| ARCHITECTURE | |||||
| Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 | ||
| Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
| GEP0704 | Trends in Literature | Fall | 3 | 0 | 3 | 4 |
| The course opens with the approval of the Department at the beginning of each semester |
| Language of instruction: | En |
| Type of course: | GE-Elective |
| Course Level: | Bachelor |
| Mode of Delivery: | E-Learning |
| Course Coordinator : | Assoc. Prof. HATİCE ÖVGÜ TÜZÜN |
| Course Objectives: | This course aims to develop skills in “reading” literary works and analyzing the subtexts of narratives. It also seeks to enhance students’ proficiency in analyzing and discussing novels. While focusing on strengthening students’ verbal and written communication skills, it provides an opportunity to examine novels as reflections of the cultures and historical periods to which they belong. Additionally, it encourages students to establish a personal connection with novels and to develop a subjective and critical perspective toward them. |
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The students who have succeeded in this course; Students will develop and demonstrate analytical and critical thinking skills through textual analysis and deep engagement with literary works. They will also gain familiarity with methods for discussing and evaluating novels as reflections of cultures and as multi-layered narratives shaped by their historical and social contexts. Furthermore, students will actively participate in collaborative discussions that move beyond the surface level of the narrative, fostering a deeper and more nuanced understanding of literature. |
| This course takes a selection of literary texts from the nineteenth, twentieth and twentyfirst centuries to explore various trends in literature that have gained widespread appeal across the globe. Through indepth analysis and discussion of literary works, students will explore a wide range of issues including literature as fantasy, feminism, politics and power, magical realism, mythological realism, utopian and dystopian fiction and postmodernity. Teaching Methods and Techniques Used in the Course include lectures, class discussion and individual study. |
| Week | Subject | Related Preparation | |
| 1) | Introduction to Class | none | |
| 2) | Alice in Wonderland by Lewis Carroll Introduction (Socio-cultural and Historical Context) | Come to class having read chapters 1-4 from Alice in Wonderland | |
| 3) | Maiden's Descent Underground, Symbolism and Metaphors, Curiosity and Exploration, Alienation and Estrangement, Absurdity and Nonsense | Come to class having read chapters 5-9 from Alice in Wonderland | |
| 4) | Identity and Transformation, Power and Authority. | Come to class having read chapters 10-12 from Alice in Wonderland | |
| 5) | Logic vs. Nonsense, Idenity and Growth, Dreamscape. | none | |
| 6) | Sociocultural and historical context, mythological realism, Greek mythology, feminism. | Come to class having read chapters 1-10 | |
| 7) | Hierarchy of power, portrayal of immortals, immortality vs. mortality, loneliness and isolation. | Come to class having read chapters 10-20 | |
| 8) | Midterm | Review weeks 1-8 | |
| 9) | Identity and self-discovery, magic, transformation and power, female agency and oppression, self-actualisation and growth. | Come to class having read chapters 20-27 | |
| 10) | Socio-cultural and historical context, warfare, politics and power. | Come to class having read the short story | |
| 11) | AI as an existential threat, forces of antagonism, human extinction. | none | |
| 12) | Socio-cultural and historial context, progress reports 1-10, intelligence and the desire for self-improvement, mental disability, innocence. | Come to class having read progress reports 1-10 | |
| 13) | progress reports 11-17, alienation and isolation, emotional struggles, ethical concerns in scientific research | Come to class having read progress reports 11-17 | |
| 14) | the burden of intelligence, tragic awareness, search for meaning | none | |
| Course Notes: | Alice in Wonderland by Lewis Carroll Circe by Madeline Miller I Have No Mouth, and I Must Scream by Harlan Ellison Flowers for Algernon by Daniel Keyes |
| References: | Terry Eagleton – How to Read Literature Northrop Frye – Anatomy of Criticism David Lodge – The Art of Fiction Harold Bloom - How to Read and Why |
| 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 | 1 | % 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 | 13 | 3 | 39 |
| 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 | 12 | 6 | 72 |
| Presentations / Seminar | 0 | 0 | 0 |
| Project | 0 | 0 | 0 |
| Homework Assignments | 0 | 0 | 0 |
| 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 | 115 | ||
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | Using the theoretical/conceptual and practical knowledge acquired for architectural design, design activities and research. | |
| 2) | Identifying, defining and effectively discussing aesthetic, functional and structural requirements for solving design problems using critical thinking methods. | 3 |
| 3) | Being aware of the diversity of social patterns and user needs, values and behavioral norms, which are important inputs in the formation of the built environment, at local, regional, national and international scales. | |
| 4) | Gaining knowledge and skills about architectural design methods that are focused on people and society, sensitive to natural and built environment in the field of architecture. | 3 |
| 5) | Gaining skills to understand the relationship between architecture and other disciplines, to be able to cooperate, to develop comprehensive projects; to take responsibility in independent studies and group work. | |
| 6) | Giving importance to the protection of natural and cultural values in the design of the built environment by being aware of the responsibilities in terms of human rights and social interests. | |
| 7) | Giving importance to sustainability in the solution of design problems and the use of natural and artificial resources by considering the social, cultural and environmental issues of architecture. | |
| 8) | Being able to convey and communicate all kinds of conceptual and practical thoughts related to the field of architecture by using written, verbal and visual media and information technologies. | 3 |
| 9) | Gaining the ability to understand and use technical information about building technology such as structural systems, building materials, building service systems, construction systems, life safety. | |
| 10) | Being aware of legal and ethical responsibilities in design and application processes. |