| PSYCHOLOGICAL COUNSELING AND GUIDANCE | |||||
| Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 | ||
| Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
| ENG1003 | Communications Skills and Academic Reporting I | Fall | 2 | 2 | 3 | 4 |
| The course opens with the approval of the Department at the beginning of each semester |
| Language of instruction: | En |
| Type of course: | Must Course |
| Course Level: | Bachelor |
| Mode of Delivery: | Face to face |
| Course Coordinator : | Instructor ELİF CANAN ONAT |
| Course Lecturer(s): |
Instructor IŞIL BURSALI Instructor SERKAN GÜLŞEN Instructor YALÇIN GÜDEN Instructor NİLGÜN KARA Instructor SEVTAP SIVIŞ Dr. Öğr. Üyesi AYŞEGÜL LİMAN KABAN Instructor ZEYNEP MUTLU CANSEVER Instructor ANIL GÜNAYDIN Instructor DUYGU CAN |
| Course Objectives: | 1. to demonstrate academic language learning strategies with examples 2. to transfer the fundamentals of Academic English 3. to illustrate academic language use with examples 4. to report results and comments in an academic style and format |
|
The students who have succeeded in this course; 1. to guess unknown vocabulary from context 2. to use complex sentence structures and academic phrases 3. to identify the audience, tone, and purpose in academic writing 4. to analyze coherence, cohesion, and unity in academic writing 5. to summarize 6. to paraphrase 7. to apply rules and conventions of academic writing 8. to write a piece of writing in academic language |
| EAP language skills based on the definition of CEFR B2 Level |
| Week | Subject | Related Preparation | |
| 1) | Introduction to the course requirements, syllabus, evaluation system and materials | Stated in the syllabus. | |
| 2) | 1. Expanding notes into sentences 2. Correcting and evaluating sentences 3. Writing simple and compound sentences 4. Writing compound sentences using coordinators Homework: Reading, listening, and vocabulary practice and graded tests in the e-learning platform | Stated in the syllabus. | |
| 3) | 1. Analysing paragraph structure 2. Recognizing cohesion in a paragraph 3. Cohesion (1): Pronouns and determiners Homework: Reading, listening, and vocabulary practice and graded tests in the e-learning platform | Stated in the syllabus. | |
| 4) | Writing topic sentences and concluding sentences Homework: Reading, listening, and vocabulary practice and graded tests in the e-learning platform | Stated in the syllabus. | |
| 5) | 1. Writing definitions using prepositional phrases 2. The structure of definitions (1): Noun + prepositional phrase Homework: Reading, listening, and vocabulary practice and graded tests in the e-learning platform | Stated in the syllabus. | |
| 6) | 1. Writing definitions using relative clauses 2. The structure of definitions (2): Noun + relative clauses Homework: Reading, listening, and vocabulary practice and graded tests in the e-learning platform | Stated in the syllabus. | |
| 7) | Writing a paragraph that includes definition Homework: Reading, listening, and vocabulary practice and graded tests in the e-learning platform | Stated in the syllabus. | |
| 8) | Revision and feedback Homework: Reading, listening, and vocabulary practice and graded tests in the e-learning platform | Stated in the syllabus. | |
| 9) | 1. Analysing, planning, and using notes to build up a paragraph 2. Cohesion (2): Using adverbials to introduce supporting information Homework: Reading, listening, and vocabulary practice and graded tests in e-learning platform | Stated in the syllabus. | |
| 10) | Writing a descriptive paragraph Homework: Reading, listening, and vocabulary practice and graded tests in the e-learning platform | Stated in the syllabus. | |
| 11) | Revision and feedback Homework: Reading, listening, and vocabulary practice and graded tests in the e-learning platform | Stated in the syllabus. | |
| 12) | 1. Analysing and using active note-taking strategies 2. Identifying and using summarizing words and phrases 3. Noun phrases (1): Summarizing ideas using key nouns and determiners 4. Noun phrases (2): Paraphrasing longer structures Homework: Reading, listening, and vocabulary practice and graded tests in the e-learning platform | Stated in the syllabus. | |
| 13) | Writing a summary of a short academic text Homework: Reading, listening, and vocabulary practice and graded tests in the e-learning platform | Stated in the syllabus. | |
| 14) | Revision and feedback Homework: Reading, listening, and vocabulary practice and graded tests in the e-learning platform | Stated in the syllabus. | |
| Course Notes: | Garnet Yayınlarından seçilmiş ve uyarlanmış kitap bölümleri, bölüm hocalarının hazırladığı materyaller, ve Internet kaynakları Compiled parts from the books of Garnet Publishing, prepared materials by the department instructors, and Internet sources |
| References: | English for Academic Study: Reading & Writing American Edition Course Book John Slaght, Paddy Harben, Anne Pallant A university preparation course published in collaboration with the University of Reading. Garnet Education ISBN: 9781859645550 |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | 0 | % 0 |
