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Week |
Subject |
Related Preparation |
1) |
History of Turkish literature |
Modernization in 19th century Ottoman society and the role of literature in this process. |
2) |
Approaching to a literary text |
Reading strategies, analyzing methods and approaching evil in literary texts. |
3) |
Modernist novel |
Tehlikeli Oyunlar by Oğuz Atay |
4) |
A Modern Allegory of East-West dichotomy |
Saatleri Ayarlama Enstitüsü by A. H. Tanpınar |
5) |
From modern to modernist narrative |
Modernist narrative and its techniques in Turkish literature. |
6) |
A Modern Allegory of East-West dichotomy |
Saatleri Ayarlama Enstitüsü by A. H. Tanpınar |
7) |
Modernist novel |
Tehlikeli Oyunlar by Oğuz Atay |
8) |
The Path to Nobel: Postmodern Novel in Turkish Literature |
Yeni Hayat by Orhan Pamuk |
9) |
The Path to Nobel: Postmodern Novel in Turkish Literature |
Yeni Hayat by Orhan Pamuk |
10) |
Political Novel in Turkish Literature |
Yeni Şehirde Bir Öğle Vakti by Sevgi Soysal |
11) |
Modern Short Story in Turkish |
Semaver and Dülger Balığının Ölümü by Sait Faik |
12) |
Modern Short Story in Turkish Literature |
Değirmen by Sabahattin Ali. |
13) |
Modern Short Story in Turkish Literature |
Cenk Hikayeleri by Murathan Mungan |
14) |
Modern Short Story in Turkish Literature |
Usta Beni Öldürsene by Bilge Karasu |
15) |
Final Exam |
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16) |
Final Exam |
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Course Notes: |
Ahmet Hamdi Tanpınar, Saatleri Ayarlama Enstitüsü, İstanbul: YKY, 2002.
Orhan Pamuk, Kara Kitap, İstanbul: İletişim, 2004.
Oğuz Atay, Tehlikeli Oyunlar, İstanbul: İletişim, 2001..
Sevgi Soysal,Yeni Şehirde Bir Öğle Vakti, İstanbul: İletişim, 2009. |
References: |
Berna Moran, Türk Romanına Eleştirel Bir Bakış, İstanbul: İletişim, 1997.
Rita Felski, Uses of Literature, NY: Wiley-Blackwell, 2008.
Orhan Pamuk, Saf ve Düşünceli Romancı, İstanbul: İletişim, 1997.
James Wood, Kurmaca Nasıl İşler [How Fiction Works], İstanbul: Ayrıntı Yayınları, 2010. |
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Program Outcomes |
Level of Contribution |
1) |
The student acquires theoretical and practical knowledge related to his field at a basic level. |
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2) |
The student owns information about moral discipline and ethical rules related to his field. |
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3) |
The student uses theoretical and practical knowledge related to his field at a basic level; basic fundamental computer programs and related technologies. |
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4) |
The student manages a duty independently by using the knowledge about his field at a basic level. |
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5) |
The student possesses the consciousness of wholelife learning. |
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6) |
The student evaluates the knowledge about his field at a basic level with a critical approach, he designates his learning needs and directs his learning. |
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7) |
The student is sensitive to and he monitors progress about the events related to his field of study and in the agenda of the society and the world. He informs relevant people and institutions by using his acquired basic knowledge and skills about these issues. |
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8) |
The student supports the social environment projects and activities with a sense of social responsibility. |
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9) |
The student monitors the information about his field and communicates with his colleagues by using a foreign language. |
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10) |
The student uses information and communication technologies with basic level of computer software which his field of study requires. |
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11) |
The student contributes to the stages of data collection, interpretation, implementation and announcing the results related to his field of study in accordance with social, scientific, cultural and ethical values. |
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12) |
The student complies with and contributes to quality management and processes. |
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13) |
The student has sufficient consciousness about individual and public health, environmental protection and work safety issues. |
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14) |
The student acts in accordance with laws, regulations, legislations and professional ethics related to individual duties, rights and responsibilities. |
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