Kodu | Dersin Adı | Yarıyıl | Süresi(T+U) | Kredisi | AKTS Kredisi |
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ELL329 | ROMANTICS | 5 | 3 | 3 | 5 |
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 | Seçmeli |
Dersin Veriliş Şekli | - |
Dersin Koordinatörü | Dr.Öğr.Üyesi HABİBE GÜNGÖR |
Dersi Veren Öğretim Üyesi/Öğretim Görevlisi | |
Ders Ön Koşulu | Yok |
AMAÇ VE İÇERİK |
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Amaç: | The course will provide an introduction to some of the major trends in English Romantic literature. Romanticism will be situated in relation to the socio-political context of the period (1770-1830) and especially in relation to key events like the French Revolution (1789). The six major poets studied will be William Blake, William Wordsworth, Samuel Taylor Coleridge (first generation), George Gordon, Lord Byron, Percy Bysshe Shelley, and John Keats (second generation), but we will also consider the role of women authors like Jane Austen and Mary Wollstonecraft in relation to issues such as politics, sensibility, marriage, and women's role. |
İçerik: | Points of focus in the study of the poems will be the central role of imagination, the view of the poet as an especially gifted and important member of society, the relation between the individual (poet) and the natural environment, the political radicalism of many Romantic poets, and the Romantic sublime. The Gothic novel and other prose writings will be analysed as responses to the political and social changes of the period as well as examples of specific literary genres. |
DERSİN ÖĞRENME ÇIKTILARI (Öğrenciler, bu dersi başarı ile tamamladıklarında aşağıda belirtilen bilgi, beceri ve/veya yetkinlikleri gösterirler.) |
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recognise the basic features of English Romantic poetry and theories of poetry. |
analyse poems by Romantic poets independently. |
relate a poem to its period by focusing on its theme, subject matter, mood and the essential figures of speech. |
discuss about Romantic poetry verbally or in an essay in clear and grammatical English. |
compare and contrast the poems written in the Romantic period in accordance with their literary, theoretical, social, and political background verbally or in an essay. |
HAFTALIK DERS KONULARI VE ÖNGÖRÜLEN HAZIRLIK ÇALIŞMALARI |
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Hafta | Ön Hazırlık | Konular | Yöntem |
1 | Reading the assigned material | Course Introduction | Lecture & Discussion |
2 | Reading the assigned material | The Spirit of the Age: extracts from Richard Price’s A Discourse on the Love of Our Country, Edmund Burke’s Reflections on the French Revolution and Mary Wollstonecraft’s A Vindication of the Rights of Men | Lecture & Discussion |
3 | Reading the assigned material | The Romantic Poet and the Act of Creation: extracts from William Wordsworth’s ‘Preface to Lyrical Ballads’, and the Prelude, S. T. Coleridge’s Biographia Literaria, Percy Bysshe Shelley’s A Defence of Poetry. | Lecture & Discussion |
4 | Reading the assigned material | The Picturesque and the Sublime: selected poems from Lyrical Ballads, Keats' letters (his criticism of Wordsworth's 'egotistical sublime') | Lecture & Discussion |
5 | Reading the assigned material | Songs of Innocence and Experience: Selected poems by William Blake | Lecture & Discussion |
6 | Reading the assigned material | Songs of Innocence and Experience: Selected poems by William Blake | Lecture & Discussion |
7 | Reading the assigned material | Orientalism: Extracts from Lord Byron’s Don Juan | Lecture & Discussion |
8 | - | ARA SINAV | - |
9 | Reading the assigned material | The Gothic: Extracts from Horace Walpole’s The Castle of Otranto, Anne Radcliffe’s A Sicilian Romance, Matthew Lewis’s The Monk | Lecture & Discussion |
10 | Reading the assigned material | The Gothic: John Keats, ‘The Eve of St. Agnes’, ‘Isabella, or, the Pot of Basil’, ‘La Dame Sans Merci’ | Lecture & Discussion |
11 | Reading the assigned material | The Shelleys: Percy Shelley, ‘Ozymandias’, and extracts from Mary Shelley’s Frankenstein (1818) | Lecture & Discussion |
12 | Reading the assigned material | Empire and Slavery: Coleridge, ‘The Rhyme of the Ancient Mariner’; extract from Hannah More and Eaglesfield Smith’s ‘The Sorrows of Yamba; or the Negro Woman’s Lamantation; William Cowper, ‘The Negro’s Complaint’; extracts from Olaudah Equiano’s The Interesting Narrative | Lecture & Discussion |
13 | Reading the assigned material | The cult of Sensibility: Extracts from Jane Austen’s Sense and Sensibility | Lecture & Discussion |
14 | Reading the assigned material | ‘The unsex’d females’: Selected poems by Mary Robinson, Dorothy Wordsworth, and Charlotte Smith | Lecture & Discussion |
15 | Revision | Revision | Lecture & Discussion |
16 | - | FİNAL | - |
17 | - | FİNAL | - |
KAYNAKLAR |
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Richard Price’s A Discourse on the Love of Our Country, Edmund Burke’s Reflections on the French Revolution and Mary Wollstonecraft’s A Vindication of the Rights of Men William Wordsworth’s ‘Preface to Lyrical Ballads’, and the Prelude, S. T. Coleridge’s Biographia Literaria, Percy Bysshe Shelley’s A Defence of Poetry. Samuel Taylor Coleridge and William Wordsworth's Lyrical Ballads William Blake's Songs of Innocence and Experience Lord Byron's Don Juan Horace Walpole’s The Castle of Otranto, Anne Radcliffe’s A Sicilian Romance, Matthew Lewis’s The Monk John Keats, ‘The Eve of St. Agnes’, ‘Isabella, or, the Pot of Basil’, ‘La Dame Sans Merci’ Percy Shelley, ‘Ozymandias’, and Mary Shelley’s Frankenstein (1818) Coleridge, ‘The Rhyme of the Ancient Mariner’; extract from Hannah More and Eaglesfield Smith’s ‘The Sorrows of Yamba; or the Negro Woman’s Lamantation; William Cowper, ‘The Negro’s Complaint’; extracts from Olaudah Equiano’s The Interesting Narrative Jane Austen’s Sense and Sensibility ‘The unsex’d females’: Selected poems by Mary Robinson, Dorothy Wordsworth, and Charlotte Smith |
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 |
Explain the historical development process of Aviation Management.
