| 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) |
Develop close interest in human mind and behavior, and attain critical thinking skills (in particular the ability to evaluate psychological theories using empirical evidence), as well as appreciating psychology as an evidence based science. |
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| 2) |
Gain a biopsychosocial understanding of human behavior, namely, the biological, psychological, social determinants of behavior. |
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| 3) |
Acquire theoretical and applied knowledge and learn about basic psychological concepts and perspectives |
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| 4) |
Familiarize with methodology and data evaluation techniques by being aware of scientific research methods (i.e. correlational, experimental, longitudinal, case study). |
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| 5) |
Employ ethical sensitivity while doing assessment, research or working with groups. |
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| 6) |
Familiarize with the essential perspectives of psychology (cognitive, developmental, clinical, social, behavioral, and biological). |
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| 7) |
Get the opportunity and skills to evaluate qualitative and quantitative data, write reports, and present them. |
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| 8) |
Attain preliminary knowledge for psychological measurement and evaluation. |
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| 9) |
To have a basic knowledge of other disciplines (e.g. sociology, history, political science, communication studies, philosophy, anthropology, literature, law, art, etc) that can contribute to psychology and to be able to make use of this knowledge in understanding and interpreting of psychological process. |
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