| Language of instruction: |
English |
| Type of course: |
Non-Departmental Elective |
| Course Level: |
Bachelor’s Degree (First Cycle)
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| Mode of Delivery: |
Face to face
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| Course Coordinator : |
Dr. Öğr. Üyesi MUSTAFA POLAT |
| Recommended Optional Program Components: |
none |
| Course Objectives: |
1. Students will be able to describe the development of the short story from its beginnings in 19th century American Lit through Realism, Modernism, and Post-modernist influences.
2. Students will be able to recognize and analyze how the form develops through each author’s use and purpose in writing.
3. Students will be able to show knowledge of applicable literary terms, movements, conventions, styles, etc., and overall command of the text.
4. Students will be able to write a literary analysis.
5. Students will be able to interpret, evaluate, compare and contrast the texts in classroom discussions.
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| Week |
Subject |
Related Preparation |
| 1) |
1 Introduction
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| 2) |
Hawthorne “Young Goodman Brown” p.639-48; Poe “Fall of the House of Usher” and “The Philosophy of Composition” p.1264-77, 1659-60 |
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| 3) |
Hawthorne “The Birthmark” p.648-660; Poe “The Purloined Letter” p.1278-90 |
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| 4) |
Melville “Bartleby, the Scrivener” p.1085-1111 |
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| 5) |
Clemens (i.e. Twain) “The Notorious Jumping Frog of Calaveras County” and “The Invalid’s Story” p.300-9 |
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| 6) |
Tolstoy “The Death of Ivan Ilych” p.1452-91
9 Chopin “The Story of an Hour” p.297-9; Gilman “The Yellow Wallpaper” p.597-608
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| 7) |
Crane “The Open Boat” p.379-396
Cather “Paul’s Case” p.235-49
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| 8) |
Conrad “Heart of Darkness” p.310-333
Conrad “Heart of Darkness” p.333-70
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| 9) |
Midterm |
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| 10) |
Joyce “The Dead” p.755-84; Woolf “Kew Gardens” 1603-8
Faulkner “A Rose for Emily” and “Barn Burning” p.520-7, 535-47
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| 11) |
Hemingway “Hills Like White Elephants” p.661-665 (extra credit for finding and reading “A Clean Well-Lighted Place”) |
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| 12) |
Baldwin “Sonny’s Blues” p.37-59 and Hurston “The Conscience of the Court” p.682-92
Carver “Cathedral” p.206-216
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| 13) |
Bradbury “The Veldt” p.155-65; Le Guinn “The Ones Who Walk Away from Omelas” p.862-6
O’Connor “Good Country People” p.1212-26
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| 14) |
Walker “Everyday Use” p.1512-8; Kincaid “Girl” p.828-9
Garcia Marquez “The Handsomest Drowned Man in the World” p.585-9
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| 15) |
Danticat “A Wall of Fire Rising” p.417-28 |
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Program Outcomes |
Level of Contribution |
| 1) |
Upon graduation, students will acquire key skills and attributes to conduct research to use research tools, to solve problems, to communicate effectively and to transfer skills to the workplace. |
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| 2) |
Upon graduation, students will have developed the ability to discuss key issues in fluent English. |
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| 3) |
Upon graduation, students will have developed the ability to compose written documents in English with a mature prose style. |
4 |
| 4) |
Upon graduation, students will have gained broad knowledge of the American and English literary canons. |
4 |
| 5) |
Upon graduation, students will have developed the ability to analyze, synthesize and criticize sophisticated works of American and English literature. |
4 |
| 6) |
Upon graduation, students will have achieved in depth the understanding of contemporary American culture. |
3 |
| 7) |
Upon graduation, students will have developed the ability to draw links among diverse literary texts and documents and establish critical connections and adopt an interdisciplinary attitude. |
3 |
| 8) |
Upon graduation, students will be able to develop new projects individually or in teams. |
3 |
| 9) |
Upon graduation, students will be able to apply their knowledge into their lives for interdisciplinary problem-solving and solutions. |
4 |