| 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) |
Being able to develop and deepen their knowledge at the level of expertise in the same or a different field, based on undergraduate level qualifications. |
|
| 2) |
To be able to comprehend the interdisciplinary interaction with which the field is related. |
|
| 3) |
To be able to use the theoretical and applied knowledge at the level of expertise acquired in the field. |
|
| 4) |
To be able to interpret and create new knowledge by integrating the knowledge gained in the field with the knowledge from different disciplines. |
|
| 5) |
To be able to solve the problems encountered in the field by using research methods. |
|
| 6) |
To be able to systematically transfer current developments in the field and their own studies to groups in and outside the field, in written, verbal and visual forms, by supporting them with quantitative and qualitative data. |
|
| 7) |
To be able to critically examine social relations and the norms that guide these relations, to develop them and take action to change them when necessary. |
|
| 8) |
To be able to critically evaluate the knowledge and skills acquired in the field of expertise and to direct their learning. |
|
| 9) |
To be able to supervise and teach these values by observing social, scientific, cultural and ethical values in the stages of collecting, interpreting, applying and announcing the data related to the field. |
|
| 10) |
To be able to develop strategy, policy and implementation plans in the fields related to the field and to evaluate the obtained results within the framework of quality processes. |
|
| 11) |
To be able to use the knowledge, problem solving and/or application skills they have internalized in their field in interdisciplinary studies. |
|
| 12) |
Being able to independently carry out a work that requires expertise in the field. |
|
| 13) |
To be able to develop new strategic approaches for the solution of complex and unpredictable problems encountered in applications related to the field and to produce solutions by taking responsibility. |
|
| 14) |
Being able to lead in environments that require the resolution of problems related to the field. |
|
BAHÇEŞEHİR UNIVERSITY BİLGİ PAKETİ / DERS KATALOĞU
