| Architecture (English) | |||||
| Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 | ||
| Course Code: | UNI270 | ||||
| Course Name: | Introduction to English Literature | ||||
| Semester: | Spring | ||||
| Course Credits: |
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| Language of instruction: | English | ||||
| Course Condition: | |||||
| Does the Course Require Work Experience?: | No | ||||
| Type of course: | University Elective | ||||
| Course Level: |
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| Mode of Delivery: | E-Learning | ||||
| Course Coordinator: | Dr. Öğr. Üy. HATİCE YURTTAŞ | ||||
| Course Lecturer(s): |
Dr. Öğr. Üy. HATİCE YURTTAŞ |
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| Course Assistants: |
| Course Objectives: | This course focuses on prose fiction as a main literary genre in the contemporary world. The course addresses the elements of prose fiction such as plot, character, setting, and point of view through a selection of short stories of various sub-genres. |
| Course Content: | This course examines the concept of genre in order to introduce some of the thematic structures and critical perspectives that underpin English literary studies. The course mainly focuses on the structure and components of prose fiction- mainly on short story and dicusses the elements of prose fiction such as plot, character, setting, symbol, allegory, point of view, and theme. The lecturers will explore a range of texts to illustrate particular formal and stylistic qualities, and to question the relationship between literary genre and social, historical, or cultural context. The course will also revise writing research paper and documentation (APA). It introduces some key critics and theorists of genre and reflect on the role of criticism in the formation of literary canons and traditions. |
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The students who have succeeded in this course;
1) To develop awareness of the critical frameworks and categories relevant to the study of short story. 2) To locate specific literary genres in historical and cultural context 3) To acquire a critical vocabulary relevant to the discussion of prose fiction 4) To gain interpretative skills in reading a selection of illustrative texts- short stories from different periods in literary history 5) To write essays using a documentation style (APA) |
| Week | Subject | Related Preparation |
| 1) | Meet & Greet Introduction of the syllabus What is literature? What is fiction? Genres and Subgenres | The Norton introduction to literature, pp. 1-9. “The elephant in the village of the blind” pp. 13-14. |
| 2) | Writing about literature: Writing an essay and documentation | Norton, pp. 12-19; 29-51 Linda Brewer’s “20/20” pp. 16-17 |
| 3) | Writing about literature: Writing a response paper and documentation (APA and MLA) | Raymond Carver’s “Cathedral” pp. 32-42 |
| 4) | Writing a response paper and documentation | Perrine’s literature, ss. 38-43 The Norton introduction pp. 1885- 1970 |
| 5) | Writing a response paper and documentation | Nadine Gordimer,“Once upon a time”, ss 234- 239 Perrine’s Literature, pp. 234- 239 |
| 6) | Forms and elements of short story: Plot: A Family Supper | Perrine’s literature, pp. 97- 104; 133- 141 Norton, pp. 85-145 |
| 7) | Characterization | Perrine’s literature: Katherine Mansfield, “Miss Brill” pp. 155- 159 |
| 8) | Point of view | Norton: Edgar Allan Poe “The Cask Amontillado” pp. 178- 184 Perrine’s Literature Chapter 5 Midterm assignment deadline |
| 9) | Theme | Gabriel Garcia Marquez, “A Very Old Man with Enormous Wings: A Tale for Children,” Norton Chapter 5 Perrine’s Literature Chapter 4 |
| 10) | Setting | Anton Chekhov, “The Lady with the Dog” Norton Chapter 4 |
| 11) | Symbol | Perrine’s literature: Charlotte Perkins Gilman, “The Yellow Wallpaper” pp. 310-323 Norton Chapter 5 |
| 12) | Symbol and fantasy | Nathaniel Howthorne, The Birthmark, Perrine’s Literature p. 415. |
| 13) | Tone | D. H. Lawrence’s The Rocking-Horse Winner Perrine’s Literature p. 297 |
| 14) | Revision Deadline for the final assignment |
| Course Notes / Textbooks: | Mays. K.J. (2017). The Norton introduction to literature. New York: W.W. Norton & Company (ss. 1-466) Johnson, G and Thomas R. Arp (2018). Perrine’s literature: structure, sound and sense. Boston: Cengage Learning (ss. 1-387) |
| References: | Robert, Edgars V &Robert Zweig. Literature: An Introduction to Reading and Writing. Longman. Klarer M. (1999). An introduction to literary studies. London: Routledge. |
| Course Learning Outcomes | 1 |
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| Program Outcomes | |||||||||||||||
| 1) She/he gains knowledge of and develops values on technical, aesthetic, cultural, historical, social and ethical dimensions of architecture with a scientific and critical approach. | |||||||||||||||
| 2) She/he integrates architectural practice with environmental, economic and social sustainability principles. | |||||||||||||||
