| AMERICAN CULTURE AND LITERATURE | |||||
| Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 | ||
| Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
| GEP0704 | Trends in Literature | Fall | 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: | GE-Elective |
| Course Level: | Bachelor’s Degree (First Cycle) |
| Mode of Delivery: | Face to face |
| Course Coordinator : | Instructor KENAN SAYACI |
| Recommended Optional Program Components: | None |
| Course Objectives: | The overall goal of the course is to lead students to consider evil as an inevitable and a complementory part of literature. Apart from this, the course will try to give an analytical approach to the concept of evil, its history, how it manifests itself through the texts. It also aims to show the inner settings of literary texts and the role of evil in its structure. |
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The students who have succeeded in this course; - will be able to define the concept of evil as a philosophical and theological term and see the difference between in these conceptions. - will acquire reading strategies and analyzing methods in approaching evil in literary texts. - will be able to critically and analytically use the knowledge acquired in analyzing theories about evil. - will be able to keep the track of the evil characters in literary texts. - will be able to identify every single characteristics and difference of evil character by comparing him/her with the others analyzed in class. - will recognize the difference between western literatures and Turkish literature in representation of evil. - will be able to plan and conduct individually an analysis about evil and its representation in a given literary text. |
| The problem of evil. Evil in Judeo-Christian tradition and Islam. Evil in modern philosophy. How to approach evil in literature? Keeping track of the evil characters in literary texts. Evil and Poetry. |
| Week | Subject | Related Preparation |
| 1) | The problem of evil. | The nature of evil. Evil in western philosopy and its representations. The connection between evil and tragedy. |
| 2) | Evil in Judeo-Christian tradition. | Evil as the black side of creation. The Satan versus Jesus. |
| 3) | How to approach evil in literature? | Reading strategies, analyzing methods and approaching evil in literary texts. |
| 4) | Evil in modern philosophy. | Beyond Good and Evil by Nietzsche. |
| 5) | Keeping track of the evil characters in literary texts | Eroticism and evil: Nero and Caligula in Sade Satan in literature: (Faust by Goethe). |
| 6) | Keeping track of the evil characters in literary texts | Anti-hero in gothic literature: (Dr. Frankenstein by M. Shelley). The stories of Edgar Allen Poe. |
| 7) | Keeping track of the evil characters in literary texts | The Picture of Dorian Gray by Oscar Wilde. |
| 8) | Evil in the East and Islam | Good and Evil (Hayır ve Şer) in Koran. The difference between western and eastern traditions. The representations of evil in traditional literary texts and narratives. |
| 9) | Keeping track of the evil characters in literary texts | The rise of anti-hero in Turkish novel. The case of Suat in Huzur by A. H. Tanpınar. |
| 10) | Keeping track of the evil characters in literary texts | Kıskanmak by N. S. Örik. |
| 11) | Keeping track of the evil characters in literary texts | Kıskanmak by N. S. Örik. |
| 12) | Keeping track of the evil characters in literary texts | Evil in Turkish short story. Kötülük by S. İleri and Kağnı by Sabahattin Ali. |
| 13) | Evil and Poetry. | The represantations of evil in modernist and avangard poetry. İkinci Yeni and “kötücüllük”. Ece Ayhan and his poetry. |
| 14) | Evil and Poetry. | Eroticism and semi-evil. The poetry of Edip Cansever, Turgut Uyar and Cemal Süreya. |
| 15) | Final Exam | |
| 16) | Final Exam |
| Course Notes / Textbooks: | Ders öncesi öğrencilere verilecek ve dersle ilgili makaleleri içeren ders notları. Oscar Wilde, The Picture of Dorian Gray. J. W. von Goethe, Faust. Ahmet Hamdi Tanpınar, Huzur. Nahid Sırrı Örik, Kıskanmak. Selim İleri, Kötülük. |
| References: | Georges Bataille, Literature and Evil. Margaret Sönser Breen, Understanding Evil: An Interdisciplinary Approach. Alford, C. Fred, What Evil Means to Us. B. S. Markesinis, Good and evil in art and law: an extended essay. |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | 16 | % 10 |
| Quizzes | 2 | % 5 |
| Homework Assignments | 2 | % 5 |
| Midterms | 1 | % 30 |
| 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 | 8 | 5 | 40 |
| Homework Assignments | 2 | 1 | 2 |
| Quizzes | 2 | 1 | 2 |
| Midterms | 1 | 3 | 3 |
| Final | 1 | 4 | 4 |
| Total Workload | 93 | ||
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | Upon graduation, students will acquire key skills and attributes to conduct research to use research tools, to solve problems, to communicate effectively and to transfer skills to the workplace. | |
| 2) | Upon graduation, students will have developed the ability to discuss key issues in fluent English. | |
| 3) | Upon graduation, students will have developed the ability to compose written documents in English with a mature prose style. | |
| 4) | Upon graduation, students will have gained broad knowledge of the American and English literary canons. | |
| 5) | Upon graduation, students will have developed the ability to analyze, synthesize and criticize sophisticated works of American and English literature. | |
| 6) | Upon graduation, students will have achieved in depth the understanding of contemporary American culture. | |
| 7) | Upon graduation, students will have developed the ability to draw links among diverse literary texts and documents and establish critical connections and adopt an interdisciplinary attitude. | 2 |
| 8) | Upon graduation, students will be able to develop new projects individually or in teams. | |
| 9) | Upon graduation, students will be able to apply their knowledge into their lives for interdisciplinary problem-solving and solutions. | 3 |