Kodu | Dersin Adı | Yarıyıl | Süresi(T+U) | Kredisi | AKTS Kredisi |
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ELL205 | INTRODUCTION TO POETRY | 3 | 3 | 3 | 6 |
DERS BİLGİLERİ |
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Dersin Öğretim Dili : | İngilizce |
Dersin Düzeyi | LİSANS, TYY: + 6.Düzey, EQF-LLL: 6.Düzey, QF-EHEA: 1.Düzey |
Dersin Türü | Zorunlu |
Dersin Veriliş Şekli | - |
Dersin Koordinatörü | Dr.Öğr.Üyesi TUĞBA AKMAN KAPLAN |
Dersi Veren Öğretim Üyesi/Öğretim Görevlisi | Dr.Öğr.Üyesi MAHASEN MAHMOUD MOHAMED BADRA BADRA |
Ders Ön Koşulu | Yok |
AMAÇ VE İÇERİK |
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Amaç: | This course aims to provide a foundation for the “close reading” of various types of poems written in different historical periods. It focuses on the terms and the elements of poetry, such as, diction, style, and poetic device in order to develop analysing skills supporting to construct an academic argument in literary studies. |
İçerik: | This course provides conceptual background about literary terms and concepts used in analyses of poems such as figures of speech, diction, imagery, symbolism, allegory, and syntax as well as analyses of selected poems. |
DERSİN ÖĞRENME ÇIKTILARI (Öğrenciler, bu dersi başarı ile tamamladıklarında aşağıda belirtilen bilgi, beceri ve/veya yetkinlikleri gösterirler.) |
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evaluate poetry in terms of its basic concepts like structure, style and diction and in relation to its form and content and differentiate the structure of poetry from the works written in prose. |
differentiate the structure of poetry from the works written in prose. |
identify a range of poetic and rhetorical devices and figures, including metaphor, simile, metonymy, personification, alliteration and paradox. |
develop their skills of interpretation and awareness of the socio-political background and major artistic developments of each century. |
develop a comparative and historical understanding of World poetry and how the tradition of this genre continued and challenged by each generation of poets. |
HAFTALIK DERS KONULARI VE ÖNGÖRÜLEN HAZIRLIK ÇALIŞMALARI |
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Hafta | Ön Hazırlık | Konular | Yöntem |
1 | - | Voice: “Western Wind” (Anonymous) “Lord Randall” (Anonymous) “Lament for Ignacio Sanchez Mejias” (Elegy) “Ode to a Nightingale ” by John Keats "Ode To My Family" song by The Cranberries “Dawn” by Robert Bly “Those Winter Sundays” by Robert Hayden | Lecture & Discussion |
2 | Reading the Material Assigned | Diction: “My Last Duchess” by Robert Browning “Delight in Disorder” by Robert Herrick “War is Kind” by Stephen Crane “'Thou art indeed just, Lord” by Gerard Manley Hopkins | Lecture & Discussion |
3 | Reading the Material Assigned | Imagery: “First Death in Nova Scotia” by Elizabeth Bishop “Meeting at Night” Robert Browning “Neutral Tones” by Thomas Hardy “Leda and Swan” by William Butler Yeats | Lecture & Discussion |
4 | Reading the Material Assigned | Figures of Speech: “A Red, Red Rose” by Robert Burns “That time of year thou may’st in me behold” by William Shakespeare | Lecture & Discussion |
5 | Reading the Material Assigned | “Hymn to God the Father” by John Donne “Woman to Child” by Judith Wright | Lecture & Discussion |
6 | Reading the Material Assigned | Symbolism and Allegory: “Advice to My Son” by Peter Meinke “A Poison Tree” by William Blake “Virtue” by Gorge Herbert | Lecture & Discussion |
7 | Reading the Material Assigned | Syntax: “Me up at dies” by E.E. Cummings “An Irish Airman Foresees His Death” by William Butler Yeats “The Silken Tent” by Robert Frost | Lecture & Discussion |
8 | - | ARA SINAV | - |
9 | Reading the Material Assigned | Rhyme and Alliteration: “Stopping By Woods on a Snowy Evening” by Robert Frost “In the Valley of the Elwy” Gerard Manley Hopkins | Lecture & Discussion |
