIONS -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 -Punk
Lesson: EDITING & PROOFREADING -Edit
draft of Paper 2 -Paper
2 drafts due to Group Members -Read
Chapter 8 for Monday |
Week
8 Mid-Terms |
October
9 -Punk
Lesson: “One Writer’s Process” -Give
drafts back/Review comments -Read
Chapter 8 for Wednesday |
|
October
11 -Punk
Lesson: NOT-SO-GREAT PAPERS -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 -WC |
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 -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 |
Week
14 |
November
20 -No
Class: Teacher at NCTE in |
|
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 -TBA |
“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?
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
“Peel me off
this velcro seat and get me movin”
[
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.
“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
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.
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