Course Objectives: |
This course aims to lead students to use Turkish as a native language both effectively and grammatically correct in verbal communication and writing. In addition to language awareness, it plans on to give general knowledge on Turkish literature and its history, to improve the ability of analyzing, interpreting and analytically thinking with the examples of literary texts. |
Course Content: |
Creative and Formal Writing: Conventional rules of formal writing, ways and principles of expression, improving eloborate thinking.
Literary Genres: Essay, memoirs, bioghraphy, autobioghraphy, theatre, correspondance writing, interview, column writing, excursion writing.
Novel: History of Turkish novel, bioghraphies and works of Turkish novel writers. An analysis on a specific Turkish novel.
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Week |
Subject |
Related Preparation |
1) |
Creative and Formal Writing |
Language awareness, conventional rules of formal writing, ways and principles of expression, improving eloborate thinking. |
2) |
Literary Genres |
Academic article
“Lüzumsuz Adam'da Yalnızlığın Toplumsal Dolayımı” by Fatih Altuğ
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3) |
Literary Genres |
Column writing
Different perspectives from different daily newspapers on an actual event.
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4) |
Literary Genres |
Interview
Examples on interviews.
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5) |
Literary Genres |
Essay
“Geceye Övgü” by Gündüz Vassaf “Acıların Çocuğu” by Nurdan Gürbilek
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6) |
Literary Genres |
Correspondance, excursion, memoirs writing
Ziya’ya Mektuplar by Cahit Sıtkı Tarancı,
An letter of martry
Velosipet ile Bir Cevelan by İbnülcemal Ahmet Tevfik
Seyahatname by Evliya Çelebi.
Günlük by Oğuz Atay
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7) |
Literary Genres |
Bioghraphy, Autobioghraphy
“Toprak Olmak, Dil Olmak” by Oğuz Demiralp
Türk Casusu İngiliz Kemal Milli Mücadelede by Recai Sanay,
Ben Buradayım: Oğuz Atay’ın Biyografik ve Kurmaca Dünyası by Yıldız Ecevit,
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8) |
Literary Genres |
Theatre
A radio theatre play by Behçet Necatigil. Examples of Turkish thatre
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9) |
History of Turkish novel, bioghraphies and works of Turkish novel writers. An analysis on a specific Turkish novel. |
Şemsettin Sami
Namık Kemal
Ahmet Mithat Efendi
Samipaşazade Sezai
Fatma Aliye
Reading: Kürk Mantolu Madonna by Sabahattin Ali
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10) |
History of Turkish novel, bioghraphies and works of Turkish novel writers. An analysis on a specific Turkish novel. |
Şemsettin Sami
Namık Kemal
Ahmet Mithat Efendi
Samipaşazade Sezai
Fatma Aliye
Analiz Romanı: Kürk Mantolu Madonna, Sabahattin Ali
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11) |
History of Turkish novel, bioghraphies and works of Turkish novel writers. An analysis on a specific Turkish novel. |
Halide Edip Adıvar
Yakup Kadri Karaosmanoğlu
Reşat Nuri Güntekin
Peyami Safa
Nahit Sırrı Örik
Reading: Kürk Mantolu Madonna by Sabahattin Ali
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12) |
History of Turkish novel, bioghraphies and works of Turkish novel writers. An analysis on a specific Turkish novel. |
Ahmet Hamdi Tanpınar
Sabahattin Ali
Kemal Tahir
Orhan Kemal
Tarık Buğra
Mahmut Makal
Yusuf Atılgan
Reading: Puslu Kıtalar Atlası by İhsan Oktay Anar
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13) |
History of Turkish novel, bioghraphies and works of Turkish novel writers. An analysis on a specific Turkish novel. |
Oğuz Atay
Adalet Ağaoğlu
Sevgi Soysal
Yaşar Kemal
Bilge Karasu
Reading: Puslu Kıtalar Atlası by İhsan Oktay Anar
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14) |
History of Turkish novel, bioghraphies and works of Turkish novel writers. An analysis on a specific Turkish novel. |
Orhan Pamuk
İhsan Oktay Anar
Latife Tekin
Elif Şafak
Hasan Ali Toptaş
Murat Uyurkulak
Reading: Puslu Kıtalar Atlası by İhsan Oktay Anar
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15) |
Final Exam |
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16) |
Final Exam |
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Course Notes / Textbooks: |
Sabahhatin Ali, Kürk Mantolu Madonna, İstanbul: YKY, 2011.
İhsan Oktay Anar, Puslu Kıtalar Atlası, İstanbul: İletişim, 2004.
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References: |
Ülkü Giray, Türkçeyi Güzel Konuşma Kılavuzu, İstanbul: Bilgi Yayınevi, 2007.
Ömer Asım Aksoy, Dil Yanlışları, İstanbul: İnkılap Kitapevi, 2008.
Metin And, Türk Tiyatro Tarihi: Başlangıçtan 1983’e, İstanbul: İletişim, 2004.
Berna Moran, Türk Romanına Eleştirel Bir Bakış 1/2/3, İstanbul: İletişim, 1999.
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Program Outcomes |
Level of Contribution |
1) |
They acquire theoretical, historical and aesthetic knowledge specific to their field by using methods and techniques related to performing arts (acting, dance, music, etc.). |
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2) |
They have knowledge about art culture and aesthetics and they provide the unity of theory and practice in their field. |
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3) |
They are aware of national and international values in performing arts. |
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4) |
Abstract and concrete concepts of performing arts; can transform it into creative thinking, innovative and original works. |
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5) |
They have the sensitivity to run a business successfully in their field. |
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6) |
Develops the ability to perceive, think, design and implement multidimensional from local to universal. |
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7) |
They have knowledge about the disciplines that the performing arts field is related to and can evaluate the interaction of the sub-disciplines within their field. |
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8) |
They develop the ability to perceive, design, and apply multidimensionality by having knowledge about artistic criticism methods. |
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9) |
They can share original works related to their field with the society and evaluate their results and question their own work by using critical methods. |
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10) |
They follow English language resources related to their field and can communicate with foreign colleagues in their field. |
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11) |
By becoming aware of national and international values in the field of performing arts, they can transform abstract and concrete concepts into creative thinking, innovative and original works. |
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12) |
They can produce original works within the framework of an interdisciplinary understanding of art. |
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13) |
Within the framework of the Performing Arts Program and the units within it, they become individuals who are equipped to take part in the universal platform in their field. |
3 |
14) |
Within the Performing Arts Program, according to the field of study; have competent technical knowledge in the field of acting and musical theater. |
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15) |
They use information and communication technologies together with computer software that is at least at the Advanced Level of the European Computer Use License as required by the field. |
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