Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| CRITICAL READING and WRITING | - | Fall Semester | 2+0 | 2 | 3 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Assist.Prof. Zühal AYDIN BARKLEY |
| Name of Lecturer(s) | Assoc.Prof. Mehdi SOLHİ |
| Assistant(s) | |
| Aim | This course aims to engage students with advanced reading and writing strategies in relation to critical thinking strategies and dispositions. This course is tailored to develop students’ abilities to read, analyze and criticize various texts and academic articles. Students are expected to analyze the main elements of an academic article. |
| Course Content | This course contains; Introduction to the course design, syllabus, and assessment procedures How to write a summary response paper ,Teaching Grammar- Michael Swan,Classroom Noise ,How to think differently,Educating Psyche,Land of the rising sum,Why being bored is stimulating,Critical and Analytic Thinking Process,Talking point,Oxytocin,How baby talk gives infant brains a boost,Bialystok (2003). Bilingualism in development (Chapter 1).,The Importance of Children’s Play,Overall reflections and Students’ Portfolio Feedback/Assessment Sessions. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Students will be able to express their opinions on and attitudes towards the topics discussed in the classroom. | 10, 16, 9 | A |
| Students will be able to write a summary of a text that demonstrates an understanding of the main ideas of the text | 10, 16, 6, 9 | |
| They will be able to identify and analyze common semantic features such as connotation, denotation, and figures of speech. | 10, 16, 9 | |
| Students will be able to identify the tone, mood, and voice of a text through an analysis of its linguistic features and literary devices | 10, 16, 9 | |
| They will be able to distinguish between facts and opinions in a text | 10, 16, 9 | |
| Students will be able to evaluate ideas presented in a text by determining the rhetorical structures used to persuade readers | 10, 16, 9 | |
| They will be able to evaluate ideas presented in a text by determining their logical validity, their implications, and their relationship to ideas beyond the text. | 10, 16, 9 | E |
| They will be able to recognize the implicit assumptions and values underlying a written work | 10, 16, 9 | E |
| Students will be able to ascertain the meaning of a passage by identifying main ideas, supporting details, and logical or narrative sequences | 10, 16, 9 |
| Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction to the course design, syllabus, and assessment procedures How to write a summary response paper | Pre-reading and getting ready to discuss and to write a reflection paper.Preparing a pre-reading, reading, and post-reading activities |
| 2 | Teaching Grammar- Michael Swan | Pre-reading and getting ready to discuss and to write a reflection paper.Preparing a pre-reading, reading, and post-reading activities |
| 3 | Classroom Noise | Pre-reading and getting ready to discuss and to write a reflection paper. Preparing a pre-reading, reading, and post-reading activities |
| 4 | How to think differently | Pre-reading and getting ready to discuss and to write a reflection paper. Preparing a pre-reading, reading, and post-reading activities |
| 5 | Educating Psyche | Pre-reading and getting ready to discuss and to write a reflection paper.Preparing a pre-reading, reading, and post-reading activities |
| 6 | Land of the rising sum | Pre-reading and getting ready to discuss and to write a reflection paper. |
| 7 | Why being bored is stimulating | IELTS Reading: Cambridge 13, Test 1, Reading Passage 2 -Preparing a PowerPoint presentation - Preparing a pre-reading, reading, and post-reading activities |
| 8 | Critical and Analytic Thinking Process | Pre-reading and getting ready to discuss and to write a reflection paper.Preparing a pre-reading, reading, and post-reading activities |
| 9 | Talking point | IELTS General Training Reading: Cambridge 8 Test B - Preparing a PowerPoint presentation - Preparing a pre-reading, reading, and post-reading activities |
| 10 | Oxytocin | Pre-reading and getting ready to discuss and to write a reflection paper. Preparing a pre-reading, reading, and post-reading activities |
| 11 | How baby talk gives infant brains a boost | Pre-reading and getting ready to discuss and to write a reflection paper. Preparing a pre-reading, reading, and post-reading activities |
| 12 | Bialystok (2003). Bilingualism in development (Chapter 1). | Pre-reading and getting ready to discuss and to write a reflection paper. Preparing a pre-reading, reading, and post-reading activities |
| 13 | The Importance of Children’s Play | IELTS Academic Reading: Cambridge 14, Reading Test 1 - Preparing a PowerPoint presentation - Preparing a pre-reading, reading, and post-reading activities |
| 14 | Overall reflections and Students’ Portfolio Feedback/Assessment Sessions | Bringing together all the assignments and reflections |
| Resources |
| There is a required reading list that will be made available for printing or viewing online. Please see the course bibliography at the end of the syllabus. |
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 | 1 | 3 | 3 | |||
| Resolution of Homework Problems and Submission as a Report | 1 | 2 | 2 | |||
| Term Project | 1 | 2 | 2 | |||
| Presentation of Project / Seminar | 2 | 4 | 8 | |||
| Quiz | 1 | 2 | 2 | |||
| Midterm Exam | 1 | 8 | 8 | |||
