SOCIOLOGY
Bachelor	TR-NQF-HE: Level 6	QF-EHEA: First Cycle	EQF-LLL: Level 6

Course Introduction and Application Information

Course Code	Course Name	Semester	Theoretical	Practical	Credit	ECTS
ACL2002	Introduction to Poetry	Spring	3	0	3	6

This catalog is for information purposes. Course status is determined by the relevant department at the beginning of semester.

Basic information

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):	Instructor ÇERAĞ ŞAHİN Dr. Öğr. Üyesi HATİCE ÖVGÜ TÜZÜN
Recommended Optional Program Components:	none
Course Objectives:	This course will introduce students to a variety of poetic topics, subjects, terms and movements with specific emphasis on the analysis of the form and content of sample poems from various ages of poetry form around the world written in English, the majority being from American and English poetry.

Learning Outcomes

The students who have succeeded in this course;
1. The students will do an extensive reading of sample poems from the masters of poetry and learn how to analyze them.
2. They will develop an insight about the form and content, the structure, language, style and discourse of poetry.
3. They will develop an insight about the significance of verse and its various forms and techniques.
4. They will learn about the major themes, symbols, literary movements of the poetry genre.
5. They will learn about the basic ideas and intents of the writers that shape their creative mind towards the making of a poem.
6. They will develop the ability to analyze and discuss major intellectual issues via poetry.
7. They will get ready to the study of major works of American poetry in their later years and to the discussion and argumentation of their ideas orally in class and in the exams.

Course Content

Selections from world poetry are analysed with specific emphasis on the intention of the poet, diction, reading the poem, syntax, tone, literal and figurative meanings, and figures of speech like metaphors, usage of images and symbols, allegories, in addition to the forms of poetry.

Weekly Detailed Course Contents

Week	Subject	Related Preparation
1)	Introduction to Reading Poetry Responsively, What is poetry? Approaching a Poem? Reading Poetry. Writing about poetry	Carol Ann Duffy, “Valentine”, Billy Collins, “Introduction to Poetry”; Gerard Manley Hopkins, “Spring&Fall: To a Young Child”, Elizabeth Bishop, “Manners”,
2)	Word Choice, Word Order and Tone; Denotation, Connotation	Marge Piercy, “The Secretary’s Chant”; Robert Hayden, “Those Winter Sundays”; John Updike, “Dog’s Death”; Robert Francis, “Catch”; Randall Jarrell, “The Death of the Ball Turret Gunner”; John Keats, “Ode on a Grecian Urn”; Andrew Marvell, “To His Coy Mistress”, Gwendolyn Brooks, “We Real Cool”;
3)	Imagery (Types: Tactile, Audio, Visual, tied image, free image, literal image, figurative image)	e.e. cummings, “l(a”; Alice Walker, “a woman is not a potted plant”; William Carlos Williams, “Poem”; Theodore Roethke, “Root Cellar”; Seamus Heaney, “The Pitchfork”; Hilda Doolittle, “Heat”;
4)	Imagery & , image clusters (Types: Tactile, Audio, Visual, tied image, free image, literal image, figurative image)	William Blake, “London”; Wilfred Owen, “Dulce et Decorum Est”; Carolyn Kizer, “Food for Love”; Ezra Pound, “In a Station of the Metro”;
5)	Figures of Speech: simile, metaphor, pun, hyperbole, conceit, allusion, paradox	Margaret Atwood, “you fit into me”; Emily Dickinson, “Presentiment”; Edmund Conti, “Pragmatist”; Sylvia Plath, “Metaphors”, “Mirror”; Can Yücel, “Zamparadox”
6)	Figures of Speech: personification, apostrophe, synecdoche, metonymy, alliteration, assonance, consonance, oxymoron	Dylan Thomas, “The Hand That Signed the Paper”; Walt Whitman, “A Noiseless Patient Spider”, “The Soul, reaching, throwing out for love”; John Donne, “A Valediction: Forbidding Mourning”;
7)	Irony (verbal, situational, dramatic, irony of fate, sarcasm, cynicism, innuendo, insinuation, satire)	William Blake, “The Sick Rose”, William Heyen, “Pterodactyl Rose”; Edwin Arlington Robinson, “Richard Cory”; Kenneth Fearing, “AD”; e.e. cummings, “next to of course god america i”; Stephen Crane, “A Man Said to the Universe”; Thomas Hardy, “The Man He Killed”
8)	Review
9)	Symbol and allegory	Edgar Allan Poe, “The Haunted Palace”; Robert Frost, “Acquainted with the Night”; William Blake, “The Chimney Sweeper”; “John Masefield, “Cargoes”;
10)	Listening to Poetry; Sounds (repetition, rhyme, implied image and allusion via sound/ eg. Alliteration, Assonance, Consonance, Sibilance and onomatopoeia )	Anonymous, “Scarborough Fair”; Emily Dickinson, “A Bird Came Down the Walk”; Sylvia Plath, “Mushrooms”; William Heyen, “The Trains”; Maxine Hong Kingston, “Restaurant”; Paul Humphrey, “Blow”; Robert Francis, “The Pitcher”; Helen Chasin, “The Word Plum”;
11)	Patterns of Rhythm; Meter, prosody, stress patterns, accentuation, masculine ending, feminine ending, end-stopped line, run-on-line, enjambment	William Wordsworth, “My Heart Leaps Up”; Timothy Steele, “Waiting for the Storm”; William Butler Yeats, “That the Night Come”; A. E. Housman, “When I was one-and-twenty”; William Blake, “The Lamb”, “The Tyger”; Theodore Roethke “My Papa’s Waltz”; Alfred Lord Tennyson, “Break, Break, Break”
12)	Poetic Forms (fixed form, free verse or open form, the Stanza, the couplet, terza rima, the Lyric, ballad, the villanelle, Prosaic poetry, the Sonnet, the sestina, limerick, epigram	A. E. Housman, “Loveliest of trees, the cherry now”; Robert Herrick, “Upon Julia’s Clothes”; William Shakespeare, “My mistress’ eyes are nothing like the sun”; Edna St. Vincent Millay, “I will put Chaos into fourteen lines”; P. B. Shelley, “Ozymandias”; John Donne, “Holy Sonnet”; Mark Jarman, “Unholy Sonnet”; Dylan Thomas, “Do not go gentle into that good night”; Julia Alvarez, “Woman’s Work”; Elizabeth Bishop, “Sestina”; Florence Cassen Mayers, “All American Sestina”; Samuel Taylor Coleridge, “What is an Epigram?”; “A. R. Ammons, “Coward”; Paul Laurence Dunbar, “Theology”; Laurence Perrine, “The limerick’s never averse”; Elizabeth Bishop, “One Art”
13)	Poetic Forms & types (the Haiku, Elegy, Ode, Picture poems, concrete poems, parody) & the Open Form, decriptive poems, narrative poems, reflective poems,	Haikular: Matsuo Basho like “Under cherry trees”; Etheridge Knight, Oruç Aruoba, Yelda Karataş, Ayşe Lahur Kırtunç & Yusuf Eradam; Diğer Şiirler: Seamus Heaney, “Mid-term Break”; Andrew Hudgins, “Elegy for My Father, Who Is Not Dead”; Percy Bysshe Shelley, “Ode to the West Wind”; Michael McFee, “In Medias Res”; Peter De Vries, “To His Importunate Mistress”; Walt Whitman, from “I Sing the Body Electric”; W.C. Williams, “The Red Wheelbarrow”; Denise Levertov, “Gathered at the River”; Tato Laviera, “AmeRícan”; Marilyn Nelson Waniek, “Emily Dickinson’s Defunct”; Miroslav Holub, “Fairy Tale”, “The Door”.
14)	Analysis of poems of students’ own choice	Poems from the Bedford anthology or from other sources
15)	Final
16)	Final Exam

