POLITICAL SCIENCE AND INTERNATIONAL RELATIONS | |||||
Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 |
Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
ACL3005 | American Poetry I | Spring Fall |
3 | 0 | 3 | 5 |
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 |
Recommended Optional Program Components: | None |
Course Objectives: | This course is an intensive study of the works of the major 19th Century American poets, considered in terms of critical theory, technique, and form. Students will learn to interpret American poets such as Anne Bradstreet, Edgar Allan Poe, Ralph Waldo Emerson, Walt Whitman & Emily Dickinson through recognition of the cultural strands that connect particular poems in a web of meanings, both social and historical. |
The students who have succeeded in this course; 1. The students will do an extensive reading of the 19th Century-American essays and poetry, especially that of the American Renaissance. 2. They will develop an insight about the beginnings of American poetry, especially about how poetry writing started in the US and how it developed towards being a major component of establishing a new nation. 3. They will develop an insight about the significance of poetry of individual, universal and national topics. 4. They will learn about the major literary movements of the 19th Century USA, namely romanticism, transcendentalism and realism. 5. They will learn about the Puritan influences in the works of the later poets. 6. They will learn about the basic ideas shaping the poet’s imagination and the most important concepts in the construction of a new Nation, during their Renaissance. 7. They will develop the ability to analyze and discuss major issues of American Poetry in the 19th Century both orally in class and in their essays in exams. |
Heath Anthology of American Literature, Vol I. Pp. 146-274, Anne Bradstreet, “The Flesh and the Spirit” “To My Dear Loving Husband” Edward Taylor “Huswifery” Neo-Classicism & Philip Freneau, “The Indian Student” Romanticism & William Cullen Bryant, “The Praries”, “Thanatopsis”, “The Yellow Violet”, “To a Waterfowl”, “The Poet” Transcendentalism& Ralph Waldo Emerson Essays: “Nature” & “The American Scholar”, “The Transcendentalist”, “Self-Reliance” Ralph Waldo Emerson, Poems: “The Rhodora”, “Each and All” & “The Snow-Storm” Transcendentalism& Henry David Thoreau Essays: “On Civil Government” (Civil Disobedience) Selected sections from Walden (Where I Lived, and What I Lived for) Edgar Allan Poe: Essay, "The Philosophy of Composition" Edgar Allan Poe:Poetry: “A Dream Within a Dream”, “To Helen”, “Annabel Lee”, “The Raven” Realism & Walt Whitman “There Was a Child Went Forth” & Selections from Leaves of Grass Transcendentalism & Walt Whitman, "Song of Myself” Poetry of Consciousness & Emily Dickinson, “Presentiment”, “Success is counted sweetest” “If I can stop one Heart from breaking” “Apparently with no surprise” , “Much Madness is Divinest Sense” “I taste a liquour never brewed”, “There’s a certain slant of light”, “After great pain, a formal feeling comes”, “I heard a Fly buzz – when I died”, “I felt a Funeral, in my Brain” |
Week | Subject | Related Preparation |
1) | Transcendentalism & Henry David Thoreau | Essays: “On Civil Government” (Civil Disobedience) Selected sections from Walden (Where I Lived, and What I Lived for) |
1) | Introduction, Pioneers, New Settlers, Puritanism | Heath Anthology of American Literature, Vol I. Pp. 146-274 |
2) | Anne Bradstreet, Edward Taylor | “The Flesh and the Spirit” “To My Dear Loving Husband” “Huswifery” |
3) | Neo-Classicism & Philip Freneau | “The Indian Student” |
4) | Romanticism & William Cullen Bryant | “The Praries”, “Thanatopsis”, “The Yellow Violet”, “To a Waterfowl”, “The Poet” |
5) | Transcendentalism & Ralph Waldo Emerson | Essays: “Nature” & “The American Scholar”, “The Transcendentalist”, “Self-Reliance” |
6) | Ralph Waldo Emerson | Poems: “The Rhodora”, “Each and All” & “The Snow-Storm” |
8) | Review | |
9) | Edgar Allan Poe | The Philosophy of Composition |
10) | Edgar Allan Poe | Poetry: “A Dream Within a Dream”, “To Helen”, “Annabel Lee”, “The Raven” |
11) | Realism & Walt Whitman | “There Was a Child Went Forth” & Selections from Leaves of Grass |
12) | Realism, Transcendentalism & Walt Whitman | “Song of Myself” |
13) | Walt Whitman | “Song of Myself” |
14) | Poetry of Consciousness & Emily Dickinson | “Presentiment”, “Success is counted sweetest” “If I can stop one Heart from breaking” “Apparently with no surprise” , “Much Madness is Divinest Sense” |
15) | Final Exam | |
16) | Final Exam |
Course Notes / Textbooks: | Çeşitli Kaynaklar, teksirler, The Penguin Book of American Verse, ed. Geoffrey Moore & handouts. |
References: | Heath Anthology of American Literature, Vol. I. |
Semester Requirements | Number of Activities | Level of Contribution |
Attendance | 9 | % 10 |
Application | 1 | % 10 |
Quizzes | 4 | % 10 |
Midterms | 1 | % 30 |
Final | 1 | % 40 |
Total | % 100 | |
PERCENTAGE OF SEMESTER WORK | % 60 | |
PERCENTAGE OF FINAL WORK | % 40 | |
Total | % 100 |
Activities | Number of Activities | Duration (Hours) | Workload |
Course Hours | 14 | 3 | 42 |
Project | 1 | 5 | 5 |
Quizzes | 4 | 10 | 40 |
Midterms | 1 | 30 | 30 |
Final | 1 | 30 | 30 |
Total Workload | 147 |
No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
Program Outcomes | Level of Contribution | |
1) | Grasp basic theoretical and conceptual knowledge about the field and relations between them at the level of practice. | |
2) | Possess basic knowledge about the causes and effects of political transformations in societies. | |
3) | Possess knowledge about quantitative, qualitative and mixed research methods in social and behavioral sciences. | |
4) | Recognize historical patterns while evaluating contemporary political and social developments. | |
5) | Demonstrate interdisciplinary and critical approach while analyzing, synthesizing and forecasting domestic and foreign policy. | |
6) | Conduct studies in the field professionally, both independently or as a team member. | |
7) | Possess consciousness about lifelong learning based on Research & Development. | |
8) | Communicate with peers both orally and in writing, by using a foreign language at least at a level of European Language Portfolio B1 General Level and the necessary informatics and communication technologies. | |
9) | Apply field-related knowledge and competences into career advancement, projects for sustainable development goals, and social responsibility initiatives. | |
10) | Possess the habit to monitor domestic and foreign policy agenda as well as international developments. | |
11) | Possess competence to interpret the new political actors, theories and concepts in a global era. | |
12) | Evaluate the legal and ethical implications of advanced technologies on politics. |