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 use theoretic and methodological approach, evidence-based principles and scientific literature in Nutrition and Dietetics field systematically for practice. |
2 |
2) |
To act in accordance with ethical principles and values in professional practice. |
2 |
3) |
To use life-long learning, problem-solving and critical thinking skills. |
2 |
4) |
To have theoretic and practical knowledge for individual's, family's and the community's health promotion and protection. |
2 |
5) |
To take part in research, projects and activities within sense of social responsibility and interdisciplinary approach. |
2 |
6) |
To take responsibility and participate in the processes actively for training of other dieticians, education of health professionals and individuals about nutrition. |
2 |
7) |
To assess nutritional status of risky groups in nutrition related problems (pregnant, babies, adolescences, elders, etc.) |
2 |
8) |
To communicate effectively with advisee, colleagues for effective professional relationships. |
2 |
9) |
To use healthcare, information technologies for Nutrition and Dietetic practice and research. |
2 |
10) |
To be able to search for literature in health sciences databases and information sources to access to information and use the information effectively. |
2 |
11) |
To be able to monitor occupational information using at least one foreign language, to collaborate and communicate with colleagues at international level. |
2 |
12) |
To carry out dietetic practices considering cultural differences and different health needs of different groups in the community. |
2 |