| Course Unit Code | Course Unit Title | Type of Course Unit | Year of Study | Semester | Number of ECTS Credits | | TR304B | Narrative Techniques II: Writing Training | Compulsory | 3 | 6 | 5 |
|
| Level of Course Unit |
| First Cycle |
| Objectives of the Course |
| Learning the basic concepts of writing. Understanding the relationship of writing skill with other skills and the role of other skill areas in the development of writing skill. To have a command of writing methods and techniques and to have the ability to use them effectively in the teaching process. To be able to master the issues to be considered in the writing process. To be able to master the cognitive, affective and psychomotor dimensions of the writing process. To be familiar with Flower&Hayes Writing Models and the relationships between the sub-components of the models. To be able to plan writing and write texts in accordance with writing models. To learn the features of the measurement and evaluation of writing. |
| Name of Lecturer(s) |
| Dr. Öğr. Üyesi Bahadır Gülden |
| Learning Outcomes |
| 1 | The students will be able to; Define reading kind, method and approaches and employ them. | | 2 | The students will be able to; Compare and contrast different text styles and analyse these different styles. | | 3 | The students will be able to; Develop exercises in order to acquire writing skill and apply them in the classroom. |
|
| Mode of Delivery |
| Normal Education |
| Prerequisites and co-requisities |
| None |
| Recommended Optional Programme Components |
| None |
| Course Contents |
| Basic concepts of writing. Stages of writing. Target acquisitions of writing skill and writing method techniques. Sub-dimensions of writing. Font types. Flower&Hayes Writing Models and writing exercises. According to the writing models, the processes starting from the mental processes to the transfer of the writing to the paper. Points to consider in writing skills (before, during and after writing). Measurement and evaluation processes of writing skill, measurement tools and methods. Types of fonts and sample texts for fonts. |
| Weekly Detailed Course Contents |
|
| 1 | Writing a historical overview of research in education | | | | 2 | Writing the theoretical framework of teaching. Generalizations and duties of Linguistics: Language identification in the context of scientific discussion held in the classroom. | | | | 3 | Written communication in terms of resolving the text / discourse explanation of the structure. | | | | 4 | Describe the structure of the text | | | | 5 | micro-structure | | | | 6 | macro-structure | | | | 7 | superstructure of the text | | | | 8 | Mid-term exam | | | | 9 | superstructure of the text | | | | 10 | text production | | | | 11 | Text generation and understanding the cognitive models. Predicted by cognitive models of potential approaches to text production and comprehension. | | | | 12 | An application within the framework of a text generation and understanding the cognitive models: Story comprehension, story production and mutual relations. Narrative texts, textual relations designations: relationship with a purpose work. | | | | 13 | Comparison of Narrative and Expository Text Writing in primary school children: a developmental paradox. | | | | 14 | student presentations | | | | 15 | student presentations | | | | 16 | student presentations | | |
|
| Recommended or Required Reading |
| Yalçın, G. Ü. (1996). Bilişbilim ve Metindilbilimi Bulguları Işığında Dil Eğitimi Üzerine Bir Araştırma. Ankara: Türk Hava Kurumu Matbaası.
Chomsky, N. (2007). Demokrasi ve Eğitim, İstanbul: Bgst Yayıncılık
Yaguello, M. (2008). Hayali Diller, İstanbul: Yapı Kredi Yayınları.
Chomsky, N. (2002). Dil ve Sorumluluk, Ekin Yayınları.
Köker, E. (2005). Kitapta Kurutulmuş Çiçekler, Ankara: Dipnot Yayınları.
Corballis, M.C. (2003). İşaretten Konuşmaya, İstanbul: Kitap Yayınevi.
Dilts, R. (1999). Dil İllüzyonları, İstanbul: Türkiye İş Bankası Yayınları.
Vygotsky, L.S. (1998). Düşünce ve Dil, İstanbul: Toplumsal Dönüşüm Yayınları.
Ong, W.J. (2003). Sözlü ve Yazılı Kültür Sözün Teknolojileşmesi. (Çev., Sema Postacıoğlu Banon). Metis Yayınları.
Keçik, İ. (1992). İlkokul öğrencilerinin özet ve hatırlama metinlerinde bağdaşıklık sorunu. Dilbilim Araştırmaları. Ankara: Hitit Yayınevi, 71-75.
Keçik, İ. ve Subaşı, L. (2004). Türkçe Sözlü ve Yazılı Anlatım. (Ed. Canan İleri). Eskişehir: Anadolu Üniversitesi Yayınları. |
| 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 | 1 | 1 |
| Final Examination | 1 | 2 | 2 |
| Project Preparation | 1 | 7 | 7 |
| Project Presentation | 2 | 5 | 10 |
| Individual Study for Homework Problems | 3 | 10 | 30 |
| Individual Study for Mid term Examination | 4 | 5 | 20 |
| Individual Study for Final Examination | 3 | 10 | 30 |
| Homework | 5 | 10 | 50 |
|
| Contribution of Learning Outcomes to Programme Outcomes |
| LO1 | 5 | 3 | 5 | 4 | 5 | 3 | 4 | 5 | 5 | 3 | 4 | 3 | | LO2 | 3 | 3 | 3 | 4 | 5 | 4 | 2 | 4 | 4 | 4 | 4 | 3 | | LO3 | 5 | 4 | 4 | 3 | 4 | 5 | 4 | 2 | 3 | 4 | 3 | 3 |
|
| * Contribution Level : 1 Very low 2 Low 3 Medium 4 High 5 Very High |
 |
| |