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 |
ELT3009 | Introduction to Literary Criticism | Spring Fall |
3 | 0 | 3 | 6 |
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: | Bachelor’s Degree (First Cycle) |
Mode of Delivery: | Face to face |
Course Coordinator : | Dr. Öğr. Üyesi MUSTAFA POLAT |
Recommended Optional Program Components: | Introduction to Literature course is prerequisite |
Course Objectives: | • to think critically and with understanding about written and filmed media • to broaden and deepen the ability to write effectively in academic and professional settings and for personal growth • to reflect on ethical and philosophical issues raised whenever one reads a creative, explanatory, or persuasive text • to engage in creative thought, in collaboration with other students, thus generating new possibilities for thinking, dreaming, and challenging structures in society |
The students who have succeeded in this course; 1. Students will be able to articulate the broader ways in which literary theory applies to their own culture, global culture, and their own lives; 2.Students will demonstrate through written work and in-class comments their ability to apply various theories to works of literature and aspects of contemporary culture; 3. Students will demonstrate their ability to articulate theoretical concepts orally by their class participation and formal presentation of their final paper; and 4.Students will locate, cite, and intelligently incorporate several sources (including print materials) into their final paper and shorter essays. |
The course focuses on critical theory as it applies to literature and culture. Study of major twentieth-century theories and applications: historical, formalist, archetypal, psychoanalytic, Marxist, reader-response, New Historicist, feminist, postcolonial, American multicultural, structuralist and various post-structuralist perspectives. |
Week | Subject | Related Preparation |
1) | Introduction Discussion questions: • Why study literary theory? Basic Questions/Basic Terms Basic literary terms and overview | None |
2) | Discussion on Plato and Aristotle Literature & the Text – New Criticism and Formalism | Tyson, “New Criticism,” 117-152 Literary Excursion: “I Felt a Funeral in My Brain” – Emily Dickenson or "Stopping by Woods on a Snowy Evening" - Robert Frost (literature packet) |
3) | Literature & Psychology - Psychoanalytic Criticism – Freud | Tyson, “Psychoanalytic Criticism,” 13-45 Literary Excursion: “Once Upon a Time” – Nadine Gordimer (literature packet) • Jacques Lacan (brief overview) |
4) | Literature & Audience - Reader-Response Criticism | Tyson, “Reader-Response Criticism” 153-191 Literary Excursion: "The Story of an Hour" - Kate Chopin 5 Stories of an Hour (video) |
5) | Literature & Socioeconomics – Marxism | Tyson, “Marxist Criticism,” 49-78 Film Excursion: Excerpt from The Women - 1939 film directed by George Cukor |
6) | Literature & Culture - New Historicism | Tyson, 277-311 Film Excursion: Excerpt from Where the Boys Are, 1960 |
7) | Literature & Culture - Feminism | Tyson, “Feminist Criticism,” 81-113 "Little Red Riding Hood" “Without Colors” - Cosmicomics • "Sorties: Out and Out: Attacks/Ways Out/Forays" - Helene Cixous •"The Company of Wolves" - Angela Carter |
8) | Recap on Feminism | Sorties: Out and Out: Attacks/Ways Out/Forays" - Helene Cixous •"The Company of Wolves" - Angela Carter |
9) | Literature & Culture – Postcolonialism | Tyson, 363-417 Movie Clip: The King and I "Orientalizing the Oriental" - Edward Said |
10) | Literature & Culture - American Multiculturalism | Tyson, 380-400 & 417 “The Dinosaurs” – Cosmicomics Movie clip: White Man's Burden, 1995. |
11) | Literature, Language & Its Structures of Meaning - Structuralism and Semiotics - | Tyson, 197-237 Literary Excursion: “The Light-Years” – Cosmicomics |
12) | Modernism & Postmodernism | "Postmodernism" (handout) |
13) | Post-Structuralism & Deconstruction | Tyson, 241-274 |
14) | Overview/Intersections/Review of Course | Course pack |
Course Notes / Textbooks: | Tyson, Lois. Critical Theory Today: A User-Friendly Guide. New York: Garland Publishing, 1999. • Italo Calvino. Cosmicomics. Harvest/HBJ, 1976. • F. Scott Fitzgerald. The Great Gatsby. Notes & Preface by Matthew J. Bruccoli. Simon & Schuster, 1995. •CD-ROM containing lectures, discussion questions, and other materials for online component •Literature packet • Readings by theorists (handouts) |
References: | A handbook of critical terminology (e.g., M. H. Abrams’ Glossary of Literary Terms). |
Semester Requirements | Number of Activities | Level of Contribution |
Attendance | 14 | % 10 |
Quizzes | 2 | % 25 |
Presentation | 1 | % 5 |
Midterms | 1 | % 25 |
Final | 1 | % 35 |
Total | % 100 | |
PERCENTAGE OF SEMESTER WORK | % 65 | |
PERCENTAGE OF FINAL WORK | % 35 | |
Total | % 100 |
Activities | Number of Activities | Duration (Hours) | Workload |
Course Hours | 14 | 3 | 42 |
Laboratory | 6 | 10 | 60 |
Study Hours Out of Class | 14 | 2 | 28 |
Presentations / Seminar | 1 | 1 | 1 |
Homework Assignments | 10 | 1 | 10 |
Quizzes | 2 | 2 | 4 |
Midterms | 1 | 2 | 2 |
Final | 1 | 2 | 2 |
Total Workload | 149 |
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. | |
2) | 2.Proficient in the phonology, semantics, grammar and the vocabulary of the language, use the language effectively. | |
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. | |
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. | |
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. | 4 |
11) | 11. Take on responsibility in individual and group projects by working cooperatively and meeting the requirements | |
12) | 12. Take into consideration professional and ethical rules and principles. | |
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. | |
14) | 14. Use reflective thinking and reflective teaching to examine his/her teaching skills and professional competencies. | 4 |
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. | 4 |
16) | 16. utilize learning strategies and technology resources by evaluating their relevance to K-12 students’ interests, needs, individual differences, and developmental characteristics. |