Course Detail
Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| ENGLISH LITERATURE II | ELT2215751 | Spring Semester | 2+0 | 2 | 5 |
| 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. Merve OFLAZ |
| Name of Lecturer(s) | Assist.Prof. Merve OFLAZ |
| Assistant(s) | |
| Aim | This course aims to introduce students to nineteenth-century English literature through the close study of a selected novel within its historical and cultural context. It seeks to develop an understanding of the Regency period and early nineteenth-century English society while exploring major themes, characters, and narrative techniques. The course also aims to situate the novel within the broader eighteenth-century literary tradition by examining selected influences and developments. Through discussions of modern retellings and visual adaptations, students will be encouraged to consider the continuing relevance of the text and the ways female characters have been interpreted and represented over time. Overall, the course aspires to cultivate critical reading, analytical thinking, and an appreciation of literary interpretation in both historical and contemporary contexts. |
| Course Content | This course contains; Overview of the course,Introduction to Jane Austen and the historical context,Introduction to Jane Austen and the Socio-Historical Background,Pride and Prejudice: Regency period and early 19th-century England ,Pride and Prejudice: First Impressions and Social Judgement,Pride and Prejudice: Dialogue, Politeness, and Hidden Meanings,Pride and Prejudice: Letters, Reflection, and Narrative Turning Points,Pride and Prejudice: Social Mobility and Class Consciousness,Pride and Prejudice: Moral Growth and Self-Recognition,Modern retellings and reinterpretations,Film or TV adaptations (selected scenes),Character and Relationships,Jane Austen’s Literary Influences: Samuel Richardson and Frances Burney ,Misrepresenting Jane Austen’s Ladies. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Identify the major characteristics of the Regency period and early nineteenth-century England in relation to the life and works of Jane Austen. | 16, 20, 9 | F |
| Summarise the plot, main themes, and social context of Pride and Prejudice. | 6, 9 | F |
| Apply basic literary concepts and terminology to the analysis of narrative techniques, themes, and characterisation in Austen’s works. | 6, 9 | F |
| Analyse key themes such as class, marriage, gender roles, and morality within the context of Regency society. | 16, 9 | E |
| Compare Regency and Victorian values through literary texts, identifying social and moral continuities and changes. | 16, 9 | E |
| Evaluate film and television adaptations of Pride and Prejudice in relation to the original text. | 15, 16, 20, 9 | |
| Critically assess modern retellings and reinterpretations of Austen’s work in terms of contemporary relevance. | 15, 16, 20, 9 | |
| Produce coherent oral or written literary analyses using appropriate academic conventions and textual evidence. | 15, 16, 20, 9 |
| Teaching Methods: | 15: Role Play and Drama Technique, 16: Question - Answer Technique, 20: Reverse Brainstorming Technique, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | E: Homework, F: Project Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Overview of the course | Reviewing course information slides, reading syllabus, brief self-reflection, preparing for in-class group discussion. |
| 2 | Introduction to Jane Austen and the historical context | Completing pre-class video task, reviewing teaching materials prepared by the course instructor, preparing for in-class group discussion. |
| 3 | Introduction to Jane Austen and the Socio-Historical Background | Completing pre-class video task, reviewing teaching materials prepared by the course instructor and groups of students, preparing notes for collaborative analysis. |
| 4 | Pride and Prejudice: Regency period and early 19th-century England | Completing pre-class video task, reading Pride and Prejudice Chapters 1–3, reviewing teaching materials prepared by the course instructor, preparing textual examples for group work. |
| 5 | Pride and Prejudice: First Impressions and Social Judgement | Completing pre-class video task, reading Pride and Prejudice Chapters 4–6, reviewing teaching materials prepared by the course instructor, preparing discussion points for group work. |
| 6 | Pride and Prejudice: Dialogue, Politeness, and Hidden Meanings | Completing pre-class video task, reading Pride and Prejudice Chapters 7–10, reviewing teaching materials prepared by the course instructor, preparing analysis notes for group discussion. |