10 | Reading the Material Assigned | “Shall I compare thee to a summer’s day” by William Shakespeare “Shall I Compare Thee to a Summer’s Day” by Howard Moss “My Papa’s Waltz” by Theodore Roethke “The Battle” | Lecture & Discussion |
11 | Reading the Material Assigned | Adaptations of Poems: “Harlem” “Same in Blues” by Langston Hughes “Richard Cory” by Paul Simon | Lecture & Discussion |
12 | Reading the Material Assigned | “I walk alone” by Lonnie Poco “I Hear America Singing” by Walt Whitman “I, Too” by Langston Hughes | Lecture & Discussion |
13 | Reading the Material Assigned | Poems and Paintings: “The Starry Night” by Robert Fagles “In Goya’s greatest scene we seem to see” by Lawrence Ferlinghetti “The Sick Rose” by William Blake | Lecture & Discussion |
14 | Reading the Material Assigned | Translated Poems: “You are a Must for Me” by Atilla İlhan “Now Sweetheart” by Cemal Süreyya | Lecture & Discussion |
15 | Reading the Material Assigned | Review | Lecture & Discussion |
16 | - | FİNAL | - |
17 | - | FİNAL | - |
KAYNAKLAR |
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Ferguson, M. W., Salter, M. J., & Stallworthy, J. (2005). The Norton Anthology of Poetry. New York: W.W. Norton. |
ÖLÇME VE DEĞERLENDİRME |
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Yarıyıl İçi Yapılan Çalışmaların Ölçme ve Değerlendirmesi | Etkinlik Sayısı | Katkı Yüzdesi | Açıklama |
(0) Etkisiz | (1) En Düşük | (2) Düşük | (3) Orta | (4) İyi | (5) Çok İyi |
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0 | 1 | 2 | 3 | 4 | 5 |
KNOWLEDGE | |||||||
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Theoretical | |||||||
Program Yeterlilikleri/Çıktıları | Katkı Düzeyi | ||||||
0 | 1 | 2 | 3 | 4 | 5 | ||
1 |
The graduate will be able to identify the main characteristics of literary movements such as modernism, postmodernism, and postcolonialism during the process of analysing a literary text verbally or in an essay.
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3 | |||||
2 |
The graduate will be able to relate language structure to its functions in a literary text.
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5 | |||||
3 |
The graduate will be able to explain and generate ideas on literary texts or visual work such as films.
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4 | |||||
4 |
The graduate will be able to identify the language and the writing style of a wide range of authors, poets, and playwrights from different periods.
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5 |
KNOWLEDGE | |||||||
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Factual | |||||||
Program Yeterlilikleri/Çıktıları | Katkı Düzeyi | ||||||
0 | 1 | 2 | 3 | 4 | 5 | ||
1 |
The graduate will be able to explain the key terms and concepts associated with language, literature, and culture.
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5 | |||||
2 |
The graduate will be able to historically categorise various centuries or periods of time such as the Renaissance or the 20th century according to the literary, theoretical, social, and political developments reflected in literary texts.
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4 |
SKILLS | |||||||
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Cognitive | |||||||
Program Yeterlilikleri/Çıktıları | Katkı Düzeyi | ||||||
0 | 1 | 2 | 3 | 4 | 5 | ||
1 |
The graduate will be able to compare and contrast characteristics of different literary genres.
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4 | |||||
2 |
The graduate will be able to interpret literary works produced in various cultures with different ethnical background.
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4 | |||||
3 |
The graduate will be able to compare and contrast different periods of time such as the Middle Ages and the Victorian Era in accordance with their distinctive literary, theoretical, social, and political background verbally or in an essay.