| General Exam | 1 | 12 | 12 | |||
| Performance Task, Maintenance Plan | 12 | 2 | 24 | |||
| Total Workload(Hour) | 89 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(89/30) | 3 | |||||
| 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 |
|---|---|---|---|---|---|
| CRITICAL READING and WRITING | - | Fall Semester | 2+0 | 2 | 3 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Assist.Prof. Zühal AYDIN BARKLEY |
| Name of Lecturer(s) | Assoc.Prof. Mehdi SOLHİ |
| Assistant(s) | |
| Aim | This course aims to engage students with advanced reading and writing strategies in relation to critical thinking strategies and dispositions. This course is tailored to develop students’ abilities to read, analyze and criticize various texts and academic articles. Students are expected to analyze the main elements of an academic article. |
| Course Content | This course contains; Introduction to the course design, syllabus, and assessment procedures How to write a summary response paper ,Teaching Grammar- Michael Swan,Classroom Noise ,How to think differently,Educating Psyche,Land of the rising sum,Why being bored is stimulating,Critical and Analytic Thinking Process,Talking point,Oxytocin,How baby talk gives infant brains a boost,Bialystok (2003). Bilingualism in development (Chapter 1).,The Importance of Children’s Play,Overall reflections and Students’ Portfolio Feedback/Assessment Sessions. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Students will be able to express their opinions on and attitudes towards the topics discussed in the classroom. | 10, 16, 9 | A |
| Students will be able to write a summary of a text that demonstrates an understanding of the main ideas of the text | 10, 16, 6, 9 | |
| They will be able to identify and analyze common semantic features such as connotation, denotation, and figures of speech. | 10, 16, 9 | |
| Students will be able to identify the tone, mood, and voice of a text through an analysis of its linguistic features and literary devices | 10, 16, 9 | |
| They will be able to distinguish between facts and opinions in a text | 10, 16, 9 | |
| Students will be able to evaluate ideas presented in a text by determining the rhetorical structures used to persuade readers | 10, 16, 9 | |
| They will be able to evaluate ideas presented in a text by determining their logical validity, their implications, and their relationship to ideas beyond the text. | 10, 16, 9 | E |
| They will be able to recognize the implicit assumptions and values underlying a written work | 10, 16, 9 | E |
| Students will be able to ascertain the meaning of a passage by identifying main ideas, supporting details, and logical or narrative sequences | 10, 16, 9 |
| Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction to the course design, syllabus, and assessment procedures How to write a summary response paper | Pre-reading and getting ready to discuss and to write a reflection paper.Preparing a pre-reading, reading, and post-reading activities |
| 2 | Teaching Grammar- Michael Swan | Pre-reading and getting ready to discuss and to write a reflection paper.Preparing a pre-reading, reading, and post-reading activities |
| 3 | Classroom Noise | Pre-reading and getting ready to discuss and to write a reflection paper. Preparing a pre-reading, reading, and post-reading activities |
| 4 | How to think differently | Pre-reading and getting ready to discuss and to write a reflection paper. Preparing a pre-reading, reading, and post-reading activities |
| 5 | Educating Psyche | Pre-reading and getting ready to discuss and to write a reflection paper.Preparing a pre-reading, reading, and post-reading activities |
| 6 | Land of the rising sum | Pre-reading and getting ready to discuss and to write a reflection paper. |
| 7 | Why being bored is stimulating | IELTS Reading: Cambridge 13, Test 1, Reading Passage 2 -Preparing a PowerPoint presentation - Preparing a pre-reading, reading, and post-reading activities |
| 8 | Critical and Analytic Thinking Process | Pre-reading and getting ready to discuss and to write a reflection paper.Preparing a pre-reading, reading, and post-reading activities |
| 9 | Talking point | IELTS General Training Reading: Cambridge 8 Test B - Preparing a PowerPoint presentation - Preparing a pre-reading, reading, and post-reading activities |
| 10 | Oxytocin | Pre-reading and getting ready to discuss and to write a reflection paper. Preparing a pre-reading, reading, and post-reading activities |
| 11 | How baby talk gives infant brains a boost | Pre-reading and getting ready to discuss and to write a reflection paper. Preparing a pre-reading, reading, and post-reading activities |
| 12 | Bialystok (2003). Bilingualism in development (Chapter 1). | Pre-reading and getting ready to discuss and to write a reflection paper. Preparing a pre-reading, reading, and post-reading activities |
| 13 | The Importance of Children’s Play | IELTS Academic Reading: Cambridge 14, Reading Test 1 - Preparing a PowerPoint presentation - Preparing a pre-reading, reading, and post-reading activities |
| 14 | Overall reflections and Students’ Portfolio Feedback/Assessment Sessions | Bringing together all the assignments and reflections |
| Resources |
| There is a required reading list that will be made available for printing or viewing online. Please see the course bibliography at the end of the syllabus. |
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 | |