| 7 | Pride and Prejudice: Letters, Reflection, and Narrative Turning Points | Completing pre-class video task, reading Pride and Prejudice Chapters 11–13, reviewing teaching materials prepared by the course instructor, preparing interpretive points for collaborative work. |
| 8 | Pride and Prejudice: Social Mobility and Class Consciousness | Completing pre-class video task, reading Pride and Prejudice Chapters 14–16, reviewing teaching materials prepared by the course instructor, preparing examples for group analysis. |
| 9 | Pride and Prejudice: Moral Growth and Self-Recognition | Completing pre-class video task, reading Pride and Prejudice Chapters 17–19, reviewing teaching materials prepared by the course instructor, preparing discussion notes for group work. |
| 10 | Modern retellings and reinterpretations | Completing pre-class video task, reviewing teaching materials prepared by the course instructor, preparing comparison notes for group evaluation. |
| 11 | Film or TV adaptations (selected scenes) | Completing pre-class video task, reviewing teaching materials prepared by the course instructor, preparing text-to-screen comparison points for group discussion. |
| 12 | Character and Relationships | Completing pre-class video task, reviewing teaching materials prepared by the course instructor, preparing character relationship notes for group analysis. |
| 13 | Jane Austen’s Literary Influences: Samuel Richardson and Frances Burney | Completing pre-class video task, reading selected excerpts from Richardson, S. (1740). Pamela; or, Virtue Rewarded and Burney, F. (1778). Evelina; or, The History of a Young Lady’s Entrance into the World, preparing comparative notes for group discussion. |
| 14 | Misrepresenting Jane Austen’s Ladies | Completing pre-class video task, reading Dickson, R. (2001). Misrepresenting Jane Austen’s ladies: Revising texts (and history) to sell films. In L. Troost & S. Greenfield (Eds.), Jane Austen in Hollywood (2nd ed., pp. 44–57). University Press of Kentucky, preparing critical discussion points for collaborative analysis. |
| Resources |
| Required Text Austen, J. (2008). Pride and Prejudice (Penguin Readers ed.). Pearson Education. Required Scholarly Reading Dickson, R. (2001). Misrepresenting Jane Austen’s ladies: Revising texts (and history) to sell films. In L. Troost & S. Greenfield (Eds.), Jane Austen in Hollywood (2nd ed., pp. 44–57). University Press of Kentucky. Supplementary Readings Richardson, S. (1740). Pamela (selected excerpt). Burney, F. (1778). Evelina (selected excerpt). |
| Resource Books Copeland, E., & McMaster, J. (Eds.). (1997). The Cambridge companion to Jane Austen. Cambridge University Press. Johnson, C. L. (1988). Jane Austen: Women, politics, and the novel. University of Chicago Press. Sales, R. (1994). Jane Austen and representations of Regency England. Routledge. Southam, B. C. (Ed.). (1979). Jane Austen: The critical heritage (Vol. 1, 1811–1870). Routledge. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Possesses advanced theoretical and conceptual knowledge of the structural, semantic, and functional features of the English language. | X | |||||
| 2 | Expresses the fundamental concepts, principles, and techniques of theories in the field of English verbally. | X | |||||
| 3 | Explains the principles of curriculum development, classroom management, and assessment and evaluation within the framework of educational sciences. | X | |||||
| 4 | Uses English at an advanced level, both orally and in writing, in ways appropriate to academic and instructional settings. | X | |||||
| 5 | Prepares lesson plans, develops instructional materials, implements them, and evaluates their effectiveness by taking learner characteristics and contextual variables into account. | X | |||||
| 6 | Selects and develops appropriate assessment tools and analyzes the resulting data to improve learning processes. | X | |||||
| 7 | Identifies problems encountered in educational settings, analyzes relevant data, and develops evidence-based solutions. | X | |||||
| 8 | Integrates digital technologies and instructional tools into the teaching process in alignment with pedagogical objectives. | X | |||||
| 9 | Carries out professional responsibilities independently and assumes responsibility in complex or unpredictable situations. | X | |||||
| 10 | Critically evaluates professional practices and identifies learning needs in line with continuous professional development. | X | |||||
| 11 | Acts in accordance with ethical principles, societal values, and cultural sensitivity in educational settings. | X | |||||