| 3) She/he has the knowledge and ability to provide and implement interactions between urban planning, urban design and architectural projects. | |||||||||||||||
| 4) Gains the ability to identify architectural potentials and problems based on data collection, analysis, interpretation and critical thinking, in order to cultivate concepts and determine strategies for action. | |||||||||||||||
| 5) She/he is able to interrelate theory, design and construction practices. | |||||||||||||||
| 6) She/he will be able to produce architectural design, presentation, implementation, management and supervision stages both independently and collectively for different contexts and scales and through a responsive approach to social, functional, technical and aesthetic requirements. | |||||||||||||||
| 7) In addition to traditional methods, she/he interactively uses the emerging information technologies required by the field. | |||||||||||||||
| 8) To analyze and document the historical and conservation characteristics of the built environment; taking into account of the balance between protection and use, she/he has the ability and necessary knowledge in renovation and restoration issues. | |||||||||||||||
| 9) She / he gains the ability to cooperate with different disciplines on the conception and design of the built environment, as an individual and/or as a team member. | |||||||||||||||
| 10) Has knowledge on and comprehension of professional ethics and codes of conduct, legal and managerial regulations, standards, rights and responsibilities and processes in the field of architecture. | |||||||||||||||
| 11) Can produce design, know-how and knowledge for the improvement of different and changing social needs, and for the enhancement of life quality. | |||||||||||||||
| 12) She/he has the knowledge and responsibility to design solidly built structures and takes into account of the risks of natural disaster. | |||||||||||||||
| 13) She/he monitors new developments in architectural theory and practice and is open to lifelong learning. | |||||||||||||||
| 14) She/he takes responsibility for the improvement of social consciousness in the field of architecture, and for the endorsement and defense of ecological and urban rights. | |||||||||||||||
| 15) Has architectural communication skills in a foreign language. | |||||||||||||||
| No Effect | 1 Lowest | 2 Average | 3 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | She/he gains knowledge of and develops values on technical, aesthetic, cultural, historical, social and ethical dimensions of architecture with a scientific and critical approach. | |
| 2) | She/he integrates architectural practice with environmental, economic and social sustainability principles. | |
| 3) | She/he has the knowledge and ability to provide and implement interactions between urban planning, urban design and architectural projects. | |
| 4) | Gains the ability to identify architectural potentials and problems based on data collection, analysis, interpretation and critical thinking, in order to cultivate concepts and determine strategies for action. | |
| 5) | She/he is able to interrelate theory, design and construction practices. | |
| 6) | She/he will be able to produce architectural design, presentation, implementation, management and supervision stages both independently and collectively for different contexts and scales and through a responsive approach to social, functional, technical and aesthetic requirements. | |
| 7) | In addition to traditional methods, she/he interactively uses the emerging information technologies required by the field. | |
| 8) | To analyze and document the historical and conservation characteristics of the built environment; taking into account of the balance between protection and use, she/he has the ability and necessary knowledge in renovation and restoration issues. | |
| 9) | She / he gains the ability to cooperate with different disciplines on the conception and design of the built environment, as an individual and/or as a team member. | |
| 10) | Has knowledge on and comprehension of professional ethics and codes of conduct, legal and managerial regulations, standards, rights and responsibilities and processes in the field of architecture. | |
| 11) | Can produce design, know-how and knowledge for the improvement of different and changing social needs, and for the enhancement of life quality. | |
| 12) | She/he has the knowledge and responsibility to design solidly built structures and takes into account of the risks of natural disaster. | |
| 13) | She/he monitors new developments in architectural theory and practice and is open to lifelong learning. | |
| 14) | She/he takes responsibility for the improvement of social consciousness in the field of architecture, and for the endorsement and defense of ecological and urban rights. | |
| 15) | Has architectural communication skills in a foreign language. |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | 1 | % 20 |
| Midterms | 1 | % 30 |
| Final | 1 | % 50 |
| total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 50 | |
| PERCENTAGE OF FINAL WORK | % 50 | |
| total | % 100 | |