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Week |
Subject |
Related Preparation |
1) |
Introduction
Discussion questions:
• Why study literary theory?
Basic Questions/Basic Terms
Basic literary terms and overview
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None |
2) |
Discussion on Plato and Aristotle
Literature & the Text – New Criticism and Formalism |
Tyson, “New Criticism,” 117-152
Literary Excursion: “I Felt a Funeral in My Brain” – Emily Dickenson or
"Stopping by Woods on a Snowy Evening" - Robert Frost (literature packet)
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3) |
Literature & Psychology - Psychoanalytic Criticism – Freud
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Tyson, “Psychoanalytic Criticism,” 13-45
Literary Excursion: “Once Upon a Time” – Nadine Gordimer (literature packet)
• Jacques Lacan (brief overview) |
4) |
Literature & Audience - Reader-Response Criticism |
Tyson, “Reader-Response Criticism” 153-191
Literary Excursion: "The Story of an Hour" - Kate Chopin
5 Stories of an Hour (video) |
5) |
Literature & Socioeconomics – Marxism
|
Tyson, “Marxist Criticism,” 49-78
Film Excursion: Excerpt from The Women - 1939 film directed by George Cukor
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6) |
Literature & Culture - New Historicism
|
Tyson, 277-311
Film Excursion: Excerpt from Where the Boys Are, 1960 |
7) |
Literature & Culture - Feminism
|
Tyson, “Feminist Criticism,” 81-113
"Little Red Riding Hood"
“Without Colors” - Cosmicomics
• "Sorties: Out and Out: Attacks/Ways Out/Forays" - Helene Cixous
•"The Company of Wolves" - Angela Carter |
8) |
Recap on Feminism |
Sorties: Out and Out: Attacks/Ways Out/Forays" - Helene Cixous
•"The Company of Wolves" - Angela Carter
|
9) |
Literature & Culture – Postcolonialism
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Tyson, 363-417
Movie Clip: The King and I
"Orientalizing the Oriental" - Edward Said |
10) |
Literature & Culture - American Multiculturalism
|
Tyson, 380-400 & 417
“The Dinosaurs” – Cosmicomics
Movie clip: White Man's Burden, 1995. |
11) |
Literature, Language & Its Structures of Meaning - Structuralism and Semiotics - |
Tyson, 197-237
Literary Excursion: “The Light-Years” – Cosmicomics |
12) |
Modernism & Postmodernism
|
"Postmodernism" (handout) |
13) |
Post-Structuralism & Deconstruction
|
Tyson, 241-274 |
14) |
Overview/Intersections/Review of Course |
Course pack |
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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. |
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2) |
2.Proficient in the phonology, semantics, grammar and the vocabulary of the language, use the language effectively. |
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3) |
3. Apply theories and research in language acquisition and development to provide optimal learning environments in English language teaching. |
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4) |
4. develop English language teaching materials according to the needs of the learners with a critical perspective. |
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5) |
5. Use appropriate software and technology resources for language teaching effectively in and out of classroom by locating and selecting them. |
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6) |
6. To improve students' reading, writing, listening and speaking skills, make use of various methods and techniques. |
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7) |
7. Design English language teaching curriculum and lesson plans. |
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8) |
8. Organize effective classrooms that promote English language learning. |
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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. |
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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. |
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11) |
11. Take on responsibility in individual and group projects by working cooperatively and meeting the requirements |
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12) |
12. Take into consideration professional and ethical rules and principles. |
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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. |
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14) |
14. Use reflective thinking and reflective teaching to examine his/her teaching skills and professional competencies. |
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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. |
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16) |
16. utilize learning strategies and technology resources by evaluating their relevance to K-12 students’ interests, needs, individual differences, and developmental characteristics. |
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