Digital Game Design (English)
Bachelor TR-NQF-HE: Level 6 QF-EHEA: First Cycle EQF-LLL: Level 6

Course Introduction and Application Information

Course Code: DIL504
Course Name: English for Academic Purposes 4
Semester: Spring
Course Credits:
ECTS
5
Language of instruction: English
Course Condition:
Does the Course Require Work Experience?: No
Type of course: University Elective
Course Level:
Bachelor TR-NQF-HE:6. Master`s Degree QF-EHEA:First Cycle EQF-LLL:6. Master`s Degree
Mode of Delivery: Face to face
Course Coordinator: Eğitim Danışmanı GÜLŞAH ERDAŞ
Course Lecturer(s): Eğitim Danışmanı GÜLŞAH ERDAŞ
Eğitim Danışmanı ERDEM AYDEMİR
Course Assistants:

Course Objective and Content

Course Objectives: Taking the academic program of the students into consideration, academic reading and writing exercises are carried out in order to improve students' reading and writing skills. It is aimed for students to be able to reach a level where they can do researches related to their own departments.
Course Content: Course content consists of activities aimed at improving the reading, writing, listening and speaking skills of the students.

Learning Outcomes

The students who have succeeded in this course;
1) Students learn the basic terminology of their departments
2) Students follow the latest developments about their departments.
3) Students do researches about their degree classes and prepare their homework
4) Students prepare various presentations and assignments related to their departments

Course Flow Plan

Week Subject Related Preparation
1) Scanning for Numbers Understanding key vocabulary Reading for main ideas Reading for detail Scanning to find information Scanning to predict content Working out meaning from context Making inferences Synthesizing Unlock Reading & Writing 2 Unit 1
2) Vocabulary to describe places Adjectives Countable and uncountable nouns Articles Quantifiers There is / There are Evaluating positives and negatives Capital letters and punctuation Writing descriptive sentences Describing the place where you live, writing about its positives and negatives Unlock Reading & Writing 2 Unit 1
3) Previewing a text Understanding key vocabulary Reading for main ideas Reading for detail Recognizing text type Scanning to predict content Synthesizing Unlock Reading & Writing 2 Unit 1
4) Vocabulary to describe festivals Prepositions of time and place Adverbs of frequency Objects and extra information Prepositional Phrases Identifying important information Organizing sentences into a paragraph Write a descriptive paragraph Describe a festival or special event Unlock Reading&Writing 2 Unit 2
5) Reading for main ideas Making inferences Understanding key vocabulary Scanning to predict content Reading for main ideas Reading for detail Using your knowledge Recognizing text type Synthesizing Unlock Reading&Writing 2 Unit 3
6) Vocabulary to describe the internet and technology Compound Nouns Giving opinions Connecting ideas: and, also, too and however Compound sentences Identifying appropriate answers Topic sentences Write a one-sided opinion paragraph Unlock Reading&Writing 2 Unit 3
7) Reading for detail Using your knowledge to predict content Understanding key vocabulary Reading for main ideas Recognizing text type Synthesizing Unlock Reading&Writing 2 Unit 4
8) Midterm Exam Week
9) Collocations with temperature Vocabulary to describe a graph Comparative and superlative adjectives Analyzing graphs Writing a compare and contrast paragraph using information from a graph Unlock Reading&Writing 2 Unit 4
10) Scanning to predict content Understanding key vocabulary Previewing Reading for main ideas Reading for detail Recognizing text type Understanding discourse Working out meaning from context Synthesizing Unlock Reading&Writing 2 Unit 5
11) Vocabulary to describe sports Prepositions of movement Subject and verb agreement Analyzing a diagram Ordering events in a process Removing unrelated information Writing a process paragraph Unlock Reading&Writing 2 Unit 5
12) Working out meaning from context Annotating a text Understanding key vocabulary Skimming Scanning to predict content Reading for main ideas Reading for detail Identifying audience Making inferences Synthesizing Unlock Reading&Writing 2 Unit 6
13) Business vocabulary The Present Simple and The Past Simple Time clauses with when to describe past events Organizing events in time order Adding details to main facts Writing a narrative paragraph Unlock Reading&Writing 2 Unit 6
14) Skimming Understanding key vocabulary Reading for main ideas Reading for detail Working out meaning from context Identifying audience Making inferences Synthesizing Adjectives to describe people Unlock Reading&Writing 2 Unit 7
15) Final Exam Week
16) Final Exam Week

Sources

Course Notes / Textbooks: Unlock Reading& Writing 2 (Cambridge Yayınları)
References: Öğrencilerin alanlarına yönelik gelişmeleri yakından takip edebilecekleri websiteleri, güncel makale ve araştırmalar.

