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 have theoretical and practical knowledge required to fulfill professional roles and functions of Physiotherapy and Rehabilitation field. |
2 |
2) |
To act in accordance with ethical principles and values in professional practice. |
1 |
3) |
To use life-long learning, problem-solving and critical thinking skills. |
4 |
4) |
To define evidence-based practices and determine problem solving methods in Physiotherapy and Rehabilitation practices, using theories in health promotion, protection and care. |
1 |
5) |
To take part in research, projects and activities within sense of social responsibility and interdisciplinary approach. |
3 |
6) |
To have skills for training and consulting according to health education needs of individual, family and the community. |
1 |
7) |
To be sensitive to health problems of the community and to be able to offer solutions. |
3 |
8) |
To be able to use skills for effective communication. |
5 |
9) |
To be able to select and use modern tools, techniques and modalities in Physiotherapy and Rehabilitation practices; to be able to use health information technologies effectively. |
1 |
10) |
To be able to search for literature in health sciences databases and information sources to access to information and use the information effectively. |
1 |
11) |
To be able to monitor occupational information using at least one foreign language, to collaborate and communicate with colleagues at international level. |
1 |
12) |
To be a role model with contemporary and professional identity. |
4 |