Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| ADVANCED READING and WRITING I | ELT1114939 | Fall Semester | 3+0 | 3 | 7 |
| Course Program | Cuma 08:00-08:45 Cuma 09:00-09:45 Cuma 10:00-10:45 Cuma 14:30-15:15 Cuma 15:30-16:15 Cuma 16:30-17:15 |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Assoc.Prof. Aynur KESEN MUTLU |
| Name of Lecturer(s) | Assist.Prof. İlknur EĞİNLİ |
| Assistant(s) | |
| Aim | In this course, students will develop their reading comprehension and critical analysis skills with a wide range of academic and literary texts, while at the same time gaining proficiency in various types of academic writing. This course aims to develop a comprehensive set of skills in literary and academic reading and writing and to develop students into competent readers and writers who can critically engage with a wide range of texts. |
| Course Content | This course contains; Introduction to course, syllabus, and expectations. Introduction to writing. Writing proper sentences. Features of academic writing. Scanning.,The process of writing: Exploring ideas, prewriting, organizing, drafting, revising. Travel. Predicting. ,Exploring ideas, prewriting, and organizing. Skimming for the Main Idea Identifying Main and Supporting Ideas.,What is a paragraph? The topic sentence, support, unity, coherence. Identifying Meaning from Context. Identifying Main Ideas within Paragraph.,Types of Paragraphs: Descriptive Paragraphs, Comparison Paragraphs. Identifying Cause and Effect. Previewing.,Types of Paragraphs: Cause-Effect Paragraphs, Classification Paragraphs. Using Subheadings to Predict Content. Recognizing Sequence of Events.,Reviewing paragraph basics. Making Inferences. Researching online.,Building better paragraphs. Identifying Main Ideas within Paragraphs. Scanning. Predicting.,Introduction to the essay. The thesis statement, the introduction, the developmental paragraphs, the conclusion. Identifying Main and Supporting Ideas. Making Inferences.,Expository essay. Organization of details and examples. Transitional words and phrases. Recognizing Facts and Opinions. Previewing.,Comparison essays. Organization of a comparison essay. Example comparison essay. Arguing For and Against a Topic. Identifying Meaning from Context.,Comparison essays. Outline of a comparison essay. Original student writing. Identifying Main Ideas within Paragraphs. Scanning. ,Cause-Effect Essays. Organization of a Cause-Effect Essay. Example Cause-Effect Essay. Recognizing Sequence of Events. Identifying Main and Supporting Ideas.,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 |
| Students will apply extensive reading skills to determine the meaning of a passage by identifying the main ideas, supporting details, and logical or narrative sequences. | 9 | A |
| Recognize the implicit assumptions and values underlying a written work. | 6 | A |
| Analyze ideas and arguments presented in a text, identifying their logical validity, implications, and relationships to ideas beyond the text. | 6 | A |
| Recognize rhetorical structures used in written works to persuade readers and make comparisons between facts and opinions. | 6 | A |
| Structure written communication by analyzing the needs and values of an audience. | 10 | A |
| Teaching Methods: | 10: Discussion Method, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction to course, syllabus, and expectations. Introduction to writing. Writing proper sentences. Features of academic writing. Scanning. | |
| 2 | The process of writing: Exploring ideas, prewriting, organizing, drafting, revising. Travel. Predicting. | |
| 3 | Exploring ideas, prewriting, and organizing. Skimming for the Main Idea Identifying Main and Supporting Ideas. | |
| 4 | What is a paragraph? The topic sentence, support, unity, coherence. Identifying Meaning from Context. Identifying Main Ideas within Paragraph. | |
| 5 | Types of Paragraphs: Descriptive Paragraphs, Comparison Paragraphs. Identifying Cause and Effect. Previewing. | |
| 6 | Types of Paragraphs: Cause-Effect Paragraphs, Classification Paragraphs. Using Subheadings to Predict Content. Recognizing Sequence of Events. | |
| 7 | Reviewing paragraph basics. Making Inferences. Researching online. | |
| 8 | Building better paragraphs. Identifying Main Ideas within Paragraphs. Scanning. Predicting. | |
| 9 | Introduction to the essay. The thesis statement, the introduction, the developmental paragraphs, the conclusion. Identifying Main and Supporting Ideas. Making Inferences. | |
| 10 | Expository essay. Organization of details and examples. Transitional words and phrases. Recognizing Facts and Opinions. Previewing. | |
| 11 | Comparison essays. Organization of a comparison essay. Example comparison essay. Arguing For and Against a Topic. Identifying Meaning from Context. | |
| 12 | Comparison essays. Outline of a comparison essay. Original student writing. Identifying Main Ideas within Paragraphs. Scanning. | |
| 13 | Cause-Effect Essays. Organization of a Cause-Effect Essay. Example Cause-Effect Essay. Recognizing Sequence of Events. Identifying Main and Supporting Ideas. | |
| 14 | Cause-Effect essays. Outline of a Cause-Effect essay. Working with language in a Cause-Effect essay. Original student writing. |
| Resources |
| Folse, K. S., Solomon, E. V., Clabeaux D. (2014). Great Writing: From Great Paragraphs to Great Essays (New Edition) - Edition 3. Cengage LearningInternet Anderson, N. J. (2013). Active Skills for Reading 3 - Edition 3. Cengage LearningInternet |
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 | 3 | 42 | |||
| Guided Problem Solving | 8 | 4 | 32 | |||
| Resolution of Homework Problems and Submission as a Report | 14 | 2 | 28 | |||
| Term Project | 12 | 2 | 24 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 7 | 4 | 28 | |||
