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 plan and assess nursing care within a holistic approach, in accordance with theoretical and evidence-based practices.
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2) |
To act in accordance with ethical principles and values in Nursing practices. |
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3) |
To use life-long learning, problem-solving and critical thinking skills. |
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4) |
To use Nursing models/theories in health promotion, protection and care. |
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5) |
To take part in research, projects and activities within sense of social responsibility and interdisciplinary approach. |
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6) |
"To have skills for training and consulting according to health education needs of individual, family and the community.
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7) |
"To be sensitive to health problems of the community and and to able to offer solutions.
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8) |
"To be able to use interpersonal and intercultural communication skills effectively in Nursing pratices.
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9) |
"To be able to use healthcare/information technologies in Nursing practice and research.
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10) |
To be able to search for literature in health sciences databases and information sources to access to information and use the information effectively. |
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11) |
To be able to monitor occupational information using at least one foreign language, to collaborate and communicate with colleagues at international level. |
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12) |
To take responsibility and lead in events in order to contribute to health services and Nursing profession. |
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