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 HATİCE ÖVGÜ TÜZÜN |
Recommended Optional Program Components: |
none |
Course Objectives: |
This course aims at giving the students a background to modernism with T. S. Eliot and Ezra Pound and others, and move to more experimental movements like imagism, confessional and Beat poetry and the Harlem Renaissance to analyze the poetry namely by Ezra Pound, T. S. Eliot, W.C. Williams, R. Frost, W. Stevens, M. Moore, e.e. cummings, Langston Hughes, E. Bishop, A. Rich, S. Plath, A. Sexton, A. Ginsberg, others up to the 1970s. |
Week |
Subject |
Related Preparation |
1) |
Revision of the 19th Century poetry, especially of Whitman & Dickinson and Introduction to Modernism |
Heath Anthology of American Literature, Vol II. |
2) |
Modernism & Naturalism: Stephen Crane & Edwin Arlington Robinson |
Crane: In the Desert (from The Black Riders), ‘A Newspaper is a Collection of Half-Injustices’ (from War is Kind)
Robinson: Richard Cory, Miniver Cheevy, Eros Turannos
|
3) |
T.S. Eliot |
The Waste Land, The Love Song of J. Alfred Prufrock, Gerontion, Journey of the Magi |
4) |
Robert Frost |
Mending Wall, Out Out- , Design, The Road Not Taken, Fire & Ice, Stopping by Woods on a Snowy Evening, The Gift Outright |
5) |
Imagism & Ezra Pound |
In a Station of the Metro, Portrait d’un Femme, The River Merchant’s Wife: A Letter, A Pact, The Rest, Cantos. |
6) |
William Carlos Williams |
Poem, Spring and All, The Red Wheelbarrow, The Dance, This Is Just to Say, Death |
7) |
Wallace Stevens |
Sunday Morning, Snowman, Emperor of Ice-Cream, Thirteen Ways of Looking at a Blackbird |
8) |
Review |
|
9) |
Hart Crane |
At Melville’s Tomb, Chaplinesque (Written after Charles Chaplin’s film The Kid , 1921); from Voyages No I, ; To Brooklyn Bridge. |
10) |
Marianne Moore & Theodore Roethke |
Moore: Poetry, The Past is the Present, New York, A Grave, The Student, In Distrust of Merits
Roethke: Root Cellar, My Papa’s Waltz, The Waking, I Knew a Woman
|
11) |
e.e. cummings |
l(a , she being Brand, next to of course god america i; thy fingers make early flowers of, in Just-, anyone lived in a pretty bow town, Buffalo Bill’s, my sweet old etcetera, since feeling is first, o sweet spontaneous, somewhere i have never travelled, gladly beyond; spring is a perhaps hand. |
12) |
Langston Hughes & Harlem Renaissance |
Harlem, Same in Blues, Weary Blues, Theme for English B |
13) |
Adrienne Rich |
Adrienne Rich: Diving into the Wreck, Living in Sin, Rape, Storm Warnings, Face to Face, A Valediction Forbidding Mourning (after John Donne’s poem). |
14) |
Confessional Poetry |
John Berryman: Dream Songs 14, 29, 76, A Professor’s Song.
Robert Lowell: Skunk Hour, To Speak of Woe That Is in Marriage, Mr. Edwards and the Spider, Eye and Tooth.
Sylvia Plath: Daddy, Guardian, Elm, Mirror, Metaphors, Morning Song, Lady Lazarus, Ariel, Edge,Words.
Anne Sexton: The Kiss, Lobster, You, Dr. Martin, All My Pretty Ones, Sylvia’s Death.)
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15) |
Final Exam |
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16) |
Final Exam |
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Program Outcomes |
Level of Contribution |
1) |
To be able to examine, interpret data and assess ideas with the scientific methods in the area of EU studies. |
2 |
2) |
To be able to inform authorities and institutions in the area of EU studies, to be able to transfer ideas and proposals supported by quantitative and qualitative data about the problems. |
2 |
3) |
To be introduced to and to get involved in other disciplines that EU studies are strongly related with (political science, international relations, law, economics, sociology, etc.) and to be able to conduct multi-disciplinary research and analysis on European politics. |
3 |
4) |
To be able to evaluate current news on European Union and Turkey-EU relations and identify, analyze current issues relating to the EU’s politics and policies. |
2 |
5) |
To be able to use English in written and oral communication in general and in the field of EU studies in particular. |
1 |
6) |
To have ethical, social and scientific values throughout the processes of collecting, interpreting, disseminating and implementing data related to EU studies. |
1 |
7) |
To be able to assess the historical development, functioning of the institutions and decision-making system and common policies of the European Union throughout its economic and political integration in a supranational framework. |
2 |
8) |
To be able to evaluate the current legal, financial and institutional changes that the EU is going through. |
2 |
9) |
To explain the dynamics of enlargement processes of the EU by identifying the main actors and institutions involved and compare previous enlargement processes and accession process of Turkey. |
2 |
10) |
To be able to analyze the influence of the EU on political, social and economic system of Turkey. |
2 |
11) |
To acquire insight in EU project culture and to build up project preparation skills in line with EU format and develop the ability to work in groups and cooperate with peers. |
2 |
12) |
To be able to recognize theories and concepts used by the discipline of international relations and relate them to the historical development of the EU as a unique post-War political project. |
3 |