Code | Name of the Course Unit | Semester | In-Class Hours (T+P) | Credit | ECTS Credit |
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ELL329 | ROMANTICS | 5 | 3 | 3 | 5 |
GENERAL INFORMATION |
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Language of Instruction : | English |
Level of the Course Unit : | BACHELOR'S DEGREE, TYY: + 6.Level, EQF-LLL: 6.Level, QF-EHEA: First Cycle |
Type of the Course : | Elective |
Mode of Delivery of the Course Unit | - |
Coordinator of the Course Unit | Assist.Prof. ÇAĞLA TUĞBERK ARIKER |
Instructor(s) of the Course Unit | |
Course Prerequisite | No |
OBJECTIVES AND CONTENTS |
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Objectives of the Course Unit: | 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. |
Contents of the Course Unit: | 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. |
KEY LEARNING OUTCOMES OF THE COURSE UNIT (On successful completion of this course unit, students/learners will or will be able to) |
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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. |
WEEKLY COURSE CONTENTS AND STUDY MATERIALS FOR PRELIMINARY & FURTHER STUDY |
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Week | Preparatory | Topics(Subjects) | Method |
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 | - | MID-TERM EXAM | - |
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 | - | FINAL EXAM | - |
17 | - | FINAL EXAM | - |
SOURCE MATERIALS & RECOMMENDED READING |
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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 |
ASSESSMENT |
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Assessment & Grading of In-Term Activities | Number of Activities | Degree of Contribution (%) | Description |
Level of Contribution | |||||
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0 | 1 | 2 | 3 | 4 | 5 |
KNOWLEDGE |
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Theoretical |
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Programme Learning Outcomes | Level of Contribution | ||||||
0 | 1 | 2 | 3 | 4 | 5 | ||
1 |
Define the theories, concepts and principles of the basic and sub-fields of business.
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2 |
Explain business functions and processes based on current scientific sources.
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KNOWLEDGE |
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Factual |
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Programme Learning Outcomes | Level of Contribution | ||||||
0 | 1 | 2 | 3 | 4 | 5 | ||
1 |
Relate internationally valid business cases with the theories and concepts of other social sciences.
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SKILLS |
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Cognitive |
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Programme Learning Outcomes | Level of Contribution | ||||||
0 | 1 | 2 | 3 | 4 | 5 | ||
1 |
Explain the current events and facts in his / her field analytically and systematically based on advanced knowledge and skills he / she has.
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SKILLS |
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Practical |
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Programme Learning Outcomes | Level of Contribution | ||||||
0 | 1 | 2 | 3 | 4 | 5 | ||
1 |
Use the theoretical and factual knowledge in business for occupational practices.
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2 |
Solve individual and organizational problems in business life.
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3 |
Use computer programs (SPSS, R, Excel, Stata) efficiently against the complex business problems.
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OCCUPATIONAL |
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Autonomy & Responsibility |
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Programme Learning Outcomes | Level of Contribution | ||||||
0 | 1 | 2 | 3 | 4 | 5 | ||
1 |
Plan research and work using knowledge and skills gained in the field of business.
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2 |
Organize the activities for organizational goals and purposes independently.
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OCCUPATIONAL |
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Learning to Learn |
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Programme Learning Outcomes | Level of Contribution | ||||||
0 | 1 | 2 | 3 | 4 | 5 | ||
1 |
Criticize advanced knowledge and skills in the field with a critical approach.
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2 |
Develop the existing knowledge and skills with a critical point of view under the impact of scientific, technological and current developments.
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OCCUPATIONAL |
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Communication & Social |
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Programme Learning Outcomes | Level of Contribution | ||||||
0 | 1 | 2 | 3 | 4 | 5 | ||
1 |
Express his/her knowledge, thoughts and solutions on business to related stakeholders in written and verbal ways.
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2 |
Use the information and communication technology software and equipment required for business.
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OCCUPATIONAL |
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Occupational and/or Vocational |
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Programme Learning Outcomes | Level of Contribution | ||||||
0 | 1 | 2 | 3 | 4 | 5 | ||
1 |
Apply the social, scientific, cultural and ethical values at the stages of collection of data, their implementation, interpretation and announcement of results in the field of business.
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2 |
Relate the concepts of social rights, occupational safety, employee health, quality management and sustainability with the cases in business life.
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WORKLOAD & ECTS CREDITS OF THE COURSE UNIT |
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Workload for Learning & Teaching Activities |
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Type of the Learning Activites | Learning Activities (# of week) | Duration (hours, h) | Workload (h) |
Lecture & In-Class Activities | 14 | 3 | 42 |
Preliminary & Further Study | 13 | 5 | 65 |
Land Surveying | 0 | 0 | 0 |
Group Work | 0 | 0 | 0 |
Laboratory | 0 | 0 | 0 |
Reading | 0 | 0 | 0 |
Assignment (Homework) | 0 | 0 | 0 |
Project Work | 0 | 0 | 0 |
Seminar | 0 | 0 | 0 |
Internship | 0 | 0 | 0 |
Technical Visit | 0 | 0 | 0 |
Web Based Learning | 0 | 0 | 0 |
Implementation/Application/Practice | 0 | 0 | 0 |
Practice at a workplace | 0 | 0 | 0 |
Occupational Activity | 0 | 0 | 0 |
Social Activity | 0 | 0 | 0 |
Thesis Work | 0 | 0 | 0 |
Field Study | 0 | 0 | 0 |
Report Writing | 0 | 0 | 0 |
Final Exam | 1 | 1 | 1 |
Preparation for the Final Exam | 1 | 10 | 10 |
Mid-Term Exam | 1 | 1 | 1 |
Preparation for the Mid-Term Exam | 1 | 10 | 10 |
Short Exam | 0 | 0 | 0 |
Preparation for the Short Exam | 0 | 0 | 0 |
TOTAL | 31 | 0 | 129 |
Total Workload of the Course Unit | 129 | ||
Workload (h) / 25.5 | 5,1 | ||
ECTS Credits allocated for the Course Unit | 5,0 |