| 12 | Identifies professional development needs in the field and undertakes responsibility for lifelong learning. | X | |||||
| 13 | Collaborates effectively with educational stakeholders and contributes to the enhancement of educational quality. | 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 | 14 | 6 | 84 | |||
| Resolution of Homework Problems and Submission as a Report | 14 | 8 | 112 | |||
| Term Project | 6 | 10 | 60 | |||
| Presentation of Project / Seminar | 8 | 8 | 64 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 1 | 8 | 8 | |||
| General Exam | 1 | 10 | 10 | |||
| Performance Task, Maintenance Plan | 1 | 2 | 2 | |||
| Total Workload(Hour) | 368 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(368/30) | 12 | |||||
| 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 |
|---|---|---|---|---|---|
| ENGLISH LITERATURE II | ELT2215751 | Spring Semester | 2+0 | 2 | 5 |
| 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. Merve OFLAZ |
| Name of Lecturer(s) | Assist.Prof. Merve OFLAZ |
| Assistant(s) | |
| Aim | This course aims to introduce students to nineteenth-century English literature through the close study of a selected novel within its historical and cultural context. It seeks to develop an understanding of the Regency period and early nineteenth-century English society while exploring major themes, characters, and narrative techniques. The course also aims to situate the novel within the broader eighteenth-century literary tradition by examining selected influences and developments. Through discussions of modern retellings and visual adaptations, students will be encouraged to consider the continuing relevance of the text and the ways female characters have been interpreted and represented over time. Overall, the course aspires to cultivate critical reading, analytical thinking, and an appreciation of literary interpretation in both historical and contemporary contexts. |
| Course Content | This course contains; Overview of the course,Introduction to Jane Austen and the historical context,Introduction to Jane Austen and the Socio-Historical Background,Pride and Prejudice: Regency period and early 19th-century England ,Pride and Prejudice: First Impressions and Social Judgement,Pride and Prejudice: Dialogue, Politeness, and Hidden Meanings,Pride and Prejudice: Letters, Reflection, and Narrative Turning Points,Pride and Prejudice: Social Mobility and Class Consciousness,Pride and Prejudice: Moral Growth and Self-Recognition,Modern retellings and reinterpretations,Film or TV adaptations (selected scenes),Character and Relationships,Jane Austen’s Literary Influences: Samuel Richardson and Frances Burney ,Misrepresenting Jane Austen’s Ladies. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Identify the major characteristics of the Regency period and early nineteenth-century England in relation to the life and works of Jane Austen. | 16, 20, 9 | F |
| Summarise the plot, main themes, and social context of Pride and Prejudice. | 6, 9 | F |
| Apply basic literary concepts and terminology to the analysis of narrative techniques, themes, and characterisation in Austen’s works. | 6, 9 | F |
| Analyse key themes such as class, marriage, gender roles, and morality within the context of Regency society. | 16, 9 | E |
| Compare Regency and Victorian values through literary texts, identifying social and moral continuities and changes. | 16, 9 | E |
| Evaluate film and television adaptations of Pride and Prejudice in relation to the original text. | 15, 16, 20, 9 | |
| Critically assess modern retellings and reinterpretations of Austen’s work in terms of contemporary relevance. | 15, 16, 20, 9 | |
| Produce coherent oral or written literary analyses using appropriate academic conventions and textual evidence. | 15, 16, 20, 9 |
| Teaching Methods: | 15: Role Play and Drama Technique, 16: Question - Answer Technique, 20: Reverse Brainstorming Technique, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | E: Homework, F: Project Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Overview of the course | Reviewing course information slides, reading syllabus, brief self-reflection, preparing for in-class group discussion. |
| 2 | Introduction to Jane Austen and the historical context | Completing pre-class video task, reviewing teaching materials prepared by the course instructor, preparing for in-class group discussion. |
| 3 | Introduction to Jane Austen and the Socio-Historical Background | Completing pre-class video task, reviewing teaching materials prepared by the course instructor and groups of students, preparing notes for collaborative analysis. |
