| English Translation and Interpretation | |||||
| Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 | ||
| Course Code: | ELL023 | ||||
| Course Name: | Mythology | ||||
| Semester: | Spring | ||||
| Course Credits: |
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| Language of instruction: | English | ||||
| Course Condition: | |||||
| Does the Course Require Work Experience?: | No | ||||
| Type of course: | Departmental Elective | ||||
| Course Level: |
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| Mode of Delivery: | Face to face | ||||
| Course Coordinator: | Dr. Öğr. Üy. HATİCE YURTTAŞ | ||||
| Course Lecturer(s): | |||||
| Course Assistants: |
| Course Objectives: | This course aims to develop students’ understanding of the presentation, content, context and interpretation of some of the major Greek and Roman myths. It will 1. offer context for Greek and Roman myths by introducing students to the history and culture of the ancient world 2. familiarize students with the Greek and Roman gods and goddesses, monsters and magical beasts 3. familiarize students with recurring themes in mythology 4. introduce students to Homer’s Iliad and Odyssey 5. introduce students to Greek tragedies 6. introduce students to Roman retellings of Greek myths 7. offer students the opportunity to develop their skills of observation, critical thinking and analysis in relation to written texts 8. help students develop their writing skills |
| Course Content: | Basic knowledge of ancient Greek and Roman mythology, detailed information about their stories and characters, mythology and literature. |
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The students who have succeeded in this course;
1) To be able to recognize the basic elements of Ancient Greek and Roman mythology. 2) To be able to read literary works in mythological framework. 3) To be able to recognize important events, characters and stories of ancient Greek and Roman mythology. 4) To be able to analyze mythological concepts by using new psychological and sociological theories. 5) To be able to sort the authors (Homer, Sophocles, Aristophanes etc.) and their works together with their characteristics. |
| Week | Subject | Related Preparation |
| 1) | Introduction What is “myth”? Definition and features. Myth transmission. Introduction to the Greek gods and goddesses. | |
| 2) | Background and context An overview of the art and history of the Ancient Aegean, from the Bronze Age to the late Hellenistic period, including the Geometric, Archaic, Early Classical, High Classical, Late Classical, Hellenistic and Late Hellenistic periods. | |
| 3) | 1. Theories of Myth from ancient and “modern” times 2. Becoming a Hero: Odyssey I We begin Homer’s Odyssey. This core text exhibits the complex interactions of gods and provides a laboratory where we can test different theoretical approaches to myth. This week we focus on the youth Telemachus as he comes of age and his father Odysseus as he journeys homeward after the Trojan War. | Readings: Homer, Odyssey, books 1-8 |
| 4) | (Mis)Adventures: Odyssey II We follow Odysseus, “man of twists and turns,” over sea and land. The hero’s journey is fraught with perils, temptations and tests of will that summon all his fortitude and cunning. This part of the Odyssey features monsters, sorceresses and other magical creatures and we follow Odysseus to the Underworld, where he meets departed comrades and relatives. | Readings: Homer, Odyssey, books 9-16 |
| 5) | Identity and Signs: Odyssey III As he approaches Ithaca, a disguised Odysseus needs all his resources to regain his kingdom and his place within his family. Homer’s theme now is recognition and reunion as Odysseus carefully begins to reveal his identity to various members of his household—his servants, his dog, his son, and finally, his wife Penelope—while he schemes against those who have usurped him. | Readings: Homer, Odyssey, books 17-24 |
| 6) | Rage: Iliad I | Readings: Homer, Iliad, books 3, 6, 9. |
| 7) | Individual meetings | |
| 8) | Losses: Iliad II Short paper due. | Readings: Homer, Iliad, books 11, 16 – 18. |
| 9) | The Tide Turns: Iliad III | Readings: Homer, Iliad, books 19 – 22, 24 |
| 10) | Justice and Retribution What is a just action, and what is an unjust one? Who decides? One of the most famous stories of retribution in the ancient world, told in three parts, Aeschylus’ Oresteia trilogy tells the story of Agamemnon’s return home from the Trojan War and his betrayal by those closest to him. This family’s cycle of revenge raises transcendent questions of justice and competing loyalties. | Readings: Aeschylus, Oresteia Trilogy: Agamemnon and Eumenides |
| 11) | A Lack of Recognition Sophocles’ Oedipus Rex is famous tragedies that concern guilt and identity. In Oedipus Rex, Oedipus is confident that he can escape an unthinkable fate foretold by an oracle; we watch as he fulfills the very prophecy he is resisting. | Readings: Sophocles, Oedipus Rex |
| 12) | The Roman Hero Remade Many poets tried to rewrite Homer for their own times. In his epic poem the Aeneid, the Roman poet Virgil reconstitutes a culture that both identifies with and defines itself against previous myths. | Readings: Virgil, Aeneid, books 1- 6 |
| 13) | Conclusion | |
| 14) | Finals |
| Course Notes / Textbooks: | Aeschylus. The Oresteia. Translation by Robert Fagles. Homer. The Iliad. Translation by Robert Fagles. Homer. The Odyssey. Translation by Robert Fagles. Virgil. The Aeneid. Translation by Robert Fagles. |
| References: | Aeschylus. The Oresteia. Translation by Robert Fagles. Homer. The Iliad. Translation by Robert Fagles. Homer. The Odyssey. Translation by Robert Fagles. Virgil. The Aeneid. Translation by Robert Fagles. |
| Course Learning Outcomes | 1 |
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| Program Outcomes | ||||||||||||||||
| 1) He / She acquires the professional skills theorical and practical translation and interpretation can use those skills for didactic and research purposes. | ||||||||||||||||