| General Exam | 10 | 5 | 50 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 204 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(204/30) | 7 | |||||
| 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 |
|---|---|---|---|---|---|
| ADVANCED READING and WRITING I | ELT1114939 | Fall Semester | 3+0 | 3 | 7 |
| Course Program | Cuma 08:00-08:45 Cuma 09:00-09:45 Cuma 10:00-10:45 Cuma 14:30-15:15 Cuma 15:30-16:15 Cuma 16:30-17:15 |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Assoc.Prof. Aynur KESEN MUTLU |
| Name of Lecturer(s) | Assist.Prof. İlknur EĞİNLİ |
| Assistant(s) | |
| Aim | In this course, students will develop their reading comprehension and critical analysis skills with a wide range of academic and literary texts, while at the same time gaining proficiency in various types of academic writing. This course aims to develop a comprehensive set of skills in literary and academic reading and writing and to develop students into competent readers and writers who can critically engage with a wide range of texts. |
| Course Content | This course contains; Introduction to course, syllabus, and expectations. Introduction to writing. Writing proper sentences. Features of academic writing. Scanning.,The process of writing: Exploring ideas, prewriting, organizing, drafting, revising. Travel. Predicting. ,Exploring ideas, prewriting, and organizing. Skimming for the Main Idea Identifying Main and Supporting Ideas.,What is a paragraph? The topic sentence, support, unity, coherence. Identifying Meaning from Context. Identifying Main Ideas within Paragraph.,Types of Paragraphs: Descriptive Paragraphs, Comparison Paragraphs. Identifying Cause and Effect. Previewing.,Types of Paragraphs: Cause-Effect Paragraphs, Classification Paragraphs. Using Subheadings to Predict Content. Recognizing Sequence of Events.,Reviewing paragraph basics. Making Inferences. Researching online.,Building better paragraphs. Identifying Main Ideas within Paragraphs. Scanning. Predicting.,Introduction to the essay. The thesis statement, the introduction, the developmental paragraphs, the conclusion. Identifying Main and Supporting Ideas. Making Inferences.,Expository essay. Organization of details and examples. Transitional words and phrases. Recognizing Facts and Opinions. Previewing.,Comparison essays. Organization of a comparison essay. Example comparison essay. Arguing For and Against a Topic. Identifying Meaning from Context.,Comparison essays. Outline of a comparison essay. Original student writing. Identifying Main Ideas within Paragraphs. Scanning. ,Cause-Effect Essays. Organization of a Cause-Effect Essay. Example Cause-Effect Essay. Recognizing Sequence of Events. Identifying Main and Supporting Ideas.,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 |
| Students will apply extensive reading skills to determine the meaning of a passage by identifying the main ideas, supporting details, and logical or narrative sequences. | 9 | A |
| Recognize the implicit assumptions and values underlying a written work. | 6 | A |
| Analyze ideas and arguments presented in a text, identifying their logical validity, implications, and relationships to ideas beyond the text. | 6 | A |
| Recognize rhetorical structures used in written works to persuade readers and make comparisons between facts and opinions. | 6 | A |
| Structure written communication by analyzing the needs and values of an audience. | 10 | A |
| Teaching Methods: | 10: Discussion Method, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction to course, syllabus, and expectations. Introduction to writing. Writing proper sentences. Features of academic writing. Scanning. | |
| 2 | The process of writing: Exploring ideas, prewriting, organizing, drafting, revising. Travel. Predicting. | |
| 3 | Exploring ideas, prewriting, and organizing. Skimming for the Main Idea Identifying Main and Supporting Ideas. | |
| 4 | What is a paragraph? The topic sentence, support, unity, coherence. Identifying Meaning from Context. Identifying Main Ideas within Paragraph. | |
| 5 | Types of Paragraphs: Descriptive Paragraphs, Comparison Paragraphs. Identifying Cause and Effect. Previewing. | |
| 6 | Types of Paragraphs: Cause-Effect Paragraphs, Classification Paragraphs. Using Subheadings to Predict Content. Recognizing Sequence of Events. | |
| 7 | Reviewing paragraph basics. Making Inferences. Researching online. | |
| 8 | Building better paragraphs. Identifying Main Ideas within Paragraphs. Scanning. Predicting. | |
| 9 | Introduction to the essay. The thesis statement, the introduction, the developmental paragraphs, the conclusion. Identifying Main and Supporting Ideas. Making Inferences. | |
| 10 | Expository essay. Organization of details and examples. Transitional words and phrases. Recognizing Facts and Opinions. Previewing. | |
| 11 | Comparison essays. Organization of a comparison essay. Example comparison essay. Arguing For and Against a Topic. Identifying Meaning from Context. | |
| 12 | Comparison essays. Outline of a comparison essay. Original student writing. Identifying Main Ideas within Paragraphs. Scanning. | |
| 13 | Cause-Effect Essays. Organization of a Cause-Effect Essay. Example Cause-Effect Essay. Recognizing Sequence of Events. Identifying Main and Supporting Ideas. | |
| 14 | Cause-Effect essays. Outline of a Cause-Effect essay. Working with language in a Cause-Effect essay. Original student writing. |
| Resources |
| Folse, K. S., Solomon, E. V., Clabeaux D. (2014). Great Writing: From Great Paragraphs to Great Essays (New Edition) - Edition 3. Cengage LearningInternet Anderson, N. J. (2013). Active Skills for Reading 3 - Edition 3. Cengage LearningInternet |
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 | |