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2 |
Use computer programs related to Aviation Transportation.
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3 |
Define basic concepts related with aviation management.
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KNOWLEDGE | |||||||
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Factual | |||||||
Program Yeterlilikleri/Çıktıları | Katkı Düzeyi | ||||||
0 | 1 | 2 | 3 | 4 | 5 | ||
1 |
Relate the information and facts in the field with other social sciences such as law, sociology, philosophy and history.
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2 |
Classify the relationship between the basic functions of the business and the interactions between these functions.
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3 |
Apply knowledge and skills related to his / her field by considering the legal aspect of occupational health and safety.
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4 |
Explain the concepts of entrepreneurship and innovation with the field.
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SKILLS | |||||||
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Cognitive | |||||||
Program Yeterlilikleri/Çıktıları | Katkı Düzeyi | ||||||
0 | 1 | 2 | 3 | 4 | 5 | ||
1 |
Manage operational activities related to the airline.
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2 |
Gain lifelong learning skills and use knowledge of the field in the business life with the awareness of social responsibility.
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SKILLS | |||||||
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Practical | |||||||
Program Yeterlilikleri/Çıktıları | Katkı Düzeyi | ||||||
0 | 1 | 2 | 3 | 4 | 5 | ||
1 |
Prepare written agreements with relevant institutions in accordance with the legislation.
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2 |
Perform the theoretical and practical knowledge related to the field with appropriate analytical methods and modeling techniques in business life.
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3 |
Manage all phases from planning to implementation of aviation operations as a member of a team.
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4 |
Cooperate with stakeholders related to air transport.
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5 |
Develop the modern techniques and tools necessary for applications related to the field.
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OCCUPATIONAL | |||||||
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Autonomy & Responsibility | |||||||
Program Yeterlilikleri/Çıktıları | Katkı Düzeyi | ||||||
0 | 1 | 2 | 3 | 4 | 5 | ||
1 |
Execute a study in his/her field independently.
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2 |
Decide as an individual or a team member to solve the problems encountered in applications related to the field.
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OCCUPATIONAL | |||||||
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Learning to Learn | |||||||
Program Yeterlilikleri/Çıktıları | Katkı Düzeyi | ||||||
0 | 1 | 2 | 3 | 4 | 5 | ||
1 |
Evaluate advanced knowledge and skills in his/her field with a critical approach.
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2 |
Apply activities to improve his/her performance and his / her responsibility in line with the learning objectives by determining the learning needs.
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OCCUPATIONAL | |||||||
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Communication & Social | |||||||
Program Yeterlilikleri/Çıktıları | Katkı Düzeyi | ||||||
0 | 1 | 2 | 3 | 4 | 5 | ||
1 |
Communicate with people and institutions related to the field in writing and verbally.
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2 |
Explain his/her thoughts on the issues related to the field and suggestions for solutions to the problems by the related departments by using supporting quantitative and qualitative data.
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3 |
Organize projects and activities for the social environment with social responsibility consciousness and to be able to apply those.
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OCCUPATIONAL | |||||||
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Occupational and/or Vocational | |||||||
Program Yeterlilikleri/Çıktıları | Katkı Düzeyi | ||||||
0 | 1 | 2 | 3 | 4 | 5 | ||
1 |
Manage airports and terminal operations efficiently using aviation and business information.
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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 | 13 | 5 | 65 |
Arazi Çalışması | 0 | 0 | 0 |
Grup Çalışması / Ödevi | 0 | 0 | 0 |
Laboratuvar | 0 | 0 | 0 |
Okuma | 0 | 0 | 0 |
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 | 10 | 10 |
Ara Sınav | 1 | 1 | 1 |
Ara Sınav Hazırlığı | 1 | 10 | 10 |
Kısa Sınav | 0 | 0 | 0 |
Kısa Sınav Hazırlığı | 0 | 0 | 0 |
TOPLAM | 31 | 0 | 129 |
Genel Toplam | 129 | ||
Toplam İş Yükü / 25.5 | 5,1 | ||
Dersin AKTS(ECTS) Kredisi | 5,0 |