TEXTILE AND FASHION DESIGN | |||||
Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 |
Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
ACL1003 | Essay Writing and Textual Analysis I | Spring | 2 | 2 | 3 | 7 |
This catalog is for information purposes. Course status is determined by the relevant department at the beginning of semester. |
Language of instruction: | English |
Type of course: | Non-Departmental Elective |
Course Level: | Bachelor’s Degree (First Cycle) |
Mode of Delivery: | Face to face |
Course Coordinator : | Dr. Öğr. Üyesi ELİF BAŞ |
Course Lecturer(s): |
Dr. Öğr. Üyesi ELİF BAŞ |
Recommended Optional Program Components: | None |
Course Objectives: | Students will process literature through use of written assignments and will learn how to write essays concerning literature of differing genres.Course materials are both literary and rhetorical, and include poetry, fiction. Students practice a range of approaches to these genres, and learn to formulate original, cohesive, invested, well-supported arguments about them in the form of short close reading exercises and more extensive critical essays. |
The students who have succeeded in this course; 1-Demonstrate punctuation usage. 2-Describe types of essays. 3-write for a variety of audiences and purposes. 4-to become a more critical reader of your writing |
Literary Terminology and methods of writing critical essays,, short stories, plays, poetry, non-fiction selections and films. |
Week | Subject | Related Preparation |
1) | Introduction to course. Outline of semester. Short writing assignment describing expectations and past experiences. | |
2) | “Telling Stories” by Maeve Binchey and excerpt from “Portrait of a Lady” by Henry James. Writing about love and our concepts of what it means and how it is portrayed in the two stories. | Reading. |
3) | “Goodbye Marcus, Goodbye Rose” by Jean Rhys. Our experiences in life prepare us for the future. How do our lives change after a hugely impactful experience? | Writing assignment. |
4) | “Happy Endings” by Margaret Atwood. Writing about theme, characters, plot and mood. Example of summary and analysis of a short story. | Reading. |
5) | “Whose Life Is It Anyway?” by Brian Clark. The nature of life. What is our responsibility to ourselves? To others? | Essay. |
6) | “Moral Hazard” by Kate Jennings. The aging process and inconceivable choices. Is it possible or even acceptable to choose death over life? | Essay. |
7) | Midterm Essay concerning the nature of love and marriage and death and the choices involved. How do the stories exemplify the themes? | Reading. |
8) | Review. | |
9) | “Crime and Punishment” by Dosteovsky. Using logic to make excuses for a criminal act. | Essay. |
10) | “Remains of the Day” by Kazuo Ishiguro. Prejudice and characters who must act against their better nature. | Reading. |
11) | “The Ones Who Walk Away From Omelas” by Ursula Le Guin. Is it ever acceptable to sacrifice someone for the greater good? | Reading. |
12) | “The Joneses”. Capitalism and creating a desire and market. | Background research. |
13) | Essay on consumerism and capitalism. What goods do we consider desirable and why? | Research. |
14) | “First Confession” by Frank O’Connor. Comedy and plot. How does an author show theme through the use of humor? | Reading. |
15) | Final. | |
16) | Final. |
Course Notes / Textbooks: | Various short stories and poems. Her dönem seçilecek belli kısa hikayeler ve şiirler. |
References: |
Semester Requirements | Number of Activities | Level of Contribution |
Attendance | 64 | % 15 |
Quizzes | 4 | % 20 |
Presentation | 1 | % 10 |
Midterms | 1 | % 15 |
Final | 1 | % 40 |
Total | % 100 | |
PERCENTAGE OF SEMESTER WORK | % 60 | |
PERCENTAGE OF FINAL WORK | % 40 | |
Total | % 100 |
Activities | Number of Activities | Workload |
Course Hours | 16 | 64 |
Study Hours Out of Class | 16 | 32 |
Presentations / Seminar | 1 | 3 |
Homework Assignments | 16 | 32 |
Quizzes | 6 | 12 |
Midterms | 1 | 10 |
Final | 1 | 10 |
Total Workload | 163 |
No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
Program Outcomes | Level of Contribution |