| Course Objectives: |
Written and spoken English-language texts will serve as a foundation for exploration into the elements that determine meaning, tone, rhetoric and strength of expression. Students, too, will produce original spoken and written texts that highlight their understanding of these topics. A variety of readings will expose students to various genres and registers. In addition, the course will draw students’ attention to the use of language in advertising, media, politics to engender specific outcomes and shape cultural values. |
| Course Content: |
The course will focus on various genres and rhetorical styles of written and spoken language. Language will be explored vis-à-vis its role in politics, media, advertising, and cultural contrast. Students will demonstrate their understanding of the specified topics through presentations, papers, and projects. |
| Week |
Subject |
Related Preparation |
| 1) |
Course Introduction;
Critical Reading |
Escholz, Rosa, Clark pp. 116-123: The Prescriptive Tradition by David Crystal |
| 2) |
Writing for an audience |
Escholz, Rosa, Clark pp. 139-143: Linda Flower |
| 3) |
Contrastive Rhetoric and Language Teaching |
Kaplan, Robert B. (1966). Cultural thought patterns in inter-cultural education. Language Learning, 18, 1-20.
Contrastive Rhetoric in Applied Linguistics (Conner & Long Chapter 2)
|
| 4) |
Discourse analysis through the Discourse Matrix |
Mackie, A. & Bullock, C. (1990). Discourse matrix: A practical tool for ESL writing teachers. TESL Canada Journal/Revue TESL du Canada 8, 1, 67-76. |
| 5) |
Contrastive Rhetoric through the years: from Kaplan to the present day |
Historical Evaluation of Contrastive Rhetoric (Conner & Long Chapter 3) |
| 6) |
Contrastive Rhetoric and the Field of Rhetoric and Composition |
Conner & Long Chapter 4
|
| 7) |
Writing: the Transaction |
Escholz, Rosa, Clark pp. 144-154 |
| 8) |
Language and culture |
The Language-Culture Connection (Escholz, Rosa, Clark pp. 309-337);
A Mosaic of Cultures in Language (Escholz, Rosa, Clark pp. 338-396) |
| 9) |
Personal Names: Making Family Connections |
Escholz, Rosa, Clark pp. 179-214 |
| 10) |
The Nature of Prejudicial Language |
Escholz, Rosa, Clark pp. 243-271 |
| 11) |
Language, Race, and Gender |
Escholz, Rosa, Clark pp. 272-308 |
| 12) |
The Language of Politics |
Escholz, Rosa, Clark pp. 525-553 |
| 13) |
Jargon, Political Correctness, Doublespeak and Euphemism |
Escholz, Rosa, Clark pp. 465-524 |
| 14) |
The Language of Advertising |
Escholz, Rosa, Clark pp. 565-608 |
| |
Program Outcomes |
Level of Contribution |
| 1) |
The student acquires theoretical and practical knowledge related to his field at a basic level. |
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| 2) |
The student owns information about moral discipline and ethical rules related to his field. |
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| 3) |
The student uses theoretical and practical knowledge related to his field at a basic level; basic fundamental computer programs and related technologies. |
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| 4) |
The student manages a duty independently by using the knowledge about his field at a basic level. |
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| 5) |
The student evaluates the knowledge about his field at a basic level with a critical approach, he designates his learning needs and directs his learning. |
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| 6) |
The student uses information and communication technologies with at least at basic level of European Computer Using Licence basic level of computer software which his field of study requires. |
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| 7) |
The student complies with and contributes to quality management and processes. |
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| 8) |
The student has sufficient consciousness about individual and public health, environmental protection and work safety issues. |
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| 9) |
The student acts in accordance with laws, regulations, legislations and professional ethics related to individual duties, rights and responsibilities. |
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BAHÇEŞEHİR UNIVERSITY BİLGİ PAKETİ / DERS KATALOĞU
