ENGLISH LANGUAGE EDUCATION (ENGLISH, THESIS) | |||||
Master | TR-NQF-HE: Level 7 | QF-EHEA: Second Cycle | EQF-LLL: Level 7 |
Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
ELT5008 | Language Awareness and Analysis | Spring | 3 | 0 | 3 | 8 |
This catalog is for information purposes. Course status is determined by the relevant department at the beginning of semester. |
Language of instruction: | English |
Type of course: | Departmental Elective |
Course Level: | |
Mode of Delivery: | Face to face |
Course Coordinator : | Dr. Öğr. Üyesi ENİSA MEDE |
Course Lecturer(s): |
Prof. Dr. KENAN DİKİLİTAŞ |
Recommended Optional Program Components: | None |
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. |
The students who have succeeded in this course; Learning outcomes for successful students of ELT 5008 include the following: 1. The ability to identify key elements of written and spoken language, including tone, genre, and lexical choice 2. A deeper understanding of rhetorical patterns found across a variety of texts. 3. An awareness of cultural influences on rhetorical patterns 4. The strengthening of written and spoken English skills according to this awareness 5. An appreciation for foreign students' different approaches to expression |
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 |
Course Notes / Textbooks: | Eschholz, P., Rosa, A. & Clark, V. (2000). Language Awareness: Readings for College Writers. Boston; New York: Bedford’s/Saint Martin’s. Conner, U. & Long, M. H. (1996). Contrastive Rhetoric: Cross-Cultural Aspects of Second-Language Writing. Cambridge (England); New York: Cambridge University Press. |
References: |
Semester Requirements | Number of Activities | Level of Contribution |
Attendance | 10 | % 10 |
Homework Assignments | 20 | % 40 |
Presentation | 5 | % 20 |
Project | 10 | % 30 |
Total | % 100 | |
PERCENTAGE OF SEMESTER WORK | % 70 | |
PERCENTAGE OF FINAL WORK | % 30 | |
Total | % 100 |
Activities | Number of Activities | Duration (Hours) | Workload |
Course Hours | 14 | 3 | 42 |
Presentations / Seminar | 2 | 15 | 30 |
Project | 2 | 20 | 40 |
Homework Assignments | 3 | 12 | 36 |
Paper Submission | 2 | 20 | 40 |
Total Workload | 188 |
No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
Program Outcomes | Level of Contribution |