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
ELT1104 Writing Skills II Fall 2 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: ELT1104 Writing Skills – II course aims at providing students with the writing and reading as integrally related skills essential to their successful undertaking of academic work at a university. Students will study and practice reading comprehension, the writing process, and critical thinking.

Learning Outputs

The students who have succeeded in this course;
By the end of this course students should be able to: 1. Use critical thinking to analyze texts they have read, 2. Use critical thinking to analyze their own writing, 3. Peer evaluate other students expository writing, 4. Evaluate their own expository writing, 5. Write summaries of texts they have read, 6. Write responses or reactions to texts they have read, 7. Write several types of expository essays: pros-cons, cause-effect, problem-solution, 8. Paraphrase, quote and summarize from other sources and incorporate them into their own writing, 9. Use APA style citation for paraphrasing and quotation in their own writing, 10. Improve their writing by approaching writing as a process, 11. Get familiar with process writing strategies.

Course Content

This course will equip students with basic writing skills, such as prewriting techniques, steps in writing, bases for revision and editing, and peer review. Students’ essay writing skills will be sharpened and they will be trained to write clearly, coherently, and cohesively. Strategies will be learned to improve reading and writing skills and a variety of activities will be completed to improve performance (extensive and intensive reading, variety of focused, developed, organized paragraphs and/or short essays). The course participants will be provided with a framework within which they will be able to apply their knowledge and skills to read, paraphrase, summarize and synthesize educational research using conventions of academic writing.

Weekly Detailed Course Contents

Week Subject Related Preparation
1) Course and syllabus overview  Introduction  Revision of First Term – I (Thesis Statement, Topic Sentences, Identifying author’s purpose and theme, Main Ideas and Supporting Details)
2) Revision of First Term – II (Paraphrasing, Summarizing, Essay Outline)
3) Unity and coherence
4)  Peer Feedback  Revision of First Term – III (Plagiarism – APA Citation)
5) Essay 1: Pros and Cons  Outlining and Organization  Essay 1 – First Draft Submission
6) Essay 1 – First Draft, Peer Feedback + Feedback from the instructor  Grammar and sentence structure in essays  Essay 1 – Second Draft Submission
7)  Essay 1 – Second Draft, Peer Feedback + Feedback from the instructor  Coherence: Dramatic entrance  Essay 1 – Final Draft Submission
8) Midterm
9)  Essay 2: The Cause-and-Effect Analysis  Outlining and Organization  Essay 2 – First Draft Submission
10) Essay 2 – First Draft, Peer Feedback + Feedback from the instructor  Coherence: Transitions and expressions for cause and effect  Essay 2 – Second Draft Submission
11) Essay 2 – Second Draft, Peer Feedback + Feedback from the instructor  Coherence: Organization of examples  Essay 2 – Final Draft Submission
12) Essay 3: Problem-Solution  Outlining and Organization  Essay 3 – First Draft Submission
13) Essay 3 – First Draft – Peer Feedback + Feedback from the instructor  Essay 3 – Second Draft Submission
14) Essay 3 – Second Draft – Peer Feedback + Feedback from the instructor  Wrap-up  Essay 3 – Final Draft Submissio

Sources

Course Notes:
References:

Evaluation System

Semester Requirements Number of Activities Level of Contribution
Attendance 14 % 0
Laboratory % 0
Application % 0
Field Work % 0
Special Course Internship (Work Placement) % 0
Quizzes % 0
Homework Assignments 11 % 50
Presentation % 0
Project % 0
Seminar % 0
Midterms 1 % 20
Preliminary Jury % 0
Final 1 % 30
Paper Submission % 0
Jury % 0
Bütünleme % 0
Total % 100
PERCENTAGE OF SEMESTER WORK % 70
PERCENTAGE OF FINAL WORK % 30
Total % 100

ECTS / Workload Table

Activities Number of Activities Duration (Hours) Workload
Course Hours 14 2 28
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 5 3 15
Presentations / Seminar 0 0 0
Project 0 0 0
Homework Assignments 6 4 24
Quizzes 0 0 0
Preliminary Jury 0 0 0
Midterms 1 3 3
Paper Submission 0 0 0
Jury 0 0 0
Final 1 5 5
Total Workload 75

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.