| 4 | Pride and Prejudice: Regency period and early 19th-century England | Completing pre-class video task, reading Pride and Prejudice Chapters 1–3, reviewing teaching materials prepared by the course instructor, preparing textual examples for group work. |
| 5 | Pride and Prejudice: First Impressions and Social Judgement | Completing pre-class video task, reading Pride and Prejudice Chapters 4–6, reviewing teaching materials prepared by the course instructor, preparing discussion points for group work. |
| 6 | Pride and Prejudice: Dialogue, Politeness, and Hidden Meanings | Completing pre-class video task, reading Pride and Prejudice Chapters 7–10, reviewing teaching materials prepared by the course instructor, preparing analysis notes for group discussion. |
| 7 | Pride and Prejudice: Letters, Reflection, and Narrative Turning Points | Completing pre-class video task, reading Pride and Prejudice Chapters 11–13, reviewing teaching materials prepared by the course instructor, preparing interpretive points for collaborative work. |
| 8 | Pride and Prejudice: Social Mobility and Class Consciousness | Completing pre-class video task, reading Pride and Prejudice Chapters 14–16, reviewing teaching materials prepared by the course instructor, preparing examples for group analysis. |
| 9 | Pride and Prejudice: Moral Growth and Self-Recognition | Completing pre-class video task, reading Pride and Prejudice Chapters 17–19, reviewing teaching materials prepared by the course instructor, preparing discussion notes for group work. |
| 10 | Modern retellings and reinterpretations | Completing pre-class video task, reviewing teaching materials prepared by the course instructor, preparing comparison notes for group evaluation. |
| 11 | Film or TV adaptations (selected scenes) | Completing pre-class video task, reviewing teaching materials prepared by the course instructor, preparing text-to-screen comparison points for group discussion. |
| 12 | Character and Relationships | Completing pre-class video task, reviewing teaching materials prepared by the course instructor, preparing character relationship notes for group analysis. |
| 13 | Jane Austen’s Literary Influences: Samuel Richardson and Frances Burney | Completing pre-class video task, reading selected excerpts from Richardson, S. (1740). Pamela; or, Virtue Rewarded and Burney, F. (1778). Evelina; or, The History of a Young Lady’s Entrance into the World, preparing comparative notes for group discussion. |
| 14 | Misrepresenting Jane Austen’s Ladies | Completing pre-class video task, reading Dickson, R. (2001). Misrepresenting Jane Austen’s ladies: Revising texts (and history) to sell films. In L. Troost & S. Greenfield (Eds.), Jane Austen in Hollywood (2nd ed., pp. 44–57). University Press of Kentucky, preparing critical discussion points for collaborative analysis. |
| Resources |
| Required Text Austen, J. (2008). Pride and Prejudice (Penguin Readers ed.). Pearson Education. Required Scholarly Reading Dickson, R. (2001). Misrepresenting Jane Austen’s ladies: Revising texts (and history) to sell films. In L. Troost & S. Greenfield (Eds.), Jane Austen in Hollywood (2nd ed., pp. 44–57). University Press of Kentucky. Supplementary Readings Richardson, S. (1740). Pamela (selected excerpt). Burney, F. (1778). Evelina (selected excerpt). |
| Resource Books Copeland, E., & McMaster, J. (Eds.). (1997). The Cambridge companion to Jane Austen. Cambridge University Press. Johnson, C. L. (1988). Jane Austen: Women, politics, and the novel. University of Chicago Press. Sales, R. (1994). Jane Austen and representations of Regency England. Routledge. Southam, B. C. (Ed.). (1979). Jane Austen: The critical heritage (Vol. 1, 1811–1870). Routledge. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Possesses advanced theoretical and conceptual knowledge of the structural, semantic, and functional features of the English language. | X | |||||
| 2 | Expresses the fundamental concepts, principles, and techniques of theories in the field of English verbally. | X | |||||
| 3 | Explains the principles of curriculum development, classroom management, and assessment and evaluation within the framework of educational sciences. | X | |||||
| 4 | Uses English at an advanced level, both orally and in writing, in ways appropriate to academic and instructional settings. | X | |||||
| 5 | Prepares lesson plans, develops instructional materials, implements them, and evaluates their effectiveness by taking learner characteristics and contextual variables into account. | X | |||||
| 6 | Selects and develops appropriate assessment tools and analyzes the resulting data to improve learning processes. | X | |||||
| 7 | