the "F" situation

When my students do not hand in the entirety of a packet, I simply give the grade they earned with that draft. All my students have the chance to constantly revise their papers and they are reminded of this at least once a week after the first paper is handed back. I place a deadline on when I will stop accepting these revisions (this semester it is May 1) and also remind them of that aspect. Their grades are not only placed on their papers but also on blackboard. I always write "revise" or "may revise" and then leave it up to the student.
For a situation this extreme, I would like to think I would approach it the same way. The fact that at least one student did the assignment correctly seems to allude to the fact that I did present the rules at least one time. If I did not chose to go my general route, I would employ this technique: Here are your drafts back with your earned grade. You WILL turn in a complete draft by the next class period or your grade stays (NO REVISIONS ALLOWED)
Of course, this would greatly depend on how many students had trouble with the assignment: did I get any emails, did I get a lot of emails concerning this paper? These issues would have to be addressed, but I would assume I would still call them all dumbasses and then have them do it again (the right way this time).

Texts but no Texts.....

I have been struggling with the use of a single text this semester, as I did last semester. While some may see positive aspects to using a set text for a writing course, the sheer amount of individuality in a writing classroom already leads itself to destroy this attempt at homogenization. I have attempted to utilize many aspects of modern culture in my classroom as I know many of you already blow me out of the water in this area and have been met with, what I would consider to be great success. My classes tend to focus greatly on the conceptual aspects of writing: ideas, conflict, logic, rhetoric, and so I do not always focus heavily on the more formal elements used in some writing courses. I do not enforce MLA standards to students that, most likely, will not have to ever use this format in their writing careers. I do, however, use MLA as a basis (understanding the need for some formal basis) but I also allow those students who know their fields to write in their field's format style. It is because of this, that I am considering, for my future career to allow my students to purchase the style manual of their choice (this is of course dependent on the approval from the department in what ever institution I end up teaching).
This example is taken much from a high school chemistry teacher who refused to use a book. He claimed the books that were available to him did not cover the material adequately and left out too much explanation and practical application of the material. Because of this, he created his own curriculum and had a giant binder (the Chemistry Bible) from which he taught. He was the teacher you took if you intended to use the science for future classes or if you were pre-college in any of the science fields. I would very much like to follow his model and create a writing curriculum for myself and utilize my own sources and compile a "greatest hits" of writing assignments. Of course, many of us already do this to some extent, but until a completely encompassing text is released for writers, I do not think I will attempt to homogenize my class.