| Laboratory | 0 | % 0 |
| Application | 10 | % 25 |
| Field Work | 0 | % 0 |
| Special Course Internship (Work Placement) | 0 | % 0 |
| Quizzes | 0 | % 0 |
| Homework Assignments | 2 | % 0 |
| Presentation | 0 | % 0 |
| Project | 0 | % 0 |
| Seminar | 0 | % 0 |
| Midterms | 1 | % 25 |
| Preliminary Jury | 0 | % 0 |
| Final | 1 | % 50 |
| Paper Submission | 0 | % 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 | 14 | 4 | 56 |
| Laboratory | 0 | 0 | 0 |
| Application | 14 | 2 | 28 |
| Special Course Internship (Work Placement) | 0 | 0 | 0 |
| Field Work | 0 | 0 | 0 |
| Study Hours Out of Class | 0 | 0 | 0 |
| Presentations / Seminar | 0 | 0 | 0 |
| Project | 0 | 0 | 0 |
| Homework Assignments | 2 | 2 | 4 |
| 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 | 92 | ||
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | School counselors know and utilize appropriate assessment and evaluation methods in order to support the development of students and clients, to reveal their potential and provide services according the needs of the schools, differentiate different types of the assessment and know basic concepts of standardized and non-standardized measure. | 2 |
| 2) | School counselors have a principle of lifelong learning and development by supporting the well-being of an individual, and reflect this principles to all kinds of professional applications, personal life, philosophy of life, and the point of view of people. | 2 |
| 3) | School counselors develop new skills by using technology and IT skills, and use technology to development and prepare a comprehensive school counseling programs,to review literature, to keep records, to do a research, and data analysis. | 2 |
| 4) | School counselors know developmental theories (cognitive, emotional, physical, moral and spiritual) and concepts in life cycle and deeply aware of the impact of psychosocial and cultural factors on human development, propose solutions about developmental crises. | 2 |
| 5) | School counselors know the concept of multiculturality and realize the cultural needs of special groups (religion, ethnicity, political position, socioeconomic status, language, sexual preference, age group, individuals with special needs), make for all individuals to access easily to the school counseling program, and respond with interventions that are appropriate to cultural needs. | 4 |
| 6) | School counselors know the stages of change process withing the framework of counseling theories, exhibit effective counseling skills in determining proper purpose to the client and increasing their capacity to cope with life situations. | 2 |
| 7) | School counselors committed to the rules of professional ethics and legal obligations, and acts accordingly, inform people about ethical dilemmas, and continue professional development and competence according the ethics. | 2 |
| 8) | School counselors design, implement and direct a comprehensive and developmental school counseling programs, and present group guidance and group counseling activities and individual counseling services. | 2 |
| 9) | School counselors know strengths, limitations and personal characteristics of themselves in personal and professional fields, has the knowledge, skills and personal characteristic to be an effective professional staff, refresh professional knowledge continuously, take a supervision if it is necessary, provides support for the development of profession and advocate profession. | 2 |
| 10) | School counselors develops, implements, and evaluates crisis intervention programs in schools in crisis situations such as natural disasters and suicide, takes place in the interdisciplinary disaster works and provide psychological first aid services. | 2 |
| 11) | School counselors prepare consultation activities about guidance, developmental needs, problems, programs and school activities to individuals, parents, teachers, administrators, develop programs for groups and reach information resources. | 2 |
| 12) | School counselors know and apply research methods and statistical analysis; share research results with stakeholders and interpret them, benefit from the results of research while evaluating the program | 2 |
| 13) | School counselors keep records related to their implementations, introduces reference institutions to the parents and school staffs and helps the stakeholders to get support from these institutions. | 2 |
| 14) | School counselors recognize the current legal issues about special education, identify and directs individuals who need special education. | 2 |
| 15) | School counselors know education systems, learning approaches, factors that affect learning, develop critical thinking approach to the problems associated with education, include problem-oriented solutions in counseling program in order to improve students' development. | 2 |