| CHILD DEVELOPMENT (TURKISH) | |||||
| Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 | ||
| Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
| GEP0702 | Critical Thinking and Literary Criticism | Spring | 3 | 0 | 3 | 4 |
| 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: | GE-Elective |
| Course Level: | Bachelor’s Degree (First Cycle) |
| Mode of Delivery: | Face to face |
| Course Coordinator : | Dr. BURCU ALARSLAN ULUDAŞ |
| Course Lecturer(s): |
Assoc. Prof. GÖKSEL AYMAZ |
| Recommended Optional Program Components: | None |
| Course Objectives: | This course is a survey of major critical approaches, from Aristotle's Poetics to Romanticism. It aims to familiarize students with some of the main themes and currents of literary theory by dealing with the questions as what is literature, how is it produced, how can it be understood, and what is its purpose? |
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The students who have succeeded in this course; • understanding of major critical approaches; • knowledge of selected prominent critics and their works; • some of the skills necessary for critical thinking and literary criticism. • to demonstrate an understanding of the importance of the literature and the role of criticism in deciphering cultural production and social change; • to demonstrate knowledge of the terminology related to literary criticism; • to demonstrate oral presentation skills as they relate to literary and cultural studies; • to demonstrate skills to integrate and compare the knowledge from this course with other culture courses • to recognize the value of multiple perspectives and develop competence in giving and receiving constructive criticism; • to identify and decipher the aesthetic, political, and cultural importance of literature. |
| Literary Criticim and Classical Antiquity Medieval Literary Criticism Literary Criticism in the Renaissance Period Literary Criticism in the 17th and 18th centuries End of the Classical Tradition Romanticism(s) |
| Week | Subject | Related Preparation |
| 1) | Giriş | |
| 2) | On critical thinking and literary criticism | |
| 3) | Literary Criticism and Classical Antiquity | Plato (excerpts from Republic Book II, III & X; Ion) Aristotle (Poetics) |
| 4) | Literary Criticim and Classical Antiquity | Horace (excerpts from Ars Poetica) Longinus (excerpts from “On The Sublime”) |
| 5) | Medieval Literary Criticism | St. Augustine (excerpts from On Christian Doctrine) Aquinas, (excerpts from The Nature and Domain of Sacred Doctrine) |
| 6) | Medieval Literary Criticism | Dante (excerpts from “Letter to Can Grande Della Scala”) Boccaccio (excerpts from Life of Dante, Genealogy of the Gentile Gods) |
| 7) | Literary Criticism in the Renaissance Period | Sir Philip Sidney (excerpts from “An Apology for Poetry”) Francis Bacon (excerpts from The Advancement of Learning) |
| 8) | Literary Criticism in the 17th and 18th centuries | John Dryden (excerpts from Essay on Dramatic Poesy) Jonathan Swift (excerpts from The Battle of the Books) |
| 9) | Literary Criticism in the 17th and 18th centuries | Alexander Pope (excerpts from An Essay on Criticism) |
| 10) | End of the Classical Tradition | Samuel Johnson (excerpts from “Preface to Shakespeare”) |
| 11) | Romanticism(s) | Criticism:The Major Texts, “Introduction” (Romanticism and After) |
| 12) | Romanticism(s) | Kant (excerpts from Critique of Judgement) Schelling (excerpts On the Relation of the Plastic Arts to Nature) |
| 13) | Romanticism(s) | William Wordsworth (excerpts from “Preface to Lyrical Ballads”) Samuel Taylor Coleridge (excerpts from Biographia Literaria) |
| 14) | Concluding Remarks & General Review |
| Course Notes / Textbooks: | T. S. Dorsch, Classical Literary Criticism, London: Penguin Books, 1969. M. H. Abrams, The Mirror and the Lamp, New York: Oxford Univ. Press, 1953. Berna Moran, Edebiyat Kuramları ve Eleştiri, İstanbul: İletişim Yayınları, 1999. The Norton Anthology of Theory and Criticism, ed.Vincent B. Leitch, New York: Norton, 2001 |
| References: |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | 14 | % 10 |
| Midterms | 1 | % 40 |
| Final | 1 | % 50 |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 50 | |
| PERCENTAGE OF FINAL WORK | % 50 | |
| Total | % 100 | |
| Activities | Number of Activities | Duration (Hours) | Workload |
| Course Hours | 14 | 3 | 42 |
| Study Hours Out of Class | 14 | 2 | 28 |
| Midterms | 1 | 10 | 10 |
| Final | 1 | 20 | 20 |
| Total Workload | 100 | ||
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | To gain both theoretical and practical knowledge about physical, cognitive, social-emotional aspects of child development. | 5 |
| 2) | To display actions in professional practice based on ethical principles and values. | 5 |
| 3) | To adopt the principle of lifelong learning, using efficient ways for accessing information. | 5 |
| 4) | To know the stages of child development and to be able to use models / theories efficiently for supporting children's cognitive, affective and psycho-motor development. | 5 |
| 5) | To plan, implement and evaluate professional projects, research and events with a sense of social responsibility, | 5 |
| 6) | To be able to use effective communication methods in counseling and child and family-based guidance. | 5 |
| 7) | To be sensitive to the child and family-related issues taking into account the child's stages of development, and to implement strategies for personal development of child and education methods which are vital for leading effective and productive life. | 5 |
| 8) | To use the education and communication materials according to the child development stage, and to create proper educational environment. | 5 |
| 9) | To take responsibilities in the field of child development and education using interdisciplinary approach, and to use information technologies, and to engage in projects and activities. | 5 |
| 10) | To use health information technologies for research in the field of child development. | 4 |
| 11) | To be able to monitor occupational information using at least one foreign language, to collaborate and communicate with colleagues at international level. | 5 |
| 12) | To become a good example for colleagues and society, and represent efficiently the professional identity using advanced knowledge about child development. | 5 |