| ENGLISH LANGUAGE TEACHING | |||||
| Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 | ||
| Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
| ELT1211 | Advanced Reading and Writing I | Fall | 4 | 0 | 4 | 8 |
| 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 : | Dr. Öğr. Üyesi PAUL BERNHARDT |
| Course Objectives: | This course is designed to develop students’ reading and writing skills to a level required for academic work at university. Students will learn and practice different reading and writing strategies and techniques across a range of textual genres. Students will study and practice reading comprehension, the writing process, and critical thinking. |
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The students who have succeeded in this course; 1. recognise and describe different textual genres 2. produce effective notes, using summary, paraphrase and quotation 3. select and employ appropriate reading strategies, including skimming and scanning 4. structure an essay 5. use critical thinking 6. interpret, evaluate and produce written responses to different texts 7. interpret images |
| W1 Introduction, course aims and requirements W2 Reading genre; everyday reading W3 Note-taking: summary, paraphrase, quotation; plagiarism; W4 Skimming/scanning; more challenging prose W5 Academic writing W6 Essay outline; coherence and cohesion. Persuasion W7 Critical thinking; reflective task W8 Mid-term examination W9 Critical thinking ; reflective task W10 Interpretation: Short story; responsive task W11 Interpretation: Short story; responsive task W12 Evaluative writing; movie reviews; evaluative task W13 Reading images; advertising; critical task W14 Review; final exam preparation |
| Week | Subject | Related Preparation | |
| 1) | |||
| 1) | |||
| 2) | Everyday reading - from Spears, Part Seven | ||
| 3) | Spears, Part Two; Baily, Part One | ||
| 4) | newspaper article, reference book; index; Spears, Part Three | ||
| 5) | ELT article(s); Baily, Part One | ||
| 6) | Baily, Parts One & Two; Spears, Part Five | ||
| 7) | Spears, Part Four; Baily, Part Two | ||
| 8) | |||
| 9) | Philosophy essay | ||
| 10) | Spears, part Six | ||
| 11) | Spears, Part Six | ||
| 12) | Movie reviews | ||
| 13) | Advertising | ||
| 14) | |||
| Course Notes: | D. Spears, Improving Reading Skills: Contemporary Readings for College Students, 7th edn. New York: McGraw-Hill, 2013; Stephen Bailey, Academic Writing: a Handbook for International Students, 4th edn. Oxford: Routledge, 2015. |
| References: |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | 14 | % 10 |
| Laboratory | % 0 | |
| Application | % 0 | |
| Field Work | % 0 | |
| Special Course Internship (Work Placement) | % 0 | |
| Quizzes | % 0 | |
| Homework Assignments | % 0 | |
| Presentation | % 0 | |
| Project | % 0 | |
| Seminar | % 0 | |
| Midterms | 1 | % 40 |
| Preliminary Jury | % 0 | |
| Final | 2 | % 50 |
| Paper Submission | % 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 | 0 | 0 | 0 |
| Special Course Internship (Work Placement) | 0 | 0 | 0 |
| Field Work | 0 | 0 | 0 |
| Study Hours Out of Class | 14 | 4 | 56 |
| Presentations / Seminar | 0 | 0 | 0 |
| Project | 0 | 0 | 0 |
| Homework Assignments | 14 | 3 | 42 |
| Quizzes | 0 | 0 | 0 |
| Preliminary Jury | 0 | 0 | 0 |
| Midterms | 1 | 11 | 11 |
| Paper Submission | 0 | 0 | 0 |
| Jury | 0 | 0 | 0 |
| Final | 2 | 14 | 28 |
| Total Workload | 193 | ||
| 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. | 3 |
| 2) | 2.Proficient in the phonology, semantics, grammar and the vocabulary of the language, use the language effectively. | 5 |
| 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. | 3 |
| 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. | 1 |
| 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. | 2 |
| 11) | 11. Take on responsibility in individual and group projects by working cooperatively and meeting the requirements | 5 |
| 12) | 12. Take into consideration professional and ethical rules and principles. | 5 |
| 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. | 3 |
| 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. | 2 |
| 16) | 16. utilize learning strategies and technology resources by evaluating their relevance to K-12 students’ interests, needs, individual differences, and developmental characteristics. |