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
ELT4006	American 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 MUSTAFA POLAT
Course Objectives:	1. Students will be able to describe the development of the short story from its beginnings in 19th century American Lit through Realism, Modernism, and Post-modernist influences. 2. Students will be able to recognize and analyze how the form develops through each author’s use and purpose in writing. 3. Students will be able to show knowledge of applicable literary terms, movements, conventions, styles, etc., and overall command of the text. 4. Students will be able to write a literary analysis. 5. Students will be able to interpret, evaluate, compare and contrast the texts in classroom discussions.

Learning Outputs

The students who have succeeded in this course;
1. to see how the form develops through each author’s use and purpose in writing.

2. to determine how the author approaches the form of the short story.

Course Content

This course is designed to look at the development of the short story from its beginnings in 19th century American Lit through Realism, Modernism, and Post-modernist influences in America and elsewhere.

Weekly Detailed Course Contents

	Week	Subject	Related Preparation
1)	1 Introduction
2)	Hawthorne “Young Goodman Brown” p.639-48; Poe “Fall of the House of Usher” and “The Philosophy of Composition” p.1264-77, 1659-60
3)	Hawthorne “The Birthmark” p.648-660; Poe “The Purloined Letter” p.1278-90
4)	Melville “Bartleby, the Scrivener” p.1085-1111
5)	Clemens (i.e. Twain) “The Notorious Jumping Frog of Calaveras County” and “The Invalid’s Story” p.300-9
6)	Tolstoy “The Death of Ivan Ilych” p.1452-91 9 Chopin “The Story of an Hour” p.297-9; Gilman “The Yellow Wallpaper” p.597-608
7)	Crane “The Open Boat” p.379-396 Cather “Paul’s Case” p.235-49
8)	Conrad “Heart of Darkness” p.310-333 Conrad “Heart of Darkness” p.333-70
9)	Midterm
10)	Joyce “The Dead” p.755-84; Woolf “Kew Gardens” 1603-8 Faulkner “A Rose for Emily” and “Barn Burning” p.520-7, 535-47
11)	Hemingway “Hills Like White Elephants” p.661-665 (extra credit for finding and reading “A Clean Well-Lighted Place”)
12)	Baldwin “Sonny’s Blues” p.37-59 and Hurston “The Conscience of the Court” p.682-92 Carver “Cathedral” p.206-216
13)	Bradbury “The Veldt” p.155-65; Le Guinn “The Ones Who Walk Away from Omelas” p.862-6 O’Connor “Good Country People” p.1212-26
14)	Walker “Everyday Use” p.1512-8; Kincaid “Girl” p.828-9 Garcia Marquez “The Handsomest Drowned Man in the World” p.585-9
15)	Danticat “A Wall of Fire Rising” p.417-28

Sources

Course Notes:	Bausch, Richard and R.V. Cassill ed., The Norton Anthology of Short Fiction 7th edition
References:	Bausch, Richard and R.V. Cassill ed., The Norton Anthology of Short Fiction 7th edition

Evaluation System

Semester Requirements	Number of Activities	Level of Contribution
Attendance	3	% 10
Laboratory	0	% 0
Application	0	% 0
Field Work	0	% 0
Special Course Internship (Work Placement)	0	% 0
Quizzes	0	% 0
Homework Assignments	2	% 30
Presentation	1	% 20
Project	0	% 0
Seminar	0	% 0
Midterms	0	% 0
Preliminary Jury	0	% 0
Final	1	% 40
Paper Submission	0	% 0
Jury		% 0
Bütünleme		% 0
Total		% 100
PERCENTAGE OF SEMESTER WORK		% 60
PERCENTAGE OF FINAL WORK		% 40
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)	4	12	48
Field Work	0	0	0
Study Hours Out of Class	0	0	0
Presentations / Seminar	0	0	0
Project	0	0	0
Homework Assignments	4	12	48
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			142

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.