| ENGLISH LANGUAGE TEACHING | |||||
| Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 | ||
| Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
| ELT1011 | Advanced Reading and Writing I | Fall | 4 | 0 | 4 | 10 |
| Language of instruction: | English |
| Type of course: | Must Course |
| Course Level: | Bachelor’s Degree (First Cycle) |
| Mode of Delivery: | Face to face |
| Course Coordinator : | Dr. Öğr. Üyesi MUSTAFA POLAT |
| Course Lecturer(s): |
Instructor RUKİYE ÖZLEM ÖZTÜRK Dr. Öğr. Üyesi ELİF BAŞ |
| Recommended Optional Program Components: | None |
| Course Objectives: | The course participants will be provided with a framework within which they will be able to apply their knowledge and skills to read, paraphrase, summarize and synthesize educational research using conventions of academic writing. |
|
The students who have succeeded in this course; -use reading strategies to comprehend complex texts -analyze texts they have read -analyze their own writing -write summaries of texts they have read -write responses or reactions to texts they have read -write several types of expository essays: descriptive, compare and contrast, cause and effect, and problem and solution -to understand general information about models, strategies and types of paragraph -to use structure and vocabulary patterns in paragraphs -to write paragraphs by using the strategies and types -to understand paragraph types and strategies -to maintain coherence and cohesion in paragraphs -paraphrase, quote and summarize from other sources and incorporate them into their own writing -use APA style citation for paraphrasing and quotation in their own writing -improve their writing by approaching writing as a process -get familiar with process writing strategies |
| Strategies will be learned to improve reading and writing skills and a variety of activities will be completed to improve performance (extensive and intensive reading, compositions in a variety of rhetorical styles, etc…). |
| Week | Subject | Related Preparation |
| 1) | Introduction-Course and syllabus overview | |
| 2) | Reading: Analyzing Texts-Identifying main ideas, Supporting details: Facts, Quotations and Statistics | |
| 3) | Reading: Using Strategies | |
| 4) | Reading: Different Genres/Rhetoric | |
| 5) | Writing: Plagiarism, APA citation, and more | |
| 6) | Midterm | |
| 7) | Language focus: Summarizing and paraphrasing-In-class activities | |
| 8) | Peer Feedback Training-In-class activities Drafting & Peer Feedback | |
| 9) | Writing: Summary and Response-In-class activities Drafting & Peer Feedback | |
| 10) | Writing: Descriptive Essay-In-class activities Drafting & Peer Feedback | |
| 11) | Writing: Compare and Contrast Essay-In-class activities Drafting & Peer Feedback | |
| 12) | Writing: Pros and Cons Essay-In-class activities Drafting & Peer Feedback | |
| 13) | Writing: Process Essay-In-class activities Drafting & Peer Feedback | |
| 14) | Wrap up-Overall course evaluation & feedback |
| Course Notes / Textbooks: | Eschholz, P. & A. Rosa (1988). Subject and strategy. New York: St.Martin’s Press. Publication Manual of the American Psychological Association (APA). Dönem boyunca, öğrencilere farklı kaynaklardan okuma metinleri ve ders materyalleri sağlanacaktır. |
| References: | Eschholz, P. & A. Rosa (1988). Subject and strategy. New York: St.Martin’s Press. Publication Manual of the American Psychological Association (APA). During the semester, the students will be provided with reading texts and materials from different sources. |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | 14 | % 15 |
| Presentation | 11 | % 55 |
| Midterms | 1 | % 10 |
| Final | 1 | % 20 |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 80 | |
| PERCENTAGE OF FINAL WORK | % 20 | |
| Total | % 100 | |
| Activities | Number of Activities | Duration (Hours) | Workload |
| Course Hours | 14 | 3 | 42 |
| Study Hours Out of Class | 7 | 8 | 56 |
| Homework Assignments | 11 | 6 | 66 |
| Midterms | 1 | 5 | 5 |
| Final | 1 | 6 | 6 |
| Total Workload | 175 | ||
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | 1.Being able to describe the issues related with the scientific resources in the field of teaching, English language teaching and educational technologies within the national and international standards. | 3 |
| 2) | 2.Proficient in the phonology, semantics, grammar and the vocabulary of the language, use the language effectively. | 5 |
| 3) | 3. Apply theories and research in language acquisition and development to provide optimal learning environments in English language teaching. | |
| 4) | 4. develop English language teaching materials according to the needs of the learners with a critical perspective. | |
| 5) | 5. Use appropriate software and technology resources for language teaching effectively in and out of classroom by locating and selecting them. | |
| 6) | 6. To improve students' reading, writing, listening and speaking skills, make use of various methods and techniques. | 3 |
| 7) | 7. Design English language teaching curriculum and lesson plans. | |
| 8) | 8. Organize effective classrooms that promote English language learning. | |
| 9) | 9. assess students’ knowledge using multiple measures and alternative assessment techniques in order to evaluate language knowledge and skills in an effective way by using and generating measurement and assessment instruments. | 1 |
| 10) | 10. Apply major concepts, principles, theories, and research related to the nature and role of culture and cultural groups to construct supportive learning environments and to promote inter-cultural effective communication and pragmatics skills. | 2 |
| 11) | 11. Take on responsibility in individual and group projects by working cooperatively and meeting the requirements | 5 |
| 12) | 12. Take into consideration professional and ethical rules and principles. | 5 |
| 13) | 13. Apply the pedagogical implications of the research in the field of English language teaching for his/her personal and professional development, by keeping up with the recent studies. | 3 |
| 14) | 14. Use reflective thinking and reflective teaching to examine his/her teaching skills and professional competencies. | |
| 15) | 15. Transfer the knowledge and skills necessary for life-long learning to students by using metacognitive techniques with the knowledge of how to obtain information effectively. | 2 |
| 16) | 16. utilize learning strategies and technology resources by evaluating their relevance to K-12 students’ interests, needs, individual differences, and developmental characteristics. |