|
Week |
Subject |
Related Preparation |
| 1) |
COURSE OBJECTIVES, COURSE PROCESSING METHODS, LANGUAGE CULTURE |
Language is a communication system between living beings.
THE BIRTH OF LANGUAGE
The main views on the birth of language can be gathered under the following names:
• Onomatopoeia Theory,
• Exclamation Theory,
• Working Together Theory,
• Child Language Theory
• Body Language Theory.
Some Theories on the Birth of Language
LANGUAGE AND COMMUNICATION
Elements of Communication
LANGUAGE AND THOUGHT
LANGUAGE AND SOCIETY
LANGUAGE AND LITERATURE |
| 2) |
WRITING RULES |
Compound Words Written Separately
Writing of Reinforced Words
Writing of Supplementary Verbs
Writings Related to Verb Conjugation
Writing of ile
Writing of the Conjunction ki
Writing of the Conjunction da / de
Writing of the Question Suffix mı / mi / mu / mü
Writing of Reduplications
Writing of Quoted Words
Abbreviations
Writing of Foreign Proper Names
Writing of Idioms
Compound Words Written Adjacently
Places Where Capital Letters Are Used
Writing of Numbers |
| 3) |
PUNCTUATION |
Period
Comma
Semicolon
Colon
Epicolon
Question mark
Exclamation mark
Hyphen
Em dash
Slash
Quotation mark
Parenthesis
Apostrophe
Correction mark |
| 4) |
EXPRESSION DISORDERS |
USE OF UNNECESSARY WORDS
USE OF UNNECESSARY AUXILIARY VERBS
USE OF WORDS WITH INCORRECT MEANINGS
USE OF WORDS CONFUSED WITH EACH OTHER
USE OF WORDS IN THE WRONG PLACE
USE OF WORDS CONFLICTING IN MEANINGS
LOGICAL INCONSISTENCY
INCORRECT USE OF PROVERBS AND IDIOMS
PUNCTUATION ERRORS
FINALIZATION ERRORS
INCORRECT USE OF SUFFIXES
EXPRESSION DIFFICULTIES DUE TO LACK OF ELEMENTS
EXPRESSION DIFFICULTIES DUE TO LACK OF SUFFICIENT VERBS |
| 5) |
TURKISH CULTURE
|
• Türkçe Üzerine, Alev Alatlı
• Değişen Türkçemiz
Türkçe Sorunu, Murat Belge
|
| 6) |
TURKISH CULTURE
|
• Türkçenin Geleceği, Hayati DEVELİ
• Türkçenin Güncel Sorunları, Prof. Dr. Cahit KAVCAR
• Türkçenin Güncel Sorunları, Prof. Dr. Şükrü Haluk AKALIN
|
| 7) |
STORY CULTURE
|
• Pandomima, Sami Paşazade Sezai
• Ecir ve Sabır, Hüseyin Rahmi Gürpınar
• Ferhunde Kalfa, Halit Ziya Uşaklıgil
• Himmet Çocuk, Halide Edip Adıvar
• Hanende Melek, Sabahattin Ali |
| 8) |
MIDTERM WEEK |
|
| 9) |
• STORY CULTURE
|
• Lüzumsuz Adam, Sait Faik Abasıyanık
• Uyku, Orhan Kemal
• Parasız Yatılı, Füruzan |
| 10) |
STORY CULTURE
|
• Usta Beni Öldürsene, Bilge Karasu
• Beyaz Mantolu Adam, Oğuz Atay |
| 11) |
POETRY CULTURE
|
• Yunus Emre
• Hacı Bayram-ı Veli
• Pir Sultan Abdal
• Kaygusuz Abdal
• Karacaoğlan
• Dadaloğlu
• Âşık Veysel |
| 12) |
POETRY CULTURE
|
• Fuzûlî
• Bâkî
• Hayalî
• Nef’î
• Nedim
• Bercesteler |
| 13) |
POETRY CULTURE
|
• Ziya Paşa
• Namık Kemal
• Tevfik Fikret
• Ahmet Haşim
• Ziya Gökalp
• Mehmet Akif Ersoy
• Faruk Nafiz Çamlıbel
• Orhan Veli Kanık
• Neyzen Tevfik
• Cahit Sıtkı Tarancı |
| 14) |
POETRY CULTURE
|
• Nazım Hikmet
• Necip Fazıl Kısakürek
• Yahya Kemal Beyatlı
• Asaf Halet Çelebi
• Atilla İlhan
• Özdemir Asaf
• Cemal Süreya
• Turgut Uyar
• Edip Cansever
• Fazıl Hüsnü Dağlarca
• İlhan Berk
• Birhan Keskin |
| Course Notes: |
TLL 1003 dersi için İtslearning portalında yer alan yazılı, sözlü, görsel ve işitsel tüm belgelerdir. Bunlar, aynı zamanda dersin içeriğidir |
| References: |
Mehmet Kaplan, Dili ve Kültür, İstanbul: Dergah Yayınları, 2001.
