MATHEMATICS (TURKISH, PHD) | |||||
PhD | TR-NQF-HE: Level 8 | QF-EHEA: Third Cycle | EQF-LLL: Level 8 |
Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
ACL3006 | American Poetry II | Fall | 3 | 0 | 3 | 5 |
The course opens with the approval of the Department at the beginning of each semester |
Language of instruction: | En |
Type of course: | Departmental Elective |
Course Level: | |
Mode of Delivery: | Face to face |
Course Coordinator : | Dr. Öğr. Üyesi HATİCE ÖVGÜ TÜZÜN |
Course Objectives: | This course aims at giving the students a background to modernism with T. S. Eliot and Ezra Pound and others, and move to more experimental movements like imagism, confessional and Beat poetry and the Harlem Renaissance to analyze the poetry namely by Ezra Pound, T. S. Eliot, W.C. Williams, R. Frost, W. Stevens, M. Moore, e.e. cummings, Langston Hughes, E. Bishop, A. Rich, S. Plath, A. Sexton, A. Ginsberg, others up to the 1970s. |
The students who have succeeded in this course; 1. The students will do an extensive reading of the 20th Century-American poetry. 2. They will develop an insight about the highlights of modernism in American literature that influenced the whole world. 3. They will develop an insight about the significance of poetry of individual, universal and national topics. 4. They will learn about the major literary movements of the 20th Century USA, namely modernism, imagism, symbolism, post-war poetry, the lost generation, the Confessionals, the Beat Generation. 5. They will learn about the European influences in American poetry of the 20th century. 6. They will learn about the basic ideas shaping the poet’s imagination and the most important concepts. 7. They will develop the ability to analyze and discuss major issues of American Poetry in the 20th Century both orally in class and in their essays in exams. |
Reminding Emily Dickinson's anticipating modernism, a few examples from Naturalistic poetry before Modernism, like Stephen Crane, and with Edwin Arlington Robinson modernist poetry introduced and other canonized examples analyzed: T. S. Eliot, Robert Frost, Imagesm and Ezra Pound, William Carlos Williams followed by Wallace Stevens, Hart Crane, Marianne Moore & Theodore Roethke, e.e. cummings, Langston Hughes & Harlem Renaissance, Adrienne Rich, Confessional poetry and samples of The Beat Generation poetry. |
Week | Subject | Related Preparation | |
1) | Revision of the 19th Century poetry, especially of Whitman & Dickinson and Introduction to Modernism | Heath Anthology of American Literature, Vol II. | |
2) | Modernism & Naturalism: Stephen Crane & Edwin Arlington Robinson | Crane: In the Desert (from The Black Riders), ‘A Newspaper is a Collection of Half-Injustices’ (from War is Kind) Robinson: Richard Cory, Miniver Cheevy, Eros Turannos | |
3) | T.S. Eliot | The Waste Land, The Love Song of J. Alfred Prufrock, Gerontion, Journey of the Magi | |
4) | Robert Frost | Mending Wall, Out Out- , Design, The Road Not Taken, Fire & Ice, Stopping by Woods on a Snowy Evening, The Gift Outright | |
5) | Imagism & Ezra Pound | In a Station of the Metro, Portrait d’un Femme, The River Merchant’s Wife: A Letter, A Pact, The Rest, Cantos. | |
6) | William Carlos Williams | Poem, Spring and All, The Red Wheelbarrow, The Dance, This Is Just to Say, Death | |
7) | Wallace Stevens | Sunday Morning, Snowman, Emperor of Ice-Cream, Thirteen Ways of Looking at a Blackbird | |
8) | Review | ||
9) | Hart Crane | At Melville’s Tomb, Chaplinesque (Written after Charles Chaplin’s film The Kid , 1921); from Voyages No I, ; To Brooklyn Bridge. | |
10) | Marianne Moore & Theodore Roethke | Moore: Poetry, The Past is the Present, New York, A Grave, The Student, In Distrust of Merits Roethke: Root Cellar, My Papa’s Waltz, The Waking, I Knew a Woman | |
11) | e.e. cummings | l(a , she being Brand, next to of course god america i; thy fingers make early flowers of, in Just-, anyone lived in a pretty bow town, Buffalo Bill’s, my sweet old etcetera, since feeling is first, o sweet spontaneous, somewhere i have never travelled, gladly beyond; spring is a perhaps hand. | |
12) | Langston Hughes & Harlem Renaissance | Harlem, Same in Blues, Weary Blues, Theme for English B | |
13) | Adrienne Rich | Adrienne Rich: Diving into the Wreck, Living in Sin, Rape, Storm Warnings, Face to Face, A Valediction Forbidding Mourning (after John Donne’s poem). | |
14) | Confessional Poetry | John Berryman: Dream Songs 14, 29, 76, A Professor’s Song. Robert Lowell: Skunk Hour, To Speak of Woe That Is in Marriage, Mr. Edwards and the Spider, Eye and Tooth. Sylvia Plath: Daddy, Guardian, Elm, Mirror, Metaphors, Morning Song, Lady Lazarus, Ariel, Edge,Words. Anne Sexton: The Kiss, Lobster, You, Dr. Martin, All My Pretty Ones, Sylvia’s Death.) | |
15) | Final Exam | ||
16) | Final Exam |
Course Notes: | The Penguin Book of American Verse Heath Anthology of American Literature, Vol II |
References: | The Penguin Book of American Verse Heath Anthology of American Literature, Vol II |
Semester Requirements | Number of Activities | Level of Contribution |
Attendance | 9 | % 10 |
Laboratory | % 0 | |
Application | % 0 | |
Field Work | % 0 | |
Special Course Internship (Work Placement) | % 0 | |
Quizzes | 4 | % 10 |
Homework Assignments | % 0 | |
Presentation | % 0 | |
Project | % 0 | |
Seminar | 1 | % 10 |
Midterms | 1 | % 30 |
Preliminary Jury | % 0 | |
Final | 1 | % 40 |
Paper Submission | % 0 | |
Jury | % 0 | |
Bütünleme | % 0 | |
Total | % 100 | |
PERCENTAGE OF SEMESTER WORK | % 60 | |
PERCENTAGE OF FINAL WORK | % 40 | |
Total | % 100 |
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 | 0 | 0 | 0 |
Presentations / Seminar | 1 | 5 | 5 |
Project | 0 | 0 | 0 |
Homework Assignments | 1 | 5 | 5 |
Quizzes | 4 | 4 | 16 |
Preliminary Jury | 0 | ||
Midterms | 1 | 25 | 25 |
Paper Submission | 0 | ||
Jury | 0 | ||
Final | 1 | 30 | 30 |
Total Workload | 123 |
No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
Program Outcomes | Level of Contribution |