Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| WRITING SKILLS I | - | Fall 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 | Assoc.Prof. Irina SHELENKOVA |
| Name of Lecturer(s) | Assoc.Prof. Irina SHELENKOVA |
| Assistant(s) | |
| Aim | In this course, learners: - become better readers of academic texts - understand the process of academic writing better - become more proficient at various types of academic writing - To incorporate technology into the writing process• - analyze arguments for their structure, language, assumptions and logic - analyze the needs and values of an audience - use language effectively in composing an argument - evaluate and use information -construct effective responses to the arguments of others -get feedback on their written work |
| Course Content | This course contains; Introduction to writing. Writing proper sentences. Features of academic writing.,The process of writing: Exploring ideas, prewriting, organizing, drafting, revising,Exploring ideas, prewriting, and organizing,What is a paragraph? The topic sentence, support, unity, coherence,Types of Paragraphs: Descriptive Paragraphs, Comparison Paragraphs,Types of Paragraphs: Cause-Effect Paragraphs, Classification Paragraphs,Reviewing paragraph basics.,Building better paragraphs,Introduction to the essay. The thesis statement, the introduction, the developmental paragraphs, the conclusion,Expository essay. Organization of details and examples. Transitional words and phrases.,Comparison essays. Organization of a comparison essay. Example comparison essay. ,Comparison essays. Outline of a comparison essay. Original student writing. ,Cause-Effect Essays. Organization of a Cause-Effect Essay. Example Cause-Effect Essay. ,Cause-Effect essays. Outline of a Cause-Effect essay. Working with language in a Cause-Effect essay. Original student writing.. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| This is an advanced course in writing. Students will write extended essays and paragraphs in different types. The course will also focus on information literacy, specifically students’ ability to access, evaluate, and use information effectively to complete a variety of written assignments. Students will gain additional practice in audience analysis, critical reading and thinking, and writing for professional and academic purposes. They will also improve their use of language by using advanced grammar and vocabulary. | 14, 6, 9 | E, F |
| Teaching Methods: | 14: Self Study Method, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | E: Homework, F: Project Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction to writing. Writing proper sentences. Features of academic writing. | Elements of great writing. p.2-17 |
| 2 | The process of writing: Exploring ideas, prewriting, organizing, drafting, revising | Brainstorming. p.18-31. |
| 3 | Exploring ideas, prewriting, and organizing | Features of good writing. p.32-44. |
| 4 | What is a paragraph? The topic sentence, support, unity, coherence | Features of good writing. p.44-57. |
| 5 | Types of Paragraphs: Descriptive Paragraphs, Comparison Paragraphs | Types of Paragraphs. p.58-69. |
| 6 | Types of Paragraphs: Cause-Effect Paragraphs, Classification Paragraphs | Types of Paragraphs. p.69-81. |
| 7 | Reviewing paragraph basics. | Types of Paragraphs. p.58-81. |
| 8 | Building better paragraphs | Building better sentences and paragraphs. p. 82-85. |
| 9 | Introduction to the essay. The thesis statement, the introduction, the developmental paragraphs, the conclusion | Moving from Paragraph to Essay. p.85-88. |
| 10 | Expository essay. Organization of details and examples. Transitional words and phrases. | Classification Essays. s.89-107. |
| 11 | Comparison essays. Organization of a comparison essay. Example comparison essay. | Comparison Essays. p.132-144. |
| 12 | Comparison essays. Outline of a comparison essay. Original student writing. | Comparison Essays. p.145-155. |
| 13 | Cause-Effect Essays. Organization of a Cause-Effect Essay. Example Cause-Effect Essay. | Cause-Effect Essays. p.108-118. |
| 14 | Cause-Effect essays. Outline of a Cause-Effect essay. Working with language in a Cause-Effect essay. Original student writing. | Cause-Effect Essays. p.119-131. |
| Resources |
| Folse, K. S., Solomon, E. V., Clabeaux D. (2014). Great Writing: From Great Paragraphs to Great Essays (New Edition) - Edition 3. Cengage Learning |
| Internet |
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. | X | |||||
| 4 | Can apply the necessary techniques in solving the problems encountered in the field of teaching English | X | |||||
| 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 | X | |||||
| 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 | X | |||||
| 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 | 1 | 2 | 2 | |||
| Midterm Exam | 1 | 6 | 6 | |||
| General Exam | 1 | 8 | 8 | |||
| Performance Task, Maintenance Plan | 2 | 1 | 2 | |||
