Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| READING SKILLS II | - | Spring Semester | 2+0 | 2 | 2 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | |
| Name of Lecturer(s) | Assoc.Prof. Irina SHELENKOVA |
| Assistant(s) | |
| Aim | The student will be able to: 1.1 Ascertain the meaning of a passage by identifying main ideas, supporting details, and logical or narrative sequences. 1.2 Recognize the implicit assumptions and values underlying a written work. 1.3 Evaluate ideas presented in a text by determining their logical validity, their implications, and their relationship to ideas beyond the text. 1.4 Evaluate ideas presented in a text by determining the rhetorical structures used to persuade readers. 1.5 Distinguish between facts and opinions in a text. 2.1 Identify the tone, mood, and voice of a literary text through an analysis of its linguistic features and literary devices. 2.2 Identify the theme of a literary text and the ways it is embodied by formal elements. 2.3 Identify and analyze common semantic features such as connotation, denotation, and figures of speech. 3.1 Define unfamiliar vocabulary. 3.2 Locate facts and isolate details of a text. 3.3 Retain specific facts and details from a text. |
| Course Content | This course contains; Introduction to the course, the syllabus, policies,Reading 1: Topic and Main Idea in the Text,Reading 2: Support for main ideas with Details,Reading 3: Evaluating the Text; Fact / Idea-thought Distinction,Reading 4: Evaluating the Text. Differentiation of Fact, Opinion, Reasoned Judgment, and Knowledge,Reading 5: Identifying and Evaluating the Text: Interpretation and Inference,Reading 6: Evaluating the text: Inductive and Deductive Reasoning; Logical Fallacies,Midterm Exam,Reading 7: Analyzing the Text to Determine Key Ideas and Details,Reading 8: Recognizing Text Types,Reading 9: Analysis of the Text; Comprehension, Vocabulary Check, Critical Thinking/Discussion,Reading 10: Analysis of the Text; Comprehension, Vocabulary Check, Critical Thinking/Discussion,Reading 11: Analysis of the Text; Comprehension, Vocabulary Check, Critical Thinking/Discussion,Revision. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Advanced Reading 2 is designed to improve students’ critical reading and thinking skills, increase analytical, inferential and evaluative comprehension, expand vocabulary skills, and employ effective study strategies for use across academic disciplines. | 10, 16, 6 | E, F |
| Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 6: Experiential Learning |
| Assessment Methods: | E: Homework, F: Project Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction to the course, the syllabus, policies | Study of Week 1 PPT presentation |
| 2 | Reading 1: Topic and Main Idea in the Text | J. Slaght, (2012) Using waste, Swedish city cuts its fossil fuel use (1), pages 8 and 9 from the Source Book. |
| 3 | Reading 2: Support for main ideas with Details | J. Slaght, (2012) "Using waste, Swedish city cuts its fossil fuel use (2), pp. 10-11 from the Source Book. |
| 4 | Reading 3: Evaluating the Text; Fact / Idea-thought Distinction | J. Slaght, (2012) "Is business bad for science?", pp. 14-16 from the Source Book. |
| 5 | Reading 4: Evaluating the Text. Differentiation of Fact, Opinion, Reasoned Judgment, and Knowledge | J. Slaght, (2012) "Growing Grey", pp. 17-20 from the Source Book. |
| 6 | Reading 5: Identifying and Evaluating the Text: Interpretation and Inference | J. Slaght, (2012) "Background and origins of people management", pp. 40-42 from the Source Book. |
| 7 | Reading 6: Evaluating the text: Inductive and Deductive Reasoning; Logical Fallacies | J. Slaght, (2012) "Background and origins of people management", pp. 40-42 from the Source Book. |
| 8 | Midterm Exam | Study of Week 8 PPT presentation |
| 9 | Reading 7: Analyzing the Text to Determine Key Ideas and Details | J. Slaght, (2012) "Material Diversity", pp. 45-48 from the Source Book. |
| 10 | Reading 8: Recognizing Text Types | J. Slaght, (2012) "The Future of Eco-Fashion", pp. 52-54 from the Source Book. |
| 11 | Reading 9: Analysis of the Text; Comprehension, Vocabulary Check, Critical Thinking/Discussion | J. Slaght, (2012) "Mental Epidemic", pp. 57-59 from the Source Book. |
| 12 | Reading 10: Analysis of the Text; Comprehension, Vocabulary Check, Critical Thinking/Discussion | Study of Week 12 PPT presentation |
| 13 | Reading 11: Analysis of the Text; Comprehension, Vocabulary Check, Critical Thinking/Discussion | Study of Week 13 PPT presentation |
| 14 | Revision | Study of Week 14 PPT presentation |