Course - Program Learning Outcome Relationship

Course Learning Outcomes

1

2

3

4
Program Outcomes
1) Being able to write creatively, imagine, and produce original and inspired fictional scenarios, places, and universes. Being able to produce 2D and 3D visual designs and impressive auditory compositions. Being able to plan all these artistic practices around certain goals and with a focus on design. Being able to design the videogame design process itself.
2) Being able to think and produce creative content based on mathematical data. Being able to parametrically design. Being able to quantify art and design practices, such as creative writing, graphical, illustrative, spatial, and character design. Being able to ideate qualitatively and subjectively through quantitative and objective approaches.
3) Being able to work on projects by incorporating various fields of expertise and the content that originates from these fields. Being able to work as part of a team while embracing different ideas and skills. Being able to produce comprehensive and total videogame concepts. Being able to edit, exhibit, present, and defend works in portfolio and presentation formats.
4) Achieving critical thinking literacy on videogame history and theory. Being able to think through and produce academic texts about the philosophical, anthropological, political, and social manifestations of games. Being vigilant about the contemporary problematics of videogame epistemology. Displaying professionalism in accepting criticism.
5) Being informed about the historical accumulation and contemporary productions of the videogame culture and other cultural playgrounds from which videogame culture draws. Being able to tackle, process, and position both aesthetic and technical production and thinking methods as cultural activities.
6) Being knowledgeable about the past, aware of the present, and foresighted about the future potentials of the social and economic realities of videogames. Being able to handle professional relations, create correspondence, and manage production plans. Being a generalist, while also specializing in one or more areas of expertise.
7) Being able to research, filter data, and synthesize both within and outside videogame epistemology at every stage of production. Being able to conduct interdisciplinary research. Being able to create original ideas by remixing content from various sources. Learning to learn.
8) Understanding, learning, and using professional content authoring tools and technologies. Being able to design workflows in service of various production requirements. Being able to use technologies within the workflow besides the usual and intended purposes, and researching, discovering, and putting to use technologies for new purposes.

Course - Learning Outcome Relationship

No Effect 1 Lowest 2 Average 3 Highest
       
Program Outcomes Level of Contribution
1) Being able to write creatively, imagine, and produce original and inspired fictional scenarios, places, and universes. Being able to produce 2D and 3D visual designs and impressive auditory compositions. Being able to plan all these artistic practices around certain goals and with a focus on design. Being able to design the videogame design process itself.
2) Being able to think and produce creative content based on mathematical data. Being able to parametrically design. Being able to quantify art and design practices, such as creative writing, graphical, illustrative, spatial, and character design. Being able to ideate qualitatively and subjectively through quantitative and objective approaches.
3) Being able to work on projects by incorporating various fields of expertise and the content that originates from these fields. Being able to work as part of a team while embracing different ideas and skills. Being able to produce comprehensive and total videogame concepts. Being able to edit, exhibit, present, and defend works in portfolio and presentation formats.
4) Achieving critical thinking literacy on videogame history and theory. Being able to think through and produce academic texts about the philosophical, anthropological, political, and social manifestations of games. Being vigilant about the contemporary problematics of videogame epistemology. Displaying professionalism in accepting criticism.
5) Being informed about the historical accumulation and contemporary productions of the videogame culture and other cultural playgrounds from which videogame culture draws. Being able to tackle, process, and position both aesthetic and technical production and thinking methods as cultural activities.
6) Being knowledgeable about the past, aware of the present, and foresighted about the future potentials of the social and economic realities of videogames. Being able to handle professional relations, create correspondence, and manage production plans. Being a generalist, while also specializing in one or more areas of expertise.
7) Being able to research, filter data, and synthesize both within and outside videogame epistemology at every stage of production. Being able to conduct interdisciplinary research. Being able to create original ideas by remixing content from various sources. Learning to learn.
8) Understanding, learning, and using professional content authoring tools and technologies. Being able to design workflows in service of various production requirements. Being able to use technologies within the workflow besides the usual and intended purposes, and researching, discovering, and putting to use technologies for new purposes.

Assessment & Grading

Semester Requirements Number of Activities Level of Contribution
Attendance 10 % 10
Homework Assignments 1 % 10
Midterms 1 % 30
Final 1 % 50
total % 100
PERCENTAGE OF SEMESTER WORK % 50
PERCENTAGE OF FINAL WORK % 50
total % 100

Workload and ECTS Credit Calculation

Activities Number of Activities Preparation for the Activity Spent for the Activity Itself Completing the Activity Requirements Workload
Course Hours 14 0 4 56
Homework Assignments 10 0 7 70
Midterms 1 0 1 1
Final 1 0 1 1
Total Workload 128