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