| Total Workload(Hour) | 60 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(60/30) | 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 |
|---|---|---|---|---|---|
| WRITING SKILLS I | - | Fall 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 | Assoc.Prof. Irina SHELENKOVA |
| Name of Lecturer(s) | Assoc.Prof. Irina SHELENKOVA |
| Assistant(s) | |
| Aim | In this course, learners: - become better readers of academic texts - understand the process of academic writing better - become more proficient at various types of academic writing - To incorporate technology into the writing process• - analyze arguments for their structure, language, assumptions and logic - analyze the needs and values of an audience - use language effectively in composing an argument - evaluate and use information -construct effective responses to the arguments of others -get feedback on their written work |
| Course Content | This course contains; Introduction to writing. Writing proper sentences. Features of academic writing.,The process of writing: Exploring ideas, prewriting, organizing, drafting, revising,Exploring ideas, prewriting, and organizing,What is a paragraph? The topic sentence, support, unity, coherence,Types of Paragraphs: Descriptive Paragraphs, Comparison Paragraphs,Types of Paragraphs: Cause-Effect Paragraphs, Classification Paragraphs,Reviewing paragraph basics.,Building better paragraphs,Introduction to the essay. The thesis statement, the introduction, the developmental paragraphs, the conclusion,Expository essay. Organization of details and examples. Transitional words and phrases.,Comparison essays. Organization of a comparison essay. Example comparison essay. ,Comparison essays. Outline of a comparison essay. Original student writing. ,Cause-Effect Essays. Organization of a Cause-Effect Essay. Example Cause-Effect Essay. ,Cause-Effect essays. Outline of a Cause-Effect essay. Working with language in a Cause-Effect essay. Original student writing.. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| This is an advanced course in writing. Students will write extended essays and paragraphs in different types. The course will also focus on information literacy, specifically students’ ability to access, evaluate, and use information effectively to complete a variety of written assignments. Students will gain additional practice in audience analysis, critical reading and thinking, and writing for professional and academic purposes. They will also improve their use of language by using advanced grammar and vocabulary. | 14, 6, 9 | E, F |
| Teaching Methods: | 14: Self Study Method, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | E: Homework, F: Project Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction to writing. Writing proper sentences. Features of academic writing. | Elements of great writing. p.2-17 |
| 2 | The process of writing: Exploring ideas, prewriting, organizing, drafting, revising | Brainstorming. p.18-31. |
| 3 | Exploring ideas, prewriting, and organizing | Features of good writing. p.32-44. |
| 4 | What is a paragraph? The topic sentence, support, unity, coherence | Features of good writing. p.44-57. |
| 5 | Types of Paragraphs: Descriptive Paragraphs, Comparison Paragraphs | Types of Paragraphs. p.58-69. |
| 6 | Types of Paragraphs: Cause-Effect Paragraphs, Classification Paragraphs | Types of Paragraphs. p.69-81. |
| 7 | Reviewing paragraph basics. | Types of Paragraphs. p.58-81. |
| 8 | Building better paragraphs | Building better sentences and paragraphs. p. 82-85. |
| 9 | Introduction to the essay. The thesis statement, the introduction, the developmental paragraphs, the conclusion | Moving from Paragraph to Essay. p.85-88. |
| 10 | Expository essay. Organization of details and examples. Transitional words and phrases. | Classification Essays. s.89-107. |
| 11 | Comparison essays. Organization of a comparison essay. Example comparison essay. | Comparison Essays. p.132-144. |
| 12 | Comparison essays. Outline of a comparison essay. Original student writing. | Comparison Essays. p.145-155. |
| 13 | Cause-Effect Essays. Organization of a Cause-Effect Essay. Example Cause-Effect Essay. | Cause-Effect Essays. p.108-118. |
| 14 | Cause-Effect essays. Outline of a Cause-Effect essay. Working with language in a Cause-Effect essay. Original student writing. | Cause-Effect Essays. p.119-131. |
| Resources |
| Folse, K. S., Solomon, E. V., Clabeaux D. (2014). Great Writing: From Great Paragraphs to Great Essays (New Edition) - Edition 3. Cengage Learning |
| Internet |
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. | X | |||||
| 4 | Can apply the necessary techniques in solving the problems encountered in the field of teaching English | X | |||||
| 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 | X | |||||
| 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 | X | |||||
| 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 | |