Sources

Course Notes / Textbooks:	Çeşitli seçkilerden okuma listeleri, özellikle: The Bedford Introduction to Literature (pages: 670-924) ve teksirler. The Heath Anthology of American Literature, Vol. I & II. Lexington, Massachusetts: D.C. Heath & Co., 1990. Babette Deutsch, Poetry Handbook: A Dictionary of Terms, New York: Funk & Wangalis, 1962.
References:	The Reading List from various anthologies, namely: The Bedford Introduction to Literature (pages: 670-924) and handouts. The Heath Anthology of American Literature, Vol. I & II. Lexington, Massachusetts: D.C. Heath & Co., 1990. Babette Deutsch, Poetry Handbook: A Dictionary of Terms, New York: Funk & Wangalis, 1962.

Evaluation System

Semester Requirements	Number of Activities	Level of Contribution
Attendance	9	% 10
Quizzes	4	% 20
Midterms	1	% 30
Final	1	% 40
Total		% 100
PERCENTAGE OF SEMESTER WORK		% 60
PERCENTAGE OF FINAL WORK		% 40
Total		% 100

ECTS / Workload Table

Activities	Number of Activities	Duration (Hours)	Workload
Course Hours	14	3	42
Quizzes	4	4	16
Midterms	1	30	30
Final	1	30	30
Total Workload			118

Contribution of Learning Outcomes to Programme Outcomes

No Effect	1 Lowest	2 Low	3 Average	4 High	5 Highest

	Program Outcomes	Level of Contribution
1)	To learn and compare major sociology perspectives, both classical and contemporary, and apply all of them to analysis of social conditions.
2)	To be able to identify the basic methodological approaches in building sociological and anthropological knowledge at local and global levels
3)	To be able to use theoretical and applied knowledge acquired in the fields of statistics in social sciences.
4)	To have a basic knowledge of other disciplines (including psychology, history, political science, communication studies and literature) that can contribute to sociology and to be able to make use of this knowledge in analyzing sociological processes
5)	To have a knowledge and practice of scientific and ethical principles in collecting, interpreting and publishing sociological data also develop ability how to share this data with experts and lay people, using effective communication skills
6)	To develop competence in analyzing and publishing sociological knowledge by using computer software for quantitative and qualitative analysis; and develop an attitute for learning new techniques in these fields.
7)	To identify and to have a knowledge of the theories related to urban and rural sociology and demography, and political sociology, sociology of gender, sociology of body, visual sociology, sociology of work, sociology of religion, sociology of knowledge and sociology of crime.
8)	To have knowledge of how sociology is positioned as a scientific discipline from a philosophical and historical perspective
9)	To have the awareness of social issues in Turkish society, to develop critical perspective in analysing these issues and to have a knowledge of the works of Turkish sociologists and to be able to transfer this knowledge
10)	To have the awareness of social issues and global societal processes and to apply sociological analysis to development and social responsibility projects
11)	To have the ability to define a research question, design a research project and complete a written report for various fields of sociology, either as an individual or as a team member.
12)	To be able to transfer the knowledge gained in the areas of sociology to the level of secondary school.