ENGLISH LANGUAGE TEACHING
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
ELT2002 18th and 19th Century English Literature Fall 3 0 2 6
The course opens with the approval of the Department at the beginning of each semester

Basic information

Language of instruction: En
Type of course: Departmental Elective
Course Level: Bachelor
Mode of Delivery: Face to face
Course Coordinator : Dr. Öğr. Üyesi PAUL BERNHARDT
Course Objectives: Class participants identify and contextualize the principal characteristics of the major literary movements of 18th and 19th century English literature through reading and discussing representative texts. They also examine these movements’ relationship to those texts that preceded or were contemporaneous with them. A principle aim of this course includes the expansion of students’ breadth of understanding of written genres, which is reflected in the development of students’ written discourse.

Learning Outputs

The students who have succeeded in this course;
1. Identify literary works that play defining roles in the literary context from which they stem.

2. Discuss the themes of these works with reference to the movements that they represent.

3. Demonstrate mastery of some of the literary conventions on display in the selected texts.

4. Evaluate these texts’ legacy in today’s literary setting.

Course Content

ELT 2002 examines formative cultural and literary developments in chronological order, starting with works from the period between 1680 and 1830 and then proceeding to those produced between 1775 and 1910. The syllabus is divided into four periods: 1.) The Enlightenment and Restoration Literature, 2.) The Rise of the Novel, 3.) Romanticism, and 4.) The Victorian Period. Often referred to as the ‘long period’ for the vast number of literary movements and cultural changes that took place during these years, a study of the literary texts of this period allows students to be conversant about some key developments in the field of English literature.

Weekly Detailed Course Contents

Week Subject Related Preparation
1) Course Introduction; Overview of the 4 literary periods to be highlighted in the course
2) What is The Enlightenment?
3) The Concept of a Rational Universe The History Guide: Dr. Steven Kreis’s “Ecrasez l’infame!: The Triumph of Science and the Heavenly City of the 18th Century Philosophe” Lecture
4) Truth and Empirical Observation Washington State University: The European Enlightenment’s "Rene Descartes" (HTML) and “Blaise Pascal"
5) The Rise of the Modern Novel Washington State University’s “The Early American Novel” and CUNY-Brooklyn: Dr. Lilia Melani’s essay on “The Novel”
6) The Merging of Fact and Fiction in early 18th Century Writings Excerpts from Aphra Behn’s Oronoko and The Norton Anthology of English Literature’s "Slavery and the Slave Trade in Britain"
7) The Gothic Novel The Norton Anthology of English Literature’s “The Gothic: Overview”
8) Sentimentality and Sensibility: Key Themes, Tropes, and Styles Washington State University: Donna M. Campbell's “The Early American Novel”
9) Romanticism: Social and Economic Contexts The Norton Anthology of English Literature’s “Introduction” to The Romantic Period
10) Changes in Social Relations: The Industrial Revolution and the Emergence of the Bourgeoisie The History Guide: Dr. Steven Kreis’s “The Origins of the Industrial Revolution in England”
11) “The Spirit of the Age”: A Sense of Literary Renewal The Norton Anthology of English Literature’s "Summary of the Romantic Era”
12) The Victorian Period: Early Victorian Economic and Social Difficulties: Strikes, Chartist Demonstrations, and the Corn Laws “Victorian and Victorianism,” The Norton Anthology of English Literature’s “Introduction” to the Victorian Age
13) The Expansion of the Empire and British Missionaries The Norton Anthology of English Literature’s “Victorian Imperialism: Overview”
14) The Victorian Novel: Depictions of Victorian Society; Course Wrap-up Excerpts from Charlotte Bronte’s Jane Eyre , VictorianWeb’s Charlotte Bronte, and the articles on “Class Attitudes in The Westminster Review and Jane Eyre” and “The Position of Middle Class Women as Context from Bronte’s Jane Eyre”

Sources

Course Notes: Lawrence Lipking and Leslie Ritchie [Eds.] The Norton Anthology of English Literature: The Restoration and the 18th Century Jack Stillinger and M. H. Abrams [Eds.] The Norton Anthology of English Literature: The Romantic Period Arol T. Christ and Kelly Hurley [Eds.] The Norton Anthology of English Literature: The Victorian Age Excerpts from Morely, H. Spectator, Volume 1 The Internet Modern History Sourcebook
References: Anthology of English Literature: The Restoration and the 18th Century Jack Stillinger and M. H. Abrams [Eds.] The Norton Anthology of English Literature: The Romantic Period Arol T. Christ and Kelly Hurley [Eds.] The Norton Anthology of English Literature: The Victorian Age Excerpts from Morely, H. Spectator, Volume 1 The Internet Modern History Sourcebook

Evaluation System

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 5 % 20
Presentation 5 % 20
Project 7 % 25
Seminar % 0
Midterms % 0
Preliminary Jury % 0
Final 5 % 25
Paper Submission % 0
Jury % 0
Bütünleme % 0
Total % 100
PERCENTAGE OF SEMESTER WORK % 50
PERCENTAGE OF FINAL WORK % 50
Total % 100

ECTS / Workload Table

Activities Number of Activities Duration (Hours) Workload
Course Hours 14 3 42
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 4 12 48
Presentations / Seminar 1 4 4
Project 1 5 5
Homework Assignments 5 5 25
Quizzes 0 0 0
Preliminary Jury 0 0 0
Midterms 0 0 0
Paper Submission 4 6 24
Jury 0 0 0
Final 1 2 2
Total Workload 150

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) 1.Being able to describe the issues related with the scientific resources in the field of teaching, English language teaching and educational technologies within the national and international standards.
2) 2.Proficient in the phonology, semantics, grammar and the vocabulary of the language, use the language effectively.
3) 3. Apply theories and research in language acquisition and development to provide optimal learning environments in English language teaching.
4) 4. develop English language teaching materials according to the needs of the learners with a critical perspective.
5) 5. Use appropriate software and technology resources for language teaching effectively in and out of classroom by locating and selecting them.
6) 6. To improve students' reading, writing, listening and speaking skills, make use of various methods and techniques.
7) 7. Design English language teaching curriculum and lesson plans.
8) 8. Organize effective classrooms that promote English language learning.
9) 9. assess students’ knowledge using multiple measures and alternative assessment techniques in order to evaluate language knowledge and skills in an effective way by using and generating measurement and assessment instruments.
10) 10. Apply major concepts, principles, theories, and research related to the nature and role of culture and cultural groups to construct supportive learning environments and to promote inter-cultural effective communication and pragmatics skills.
11) 11. Take on responsibility in individual and group projects by working cooperatively and meeting the requirements
12) 12. Take into consideration professional and ethical rules and principles.
13) 13. Apply the pedagogical implications of the research in the field of English language teaching for his/her personal and professional development, by keeping up with the recent studies.
14) 14. Use reflective thinking and reflective teaching to examine his/her teaching skills and professional competencies.
15) 15. Transfer the knowledge and skills necessary for life-long learning to students by using metacognitive techniques with the knowledge of how to obtain information effectively.
16) 16. utilize learning strategies and technology resources by evaluating their relevance to K-12 students’ interests, needs, individual differences, and developmental characteristics.