 |
Description of Individual Course Units| Course Unit Code | Course Unit Title | Type of Course Unit | Year of Study | Semester | Number of ECTS Credits | | TDE108 | Composition II | Compulsory | 1 | 2 | 4 |
| | Level of Course Unit | | First Cycle | | Objectives of the Course | | Students writing the appropriate type of content, Turkish grammar, semantics, and write the correct spelling respecting the rules, to ensure access to effective communication. Towards a literary narrative observation and noting the importance of mapping, to understand the formal acteristics of literary genres. | | Name of Lecturer(s) | | Dr. Öğr. Üyesi Gökçenur AKBOĞA | | Learning Outcomes | | 1 | Explain written and oral expression. | | 2 | Will be able to think in a planned way and express her thoughts within the framework of a plan | | 3 | Will be able to create different types of original products. | | 4 | Limitations of converting text to a topic, main idea, viewpoint, wording, layout, etc. expression explain the elements, examples, practice. |
| | Mode of Delivery | | Second Education | | Prerequisites and co-requisities | | None | | Recommended Optional Programme Components | | None | | Course Contents | | Tutorial-based, student-centered, questions and answers, feedback, discussion. | | Weekly Detailed Course Contents | |
| 1 | What is written and oral composition? | | | | 2 | Effective speaking, difficulties of speaking, how it can be developed. Qualities of effective speaking, listener, medium, the effects of our readings, life, experiences. | | | | 3 | Need to write, subject, the choice and classification of subject, view, main theme, aim, life and observations, plan. | | | | 4 | Communication, explanation, narration, deion, discussion, paragraph, topic sentence, grammar, qeneral-special, abstract-concrete, metaphorical, real words. | | | | 5 | Ambiguities, mistakes, wrong usage, expressions and examples, writing problems, Turkish problems style in writing, features and types. | | | | 6 | Definition of poetry, qualities, inner-outer qualities, types, examples from Turkish literature, how it is written and studied. | | | | 7 | Definition of story and novel, qualities, development of the genre, features, types, examples from Turkish literature. | | | | 8 | Midterm Exam. | | | | 9 | POETRY READING TECHNIQUES | | | | 10 | Definition and qualities of memoir, its development as a genre, examples from Turkish literature. Travel writing, development and examples. Letter as a genre, types, importance of business letters, how it developed, examples. Definition and qualities of interview, development, types, differences from conversation, examples. | | | | 11 | Article and essay, their features, development, types, main examples. | | | | 12 | Definition and qualities of drama, development, features, types, examples. How scenario is written, features, sections, subjects, action, dialogue, etc. | | | | 13 | Importance of historiography, definition, features, examples. Public speech, definition, development, Ataturks Nutuk and other examples. | | | | 14 | Diary, biography, autobiography, monograph. How journal, news articles are written, features and examples. | | | | 15 | Oral communication and discussion, debate, panel, symposium, congress, conference, examination. | | | | 16 | finals | | |
| | Recommended or Required Reading | | Öner, S. 2005; Örneklerle Kompozisyon Sanatı, Yuva Yayınları, İstanbul
Bayram,Y. 2005; Sözlü ve Yazılı Anlatım Etkinlikleri, Ankara | | Planned Learning Activities and Teaching Methods | | | Assessment Methods and Criteria | |
| Midterm Examination | 1 | 100 | | SUM | 100 | |
| Final Examination | 1 | 100 | | SUM | 100 | | Term (or Year) Learning Activities | 40 | | End Of Term (or Year) Learning Activities | 60 | | SUM | 100 |
| | Language of Instruction | | Turkish | | Work Placement(s) | | None |
| | Workload Calculation | |
| Midterm Examination | 1 | 2 | 2 | | Final Examination | 1 | 2 | 2 | | Attending Lectures | 16 | 2 | 32 | | Self Study | 16 | 5 | 80 | | Performance | 1 | 5 | 5 | | Homework | 1 | 5 | 5 | |
| Contribution of Learning Outcomes to Programme Outcomes | | LO1 | 4 | 5 | 4 | 5 | 5 | 4 | 5 | 5 | 5 | 3 | 5 | 4 | 5 | 4 | 3 | | LO2 | 4 | 3 | 5 | 4 | 5 | 3 | 3 | 3 | 3 | 2 | 3 | 5 | 3 | 4 | 4 | | LO3 | 5 | 4 | 2 | 4 | 5 | 4 | 4 | 4 | 4 | 4 | 3 | 3 | 4 | 5 | 3 | | LO4 | 3 | 4 | 3 | 3 | 4 | 4 | 4 | 4 | 2 | 4 | 3 | 5 | 4 | 5 | 4 |
| | * Contribution Level : 1 Very low 2 Low 3 Medium 4 High 5 Very High |
 |
| |
|
|