| 1) He / She uses modern teaching methods and techniques of teaching English as a foreign language. | ||||||||||||||||
| 1) He / She knows modern language and linguistics theories in a comprehensive way. | ||||||||||||||||
| 1) He / She knows the historical developmental process of translation and interpretation and develops an independent attitude on the role of translators and interpreters for modern research and applications. | ||||||||||||||||
| 1) He / She uses the academic language skills effectively and efficiently as by mastering the functional and structural form of English language. | ||||||||||||||||
| 2) He / She uses a second foreign language at least at B1 General Level according to European Language Portfolio criterion. | ||||||||||||||||
| 2) He / She knows the impact of fundamental and modern works in the translation and interpretation field, presents evaluations relying on them. | ||||||||||||||||
| 2) He / She knows the periods of English Literature, important genres and major works in detail with its cultural and historical features. | ||||||||||||||||
| 2) He / She uses information and communication technologies together with computer software at least at the fundamental level of European Computer Driving License. | ||||||||||||||||
| 2) He / She can evaluate the English language teaching materials and develop original teaching materials. | ||||||||||||||||
| 3) He / She takes responsibilities by adopting fundamental universal values and developing a prudent, respectful, open to communication and learning attitude towards different language, race, gender, religion and social class groups. | ||||||||||||||||
| 3) He / She develops practical and theoretical solutions for interpreting and translatological problems. | ||||||||||||||||
| 3) He / She takes ethical and practical training from beginning to advanced levels to develop consecutive and simultaneous interpreting skills in various fields such as health, media and law etc. Thanks to this training, he / she practices his/her profession in accordance with the standards of conference interpreting in various legal, health and media-communication fields nationally and internationally. | ||||||||||||||||
| 3) He / She acquires the ability to understand multicultural approaches in the field of translation and interpretation and reflects the efficient bilingual and bi-cultural practices on his/her works. | ||||||||||||||||
| 4) He / She knows and applies professional ethics, professional standards and practices in the field of translation and interpretation. | ||||||||||||||||
| 5) He / She applies basic research methods and theories in social sciences. | ||||||||||||||||
| No Effect | 1 Lowest | 2 Average | 3 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | He / She acquires the professional skills theorical and practical translation and interpretation can use those skills for didactic and research purposes. | |
| 1) | He / She uses modern teaching methods and techniques of teaching English as a foreign language. | |
| 1) | He / She knows modern language and linguistics theories in a comprehensive way. | |
| 1) | He / She knows the historical developmental process of translation and interpretation and develops an independent attitude on the role of translators and interpreters for modern research and applications. | |
| 1) | He / She uses the academic language skills effectively and efficiently as by mastering the functional and structural form of English language. | |
| 2) | He / She uses a second foreign language at least at B1 General Level according to European Language Portfolio criterion. | |
| 2) | He / She knows the impact of fundamental and modern works in the translation and interpretation field, presents evaluations relying on them. | |
| 2) | He / She knows the periods of English Literature, important genres and major works in detail with its cultural and historical features. | |
| 2) | He / She uses information and communication technologies together with computer software at least at the fundamental level of European Computer Driving License. | |
| 2) | He / She can evaluate the English language teaching materials and develop original teaching materials. | |
| 3) | He / She takes responsibilities by adopting fundamental universal values and developing a prudent, respectful, open to communication and learning attitude towards different language, race, gender, religion and social class groups. | |
| 3) | He / She develops practical and theoretical solutions for interpreting and translatological problems. | |
| 3) | He / She takes ethical and practical training from beginning to advanced levels to develop consecutive and simultaneous interpreting skills in various fields such as health, media and law etc. Thanks to this training, he / she practices his/her profession in accordance with the standards of conference interpreting in various legal, health and media-communication fields nationally and internationally. | |
| 3) | He / She acquires the ability to understand multicultural approaches in the field of translation and interpretation and reflects the efficient bilingual and bi-cultural practices on his/her works. | |
| 4) | He / She knows and applies professional ethics, professional standards and practices in the field of translation and interpretation. | |
| 5) | He / She applies basic research methods and theories in social sciences. |
| Semester Requirements | Number of Activities | Level of Contribution |
| Quizzes | 1 | % 30 |
| Homework Assignments | 1 | % 10 |
| Midterms | 1 | % 30 |
| Final | 1 | % 30 |
| total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 70 | |
| PERCENTAGE OF FINAL WORK | % 30 | |
| total | % 100 | |
| Activities | Number of Activities | Workload |
| Course Hours | 14 | 42 |
| Study Hours Out of Class | 16 | 73 |
| Homework Assignments | 1 | 6 |
| Midterms | 1 | 2 |
| Final | 1 | 2 |
| Total Workload | 125 | |