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) |
To develop an interest in the human mind and behavior, to be able to evaluate theories using empirical findings, to understand that psychology is an evidence-based science by acquiring critical thinking skills. |
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2) |
To gain a biopsychosocial perspective on human behavior. To understand the biological, psychological, and social variables of behavior. |
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3) |
To learn the basic concepts in psychology and the theoretical and practical approaches used to study them (e.g. basic observation and interview techniques). |
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4) |
To acquire the methods and skills to access and write information using English as the dominant language in the psychological literature, to recognize and apply scientific research and data evaluation techniques (e.g. correlational, experimental, cross-sectional and longitudinal studies, case studies). |
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5) |
To be against discrimination and prejudice; to have ethical concerns while working in research and practice areas. |
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6) |
To recognize the main subfields of psychology (experimental, developmental, clinical, cognitive, social and industrial/organizational psychology) and their related fields of study and specialization. |
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7) |
To acquire the skills necessary for analyzing, interpreting and presenting the findings as well as problem posing, hypothesizing and data collection, which are the basic elements of scientific studies. |
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8) |
To gain the basic knowledge and skills necessary for psychological assessment and evaluation. |
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9) |
To acquire basic knowledge of other disciplines (medicine, genetics, biology, economics, sociology, political science, communication, philosophy, anthropology, literature, law, art, etc.) that will contribute to psychology and to use this knowledge in the understanding and interpretation of psychological processes. |
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10) |
To develop sensitivity towards social problems; to take responsibility in activities that benefit the field of psychology and society. |
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11) |
To have problem solving skills and to be able to develop the necessary analytical approaches for this. |
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12) |
To be able to criticize any subject in business and academic life and to be able to express their thoughts. |
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