| CHILD DEVELOPMENT (TURKISH) | |||||
| Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 | ||
| Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
| ACL2003 | Introduction to Novel | Spring | 3 | 0 | 3 | 6 |
| 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 HATİCE ÖVGÜ TÜZÜN |
| Course Lecturer(s): |
Prof. Dr. GÖNÜL BAKAY Dr. Öğr. Üyesi ELİF BAŞ |
| Recommended Optional Program Components: | none |
| Course Objectives: | to give the students a comprehensive undrestanding of the novel form , pointing to the different genres of the novel |
|
The students who have succeeded in this course; Students will have achieved in depth understanding of: • the emergence of the novel as a new literary form in the 18 century • the socio-political and historical contexts in which these novels were written • the ways in which the authors’ life implicates the work produced |
| 18th, 19th and 20 th century novels by English writers |
| Week | Subject | Related Preparation |
| 1) | Moll Flanders pages 1 -75. | Reading |
| 2) | Moll Flanders 75-150 | Reading |
| 3) | Moll Flanders 150-225 | Reading |
| 4) | Moll Flanders 225-330. | Reading |
| 5) | Hard Times 1-100 | Reading |
| 6) | Hard Times 100-230. | Reading |
| 7) | Review | Reading |
| 8) | 1984 1-75 | Reading |
| 9) | 1984 75-150 | Reading |
| 10) | 1884 150 -225 | Reading |
| 11) | 1984 225-325 | Reading |
| 12) | Mrs Dalloway 1-75 | Reading |
| 13) | Mrs Dalloway 75-150 | Reading |
| 14) | Mrs Dalloway 150 -225 | Reading |
| 15) | Final | - |
| 16) | Final | - |
| Course Notes / Textbooks: | Moll Flanders- Daniel Defoe Hard Times- Charles Dickens 1984- George Orwell Mrs Dalloway- Virginia Woolf |
| References: | none |
| Semester Requirements | Number of Activities | Level of Contribution |
| Quizzes | 3 | % 20 |
| Presentation | 1 | % 10 |
| Midterms | 1 | % 20 |
| Final | 1 | % 50 |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 50 | |
| PERCENTAGE OF FINAL WORK | % 50 | |
| Total | % 100 | |
| Activities | Number of Activities | Duration (Hours) | Workload |
| Course Hours | 14 | 3 | 42 |
| Study Hours Out of Class | 15 | 2 | 30 |
| Project | 1 | 10 | 10 |
| Quizzes | 4 | 3 | 12 |
| Midterms | 1 | 30 | 30 |
| Final | 1 | 40 | 40 |
| Total Workload | 164 | ||
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | To gain both theoretical and practical knowledge about physical, cognitive, social-emotional aspects of child development. | 4 |
| 2) | To display actions in professional practice based on ethical principles and values. | 5 |
| 3) | To adopt the principle of lifelong learning, using efficient ways for accessing information. | 5 |
| 4) | To know the stages of child development and to be able to use models / theories efficiently for supporting children's cognitive, affective and psycho-motor development. | 5 |
| 5) | To plan, implement and evaluate professional projects, research and events with a sense of social responsibility, | 5 |
| 6) | To be able to use effective communication methods in counseling and child and family-based guidance. | 3 |
| 7) | To be sensitive to the child and family-related issues taking into account the child's stages of development, and to implement strategies for personal development of child and education methods which are vital for leading effective and productive life. | 5 |
| 8) | To use the education and communication materials according to the child development stage, and to create proper educational environment. | 5 |
| 9) | To take responsibilities in the field of child development and education using interdisciplinary approach, and to use information technologies, and to engage in projects and activities. | 5 |
| 10) | To use health information technologies for research in the field of child development. | 5 |
| 11) | To be able to monitor occupational information using at least one foreign language, to collaborate and communicate with colleagues at international level. | 5 |
| 12) | To become a good example for colleagues and society, and represent efficiently the professional identity using advanced knowledge about child development. | 5 |