| CHILD DEVELOPMENT (TURKISH) | |||||
| Associate | TR-NQF-HE: Level 5 | QF-EHEA: Short Cycle | EQF-LLL: Level 5 | ||
| Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
| GEP1704 | Trends in Literature | Fall | 3 | 0 | 3 | 4 |
| The course opens with the approval of the Department at the beginning of each semester |
| Language of instruction: | Tr |
| Type of course: | GE-Elective |
| Course Level: | Associate |
| Mode of Delivery: | Face to face |
| Course Coordinator : | Assoc. Prof. HATİCE ÖVGÜ TÜZÜN |
| Course Objectives: | This course aims to develop skills in “reading” literary works and analyzing the subtexts of narratives. It also seeks to enhance students’ proficiency in analyzing and discussing novels. While focusing on strengthening students’ verbal and written communication skills, it provides an opportunity to examine novels as reflections of the cultures and historical periods to which they belong. Additionally, it encourages students to establish a personal connection with novels and to develop a subjective and critical perspective toward them. |
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The students who have succeeded in this course; Students will develop and demonstrate analytical and critical thinking skills through textual analysis and deep engagement with literary works. They will also gain familiarity with methods for discussing and evaluating novels as reflections of cultures and as multi-layered narratives shaped by their historical and social contexts. Furthermore, students will actively participate in collaborative discussions that move beyond the surface level of the narrative, fostering a deeper and more nuanced understanding of literature. |
| This course takes a selection of novels from the nineteenth, twentieth and twentyfirst centuries to explore various trends in literature that have gained widespread appeal across the globe. Through indepth analysis and discussion of literary works, students will explore a wide range of issues including literature as fantasy, feminism, politics and power, magical realism, mythological realism, utopian and dystopian fiction and postmodernity. Teaching Methods and Techniques Uaed in the Course include lectures, class discussions, reading and individual study. |
| Week | Subject | Related Preparation | |
| 1) | Introduction to class | none | |
| 2) | Alice in Wonderland by Lewis Carroll Introduction (Socio-cultural and historical context) | Come to class having read chapters 1-4 | |
| 3) | Maiden's Descent Underground, Symbolism and Metaphors, Curiosity and Exploration, Alienation and Estrangement, Absurdity and Nonsense | Come to class having read chapters 5-9. | |
| 4) | Identity and Transformation, Power and Authority. | Come to class having read chapters 10-12. | |
| 5) | Logic vs. Nonsense, Idenity and Growth, Dreamscape. | none | |
| 6) | Socio-cultural and historical context, mythological realism, Greek mythology, feminism. | Come to class having read chapters 1-10 | |
| 7) | Hierarchy of power, portrayal of immortals, immortality vs. mortality, loneliness and isolation. | Come to class having read chapters 10-20 | |
| 8) | Midterm | Review weeks 1-8 for the midterm | |
| 9) | Identity and self-discovery, magic, transformation and power, female agency and oppression, self-actualisation and growth. | Come to class having read chapters 20-27 | |
| 10) | Socio-cultural and historical context, warfare, politics and power. | Come to class having read the short story | |
| 11) | AI as an existential threat, forces of antagonism, human extinction | none | |
| 12) | Socio-cultural and historial context, progress reports 1-10, intelligence and the desire for self-improvement, mental disability, innocence. | Come to class having read progress reports 1-10 | |
| 13) | progress reports 11-17, alienation and isolation, emotional struggles, ethical concerns in scientific research | Come to class having read progress reports 11-17 | |
| 14) | the burden of intelligence, tragic awareness, search for meaning | none | |
| Course Notes: | Alice in Wonderland by Lewis Carroll Circe by Madeline Miller I Have No Mouth, and I Must Scream by Harlan Ellison Flowers for Algernon by Daniel Keyes |
| References: | Terry Eagleton – How to Read Literature Northrop Frye – Anatomy of Criticism David Lodge – The Art of Fiction Harold Bloom - How to Read and Why |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | 14 | % 10 |
| Laboratory | % 0 | |
| Application | % 0 | |
| Field Work | % 0 | |
| Special Course Internship (Work Placement) | % 0 | |
| Quizzes | % 0 | |
| Homework Assignments | % 0 | |
| Presentation | % 0 | |
| Project | % 0 | |
| Seminar | % 0 | |
| Midterms | 1 | % 40 |
| Preliminary Jury | % 0 | |
| Final | 1 | % 50 |
| Paper Submission | % 0 | |
| Jury | % 0 | |
| Bütünleme | % 0 | |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 50 | |
| PERCENTAGE OF FINAL WORK | % 50 | |
| Total | % 100 | |
| Activities | Number of Activities | Duration (Hours) | Workload |
| Course Hours | 13 | 3 | 39 |
| Laboratory | 0 | 0 | 0 |
| Application | 0 | 0 | 0 |
| Special Course Internship (Work Placement) | 0 | 0 | 0 |
| Field Work | 0 | 0 | 0 |
| Study Hours Out of Class | 14 | 5 | 70 |
| Presentations / Seminar | 0 | 0 | 0 |
| Project | 0 | 0 | 0 |
| Homework Assignments | 0 | 0 | 0 |
| Quizzes | 0 | 0 | 0 |
| Preliminary Jury | 0 | 0 | 0 |
| Midterms | 1 | 2 | 2 |
| Paper Submission | 0 | 0 | 0 |
| Jury | 0 | 0 | 0 |
| Final | 1 | 2 | 2 |
| Total Workload | 113 | ||
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | To be able to fulfill the professional requirements of the profession in the field of child development and education and to have knowledge of ethical principles and rules | 1 |
| 2) | Paying attention to children about proper and good usage of Turkish language. | 1 |
| 3) | To be able to monitor the development of typically developing children and prepare activities that support their development. | 1 |
| 4) | To have knowledge and skills on communicating effectively with children and strengthening families' communication skills. | 1 |
| 5) | Apply and practice drama,play and music activities | 1 |
| 6) | Use of basic theoretical and practical knowledge, basic computer programs and related technologies in the field of Child Development | 1 |
| 7) | To be able to monitor the development of children with special needs, plan and implement activities to support their development | 1 |
| 8) | To have knowledge and training skills regarding safe and conscious media use of children and families | 1 |
| 9) | To plan and carry out all activities (Turkish, music, drama, art, games, movement, science, mathematics, trips, tool and material development) carried out in pre-school education institutions within a daily, weekly, monthly and annual flow | 1 |
| 10) | To have knowledge and practical skills regarding the branches of art (painting, literature, etc.) used to support children's development. | 1 |
| 11) | To have knowledge and skills in the field of child nutrition | 1 |
| 12) | To have knowledge and skills about child health and diseases and first aid intervention. | 1 |