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1 |
SKILLS | |||||||
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Practical | |||||||
Program Yeterlilikleri/Çıktıları | Katkı Düzeyi | ||||||
0 | 1 | 2 | 3 | 4 | 5 | ||
1 |
The graduate will be able to apply literary theories and develop argument of their own in the process of writing a research paper.
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4 | |||||
2 |
The graduate will be able to formulate a sophisticated argument/thesis in compliance with the ethical requirements needed to avoid plagiarism during the process of writing a research paper.
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5 | |||||
3 |
The graduate will be able to apply research skills to gather, organise, and present information skills in a research paper.
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5 | |||||
4 |
The graduate will be able to employ translation methods while translating a text from English to Turkish or vice versa.
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1 |
OCCUPATIONAL | |||||||
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Autonomy & Responsibility | |||||||
Program Yeterlilikleri/Çıktıları | Katkı Düzeyi | ||||||
0 | 1 | 2 | 3 | 4 | 5 | ||
1 |
The graduate will be able to organise occupational and academic activities including meeting, seminars, and conferences.
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0 |
OCCUPATIONAL | |||||||
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Learning to Learn | |||||||
Program Yeterlilikleri/Çıktıları | Katkı Düzeyi | ||||||
0 | 1 | 2 | 3 | 4 | 5 | ||
1 |
The graduate will be able to determine his or her own learning requirements and goals to develop sustainable attitude towards life-long learning.
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3 |
OCCUPATIONAL | |||||||
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Communication & Social | |||||||
Program Yeterlilikleri/Çıktıları | Katkı Düzeyi | ||||||
0 | 1 | 2 | 3 | 4 | 5 | ||
1 |
The graduate will be able to develop effective oral and written communication skills in English.
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5 |
OCCUPATIONAL | |||||||
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Occupational and/or Vocational | |||||||
Program Yeterlilikleri/Çıktıları | Katkı Düzeyi | ||||||
0 | 1 | 2 | 3 | 4 | 5 | ||
1 |
The graduate will be able to appraise and criticise development of the social rights, democracy, social justice, gender and racial identity, cultural and ethical values.
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4 |
DERSİN İŞ YÜKÜ VE AKTS KREDİSİ |
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Öğrenme-Öğretme Etkinlikleri İş Yükü | |||
Öğrenme-Öğretme Etkinlikleri | Etkinlik(hafta sayısı) | Süresi(saat sayısı) | Toplam İş Yükü |
Ders | 14 | 3 | 42 |
Derse Ön Hazırlık ve Ders Sonrası Pekiştirme | 10 | 4 | 40 |
Arazi Çalışması | 0 | 0 | 0 |
Grup Çalışması / Ödevi | 0 | 0 | 0 |
Laboratuvar | 0 | 0 | 0 |
Okuma | 2 | 15 | 30 |
Ödev | 0 | 0 | 0 |
Proje Hazırlama | 0 | 0 | 0 |
Seminer | 0 | 0 | 0 |
Staj | 0 | 0 | 0 |
Teknik Gezi | 0 | 0 | 0 |
Web Tab. Öğrenme | 0 | 0 | 0 |
Uygulama | 0 | 0 | 0 |
Yerinde Uygulama | 0 | 0 | 0 |
Mesleki Faaliyet | 0 | 0 | 0 |
Sosyal Faaliyet | 0 | 0 | 0 |
Tez Hazırlama | 0 | 0 | 0 |
Alan Çalışması | 0 | 0 | 0 |
Rapor Yazma | 0 | 0 | 0 |
Final Sınavı | 1 | 1 | 1 |
Final Sınavı Hazırlığı | 1 | 20 | 20 |
Ara Sınav | 1 | 1 | 1 |
Ara Sınav Hazırlığı | 1 | 20 | 20 |
Kısa Sınav | 0 | 0 | 0 |
Kısa Sınav Hazırlığı | 0 | 0 | 0 |
TOPLAM | 30 | 0 | 154 |
Genel Toplam | 154 | ||
Toplam İş Yükü / 25.5 | 6 | ||
Dersin AKTS(ECTS) Kredisi | 6,0 |