ENGLISH LANGUAGE TEACHING
Bachelor TR-NQF-HE: Level 6 QF-EHEA: First Cycle EQF-LLL: Level 6

Course Introduction and Application Information

Course Code Course Name Semester Theoretical Practical Credit ECTS
ELT1012 Advanced Reading and Writing II Spring 4 0 4 10

Basic information

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
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.

Learning Outcomes

The students who have succeeded in this course;
to understand essay types
to learn themes and styles in writing essays
to write comparison essays
to write cause-effect essays
to write argumentative essays
to synthesize the EAP topics and the relevant essay types
to write the essay on the assigned EAP topic



Course Content

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…).

Weekly Detailed Course Contents

Week Subject Related Preparation
1) Introduction-Course and syllabus overview
2) Revision of First Term-Introduction to Advanced Reading & Writing (Thesis Statement, Topic Sentences)
3) Reading: Reading strategy: Questioning Critical thinking
4) Reading: Peer Feedback
5) Writing: Essay 1 Pros and Cons In-class activities Drafting; Peer Feedback
6) Writing: Essay Peer Feedback + Reading Strategy: Summarizing Rhetorical analysis
7) Second draft + Extra Reading Practice on Reading Strategy: Summarizing Rhetorical Analysis In-class activities
8) Midterm
9) Writing: Essay 2 Persuasive In-class activities Drafting; Peer Feedback
10) Writing: Essay 2 - Peer Feedback + Reading Strategy: Visualizing-organizing Genres In-class activities Drafting; Peer Feedback
11) Writing: Second draft + Extra practice on Reading Strategy: Visualizing-organizing Genres In-class activities Drafting; Peer Feedback
12) Writing: Essay 3 Problem Solution In-class activities Drafting; Peer Feedback
13) Writing: Essay 3 Peer Feedback In-class activities Drafting; Peer Feedback
14) Wrap up Overall course evaluation & feedback

Sources

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).
References: Ders öncesinde ya da sırasında öğrencilere farklı kaynaklardan materyal sağlanacaktır.

Supplementary reading materials will be provided during or before the class

Evaluation System

Semester Requirements Number of Activities Level of Contribution
Attendance 14 % 15
Homework Assignments 11 % 55
Midterms 1 % 10
Final 1 % 20
Total % 100
PERCENTAGE OF SEMESTER WORK % 80
PERCENTAGE OF FINAL WORK % 20
Total % 100

ECTS / Workload Table

Activities Number of Activities Duration (Hours) Workload
Course Hours 14 3 42
Laboratory 3 6 18
Study Hours Out of Class 6 8 48
Homework Assignments 8 5 40
Midterms 1 2 2
Final 1 2 2
Total Workload 152

Contribution of Learning Outcomes to Programme Outcomes

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.