Nihad Sami Banarlı, Türkçenin Sırları, İstanbul: L&M Yayıncılık, 2007.
Doğan Aksan, Türkçenin Gücü, İstanbul: Bilgi Yayınevi, 2001
Tanzimattan Günümüze Türk Öykü Antolojisi, Der. Yaşar Nabi Nayır, Enver Ercan, İstanbul: Varlık, 1994.
Çağdaş Türk Şiiri Antolojisi 1/2, Der. Mehmet Fuat, İstanbul: Adam, 1992.
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Program Outcomes |
Level of Contribution |
| 1) |
School counselors know and utilize appropriate assessment and evaluation methods in order to support the development of students and clients, to reveal their potential and provide services according the needs of the schools, differentiate different types of the assessment and know basic concepts of standardized and non-standardized measure. |
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| 2) |
School counselors have a principle of lifelong learning and development by supporting the well-being of an individual, and reflect this principles to all kinds of professional applications, personal life, philosophy of life, and the point of view of people. |
|
| 3) |
School counselors develop new skills by using technology and IT skills, and use technology to development and prepare a comprehensive school counseling programs,to review literature, to keep records, to do a research, and data analysis. |
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| 4) |
School counselors know developmental theories (cognitive, emotional, physical, moral and spiritual) and concepts in life cycle and deeply aware of the impact of psychosocial and cultural factors on human development, propose solutions about developmental crises. |
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| 5) |
School counselors know the concept of multiculturality and realize the cultural needs of special groups (religion, ethnicity, political position, socioeconomic status, language, sexual preference, age group, individuals with special needs), make for all individuals to access easily to the school counseling program, and respond with interventions that are appropriate to cultural needs. |
2 |
| 6) |
School counselors know the stages of change process withing the framework of counseling theories, exhibit effective counseling skills in determining proper purpose to the client and increasing their capacity to cope with life situations. |
1 |
| 7) |
School counselors committed to the rules of professional ethics and legal obligations, and acts accordingly, inform people about ethical dilemmas, and continue professional development and competence according the ethics. |
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| 8) |
School counselors design, implement and direct a comprehensive and developmental school counseling programs, and present group guidance and group counseling activities and individual counseling services. |
2 |
| 9) |
School counselors know strengths, limitations and personal characteristics of themselves in personal and professional fields, has the knowledge, skills and personal characteristic to be an effective professional staff, refresh professional knowledge continuously, take a supervision if it is necessary, provides support for the development of profession and advocate profession. |
2 |
| 10) |
School counselors develops, implements, and evaluates crisis intervention programs in schools in crisis situations such as natural disasters and suicide, takes place in the interdisciplinary disaster works and provide psychological first aid services. |
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| 11) |
School counselors prepare consultation activities about guidance, developmental needs, problems, programs and school activities to individuals, parents, teachers, administrators, develop programs for groups and reach information resources. |
2 |
| 12) |
School counselors know and apply research methods and statistical analysis; share research results with stakeholders and interpret them, benefit from the results of research while evaluating the program. |
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| 13) |
School counselors keep records related to their implementations, introduces reference institutions to the parents and school staffs and helps the stakeholders to get support from these institutions. |
1 |
| 14) |
School counselors recognize the current legal issues about special education, identify and directs individuals who need special education. |
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| 15) |
School counselors know education systems, learning approaches, factors that affect learning, develop critical thinking approach to the problems associated with education, include problem-oriented solutions in counseling program in order to improve students' development. |
1 |