| 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 |
| ELT1212 | Advanced Reading and Writing II | Spring | 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 build on skills and knowledge acquired in ELT 1211 Advanced Reading and Writing I. Students will learn and practice different reading and writing skills across a range of literary, figurative and academic texts. |
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The students who have succeeded in this course; 1. recognise and interpret denotation and connotation 2. recognise and interpret literal and figurative language use 3. understand allegory, irony and paradox 4. write interpretive commetary and critical discussion of figurative texts 5. use critical thinking 6. conduct basic research for academic study 7. employ extensive reading, using synthesis and analysis 8. produce a short literature review of academic research |
| W1 Introduction, course aims and requirements W2 Figurative language; denotation and connotation; figures of speech; poetry Writing: paraphrase/summary W3 Children’s literature: Allegory and irony; chapter commentary W4 Children’s literature: ; Allegory and paradox; chapter commentary W5 Political fable: Animal Farm; Allegory, irony and paradox; interpretation W6 Political fable: Animal Farm, Allegory, irony and paradox; critical discussion W7 Political fable: Animal Farm, critical discussion W8 Mid-term examination W9 Introduction to Literature review; models of reading; W10 Using sources; note-taking; summary; using quotation and paraphrase W11 Research: extensive reading; synthesis and analysis W12 Literature review, critical reading W13 Literature review: first draft W14 Literature review |
| Week | Subject | Related Preparation | |
| 1) | |||
| 1) | |||
| 2) | Denotation and connotation; figures of speech; poetry Writing: paraphrase/summary | ||
| 2) | Denotation and connotation; figures of speech; poetry Writing: paraphrase/summary | ||
| 3) | Antoine de Saint-Exupéry, The Little Prince, chapters 1-14 Allegory and irony Writing: chapter commentary | ||
| 3) | Antoine de Saint-Exupéry, The Little Prince, chapters 1-14 Allegory and irony Writing: chapter commentary | ||
| 4) | Antoine de Saint-Exupéry, The Little Prince, chapters 15-27 Allegory and paradox Writing: chapter commentary | ||
| 4) | Antoine de Saint-Exupéry, The Little Prince, chapters 15-27 Allegory and paradox Writing: chapter commentary | ||
| 5) | George Orwell, Animal Farm, chapters I-IV Allegory, irony and paradox Writing: interpretation | ||
| 5) | George Orwell, Animal Farm, chapters I-IV Allegory, irony and paradox Writing: interpretation | ||
| 6) | George Orwell, Animal Farm, chapters V-VII Allegory, irony and paradox Writing: critical discussion | ||
| 6) | George Orwell, Animal Farm, chapters V-VII Allegory, irony and paradox Writing: critical discussion | ||
| 7) | George Orwell, Animal Farm, chapters VIII-X Allegory, irony and paradox Writing: critical discussion | ||
| 7) | George Orwell, Animal Farm, chapters VIII-X Allegory, irony and paradox Writing: critical discussion | ||
| 8) | |||
| 8) | |||
| 9) | Bailey, 4.2 How reading works; models of reading; Grabe, 1.3-1.5 | ||
| 9) | Bailey, 4.2 How reading works; models of reading; Grabe, 1.3-1.5 | ||
| 10) | Bailey, 1.6-1.9 ELT article; note-taking; summary of article, using quotation and paraphrase | ||
| 10) | Bailey, 1.6-1.9 ELT article; note-taking; summary of article, using quotation and paraphrase | ||
| 11) | Synthesis and analysis; Bailey, 1.9 Researching ELT articles on a particular topic/subject | ||
| 11) | Synthesis and analysis; Bailey, 1.9 Researching ELT articles on a particular topic/subject | ||
| 12) | ELT article: critical summary; APA style and format | ||
| 12) | ELT article: critical summary; APA style and format | ||
| 13) | APA style and format | ||
| 13) | APA style and format | ||
| 14) | |||
| 14) | |||
| Course Notes: | William Grabe and Fredricka L. Stoller, Teaching and Researching Reading, 2nd edn. London and New York: Routledge, 2002; Jeremy Harmer, How to Teach Writing, Harlow, Essex: Pearson, 2004. 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 | % 20 |
| 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 | % 30 |
| 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. |