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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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
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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 |
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Program Outcomes |
Level of Contribution |
1) |
They have a broad and interdisciplinary perspective on economics using other social sciences and mathematics. |
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2) |
They have knowledge and skill about different functions and interactions of economy. |
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3) |
They use different theoretical approaches to comprehend and solve various economic problems. |
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4) |
They are aware of the needs of society and use their knowledge of economics to meet these needs. |
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5) |
They have in-depth knowledge on the current issues of the Turkish economy and the global economy. |
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6) |
They have in-depth knowledge on the history of the Turkish economy and basic level knowledge on the history of the global economy. |
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7) |
Using various statistical techniques and numerical methods, they establish correct economic models and make analyzes by using statistical programs effectively. |
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8) |
They use a foreign language at least at the B1 General Level in terms of European Language Portfolio criteria according to the level of education. |
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9) |
They improve their skills of teamwork, negotiation, leadership and entrepreneurship. |
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10) |
They have universal ethical values, social responsibility awareness and adequate knowledge of business law. |
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11) |
Being able to develop positive attitudes with regards to lifelong learning, they identify their individual learning needs and carry out studies to fulfil them. |
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12) |
They express their ideas and solution proposals concerning their field both written and orally, and present and publish them on both national and international platforms. |
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13) |
They use information and communication technologies together with a computer software required by the field at least at advanced level of European Computer Driving License . |
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