| Resources |
| J. Slaght (2012), English for Academic Study: Reading, Garnet Education, UK |
| Weekly PPT study materials. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Can verbally express the specific terms and concepts in the field of teaching English | X | |||||
| 2 | Can verbally express the basic concepts, principles and techniques in the field of teaching English | X | |||||
| 3 | Can list both the strenghts and weaknesses of each theory by means of comparing the field related theorie. | ||||||
| 4 | Can apply the necessary techniques in solving the problems encountered in the field of teaching English | ||||||
| 5 | Can analyze and solve a field-related problem by following scientific steps. | X | |||||
| 6 | Can solve a field-related problem on his own | X | |||||
| 7 | Can distinguish the situations that are within his responsibilities and duties from the ones that are not and can take necessary steps | ||||||
| 8 | Follows the developments in his field in the light of life-long learning principle | X | |||||
| 9 | Consults colleagues in the process of finding solutions to a field-related problem. | X | |||||
| 10 | Can formulate a problem encountered both verbally and non-verbally. | X | |||||
| 11 | By having social responsibility, makes use of professional experiences in solving problems. | X | |||||
| 12 | Knows the basic terminology | X | |||||
| 13 | Applies the basic skills | X | |||||
| 14 | Can effectively use language learning strategies | ||||||
| 15 | Knows the characteristics and structure of human language | X | |||||
| 16 | Has native like fluency | X | |||||
| 17 | Considers the needs of learners, their level of development, age, and learning strategies in designing a syllabus, | X | |||||
| 18 | Has the ability to design activities that help learners' improving their knowledge of English grammar and vocabulary. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |
| ECTS / Workload Table | ||||||
| Activities | Number of | Duration(Hour) | Total Workload(Hour) | |||
| Course Hours | 14 | 2 | 28 | |||
| Guided Problem Solving | 2 | 2 | 4 | |||
| Resolution of Homework Problems and Submission as a Report | 2 | 2 | 4 | |||
| Term Project | 2 | 2 | 4 | |||
| Presentation of Project / Seminar | 1 | 2 | 2 | |||
| Quiz | 2 | 2 | 4 | |||
| Midterm Exam | 1 | 2 | 2 | |||
| General Exam | 1 | 2 | 2 | |||
| Performance Task, Maintenance Plan | 2 | 1 | 2 | |||
| Total Workload(Hour) | 52 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(52/30) | 2 | |||||
| ECTS of the course: 30 hours of work is counted as 1 ECTS credit. | ||||||
Detail Informations of the Course
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| READING SKILLS II | - | Spring Semester | 2+0 | 2 | 2 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | |
| Name of Lecturer(s) | Assoc.Prof. Irina SHELENKOVA |
| Assistant(s) | |
| Aim | The student will be able to: 1.1 Ascertain the meaning of a passage by identifying main ideas, supporting details, and logical or narrative sequences. 1.2 Recognize the implicit assumptions and values underlying a written work. 1.3 Evaluate ideas presented in a text by determining their logical validity, their implications, and their relationship to ideas beyond the text. 1.4 Evaluate ideas presented in a text by determining the rhetorical structures used to persuade readers. 1.5 Distinguish between facts and opinions in a text. 2.1 Identify the tone, mood, and voice of a literary text through an analysis of its linguistic features and literary devices. 2.2 Identify the theme of a literary text and the ways it is embodied by formal elements. 2.3 Identify and analyze common semantic features such as connotation, denotation, and figures of speech. 3.1 Define unfamiliar vocabulary. 3.2 Locate facts and isolate details of a text. 3.3 Retain specific facts and details from a text. |
| Course Content | This course contains; Introduction to the course, the syllabus, policies,Reading 1: Topic and Main Idea in the Text,Reading 2: Support for main ideas with Details,Reading 3: Evaluating the Text; Fact / Idea-thought Distinction,Reading 4: Evaluating the Text. Differentiation of Fact, Opinion, Reasoned Judgment, and Knowledge,Reading 5: Identifying and Evaluating the Text: Interpretation and Inference,Reading 6: Evaluating the text: Inductive and Deductive Reasoning; Logical Fallacies,Midterm Exam,Reading 7: Analyzing the Text to Determine Key Ideas and Details,Reading 8: Recognizing Text Types,Reading 9: Analysis of the Text; Comprehension, Vocabulary Check, Critical Thinking/Discussion,Reading 10: Analysis of the Text; Comprehension, Vocabulary Check, Critical Thinking/Discussion,Reading 11: Analysis of the Text; Comprehension, Vocabulary Check, Critical Thinking/Discussion,Revision. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Advanced Reading 2 is designed to improve students’ critical reading and thinking skills, increase analytical, inferential and evaluative comprehension, expand vocabulary skills, and employ effective study strategies for use across academic disciplines. | 10, 16, 6 | E, F |
| Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 6: Experiential Learning |
| Assessment Methods: | E: Homework, F: Project Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction to the course, the syllabus, policies | Study of Week 1 PPT presentation |
| 2 | Reading 1: Topic and Main Idea in the Text | J. Slaght, (2012) Using waste, Swedish city cuts its fossil fuel use (1), pages 8 and 9 from the Source Book. |
| 3 | Reading 2: Support for main ideas with Details | J. Slaght, (2012) "Using waste, Swedish city cuts its fossil fuel use (2), pp. 10-11 from the Source Book. |
| 4 | Reading 3: Evaluating the Text; Fact / Idea-thought Distinction | J. Slaght, (2012) "Is business bad for science?", pp. 14-16 from the Source Book. |
| 5 | Reading 4: Evaluating the Text. Differentiation of Fact, Opinion, Reasoned Judgment, and Knowledge | J. Slaght, (2012) "Growing Grey", pp. 17-20 from the Source Book. |
| 6 | Reading 5: Identifying and Evaluating the Text: Interpretation and Inference | J. Slaght, (2012) "Background and origins of people management", pp. 40-42 from the Source Book. |
| 7 | Reading 6: Evaluating the text: Inductive and Deductive Reasoning; Logical Fallacies | J. Slaght, (2012) "Background and origins of people management", pp. 40-42 from the Source Book. |
| 8 | Midterm Exam | Study of Week 8 PPT presentation |
| 9 | Reading 7: Analyzing the Text to Determine Key Ideas and Details | J. Slaght, (2012) "Material Diversity", pp. 45-48 from the Source Book. |
| 10 | Reading 8: Recognizing Text Types | J. Slaght, (2012) "The Future of Eco-Fashion", pp. 52-54 from the Source Book. |
| 11 | Reading 9: Analysis of the Text; Comprehension, Vocabulary Check, Critical Thinking/Discussion | J. Slaght, (2012) "Mental Epidemic", pp. 57-59 from the Source Book. |
| 12 | Reading 10: Analysis of the Text; Comprehension, Vocabulary Check, Critical Thinking/Discussion | Study of Week 12 PPT presentation |
| 13 | Reading 11: Analysis of the Text; Comprehension, Vocabulary Check, Critical Thinking/Discussion | Study of Week 13 PPT presentation |
| 14 | Revision | Study of Week 14 PPT presentation |
| Resources |
| J. Slaght (2012), English for Academic Study: Reading, Garnet Education, UK |
| Weekly PPT study materials. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Can verbally express the specific terms and concepts in the field of teaching English | X | |||||
| 2 | Can verbally express the basic concepts, principles and techniques in the field of teaching English | X | |||||
| 3 | Can list both the strenghts and weaknesses of each theory by means of comparing the field related theorie. | ||||||
| 4 | Can apply the necessary techniques in solving the problems encountered in the field of teaching English | ||||||
| 5 | Can analyze and solve a field-related problem by following scientific steps. | X | |||||
| 6 | Can solve a field-related problem on his own | X | |||||
| 7 | Can distinguish the situations that are within his responsibilities and duties from the ones that are not and can take necessary steps | ||||||
| 8 | Follows the developments in his field in the light of life-long learning principle | X | |||||
| 9 | Consults colleagues in the process of finding solutions to a field-related problem. | X | |||||
| 10 | Can formulate a problem encountered both verbally and non-verbally. | X | |||||
| 11 | By having social responsibility, makes use of professional experiences in solving problems. | X | |||||
| 12 | Knows the basic terminology | X | |||||
| 13 | Applies the basic skills | X | |||||
| 14 | Can effectively use language learning strategies | ||||||
| 15 | Knows the characteristics and structure of human language | X | |||||
| 16 | Has native like fluency | X | |||||
| 17 | Considers the needs of learners, their level of development, age, and learning strategies in designing a syllabus, | X | |||||
| 18 | Has the ability to design activities that help learners' improving their knowledge of English grammar and vocabulary. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |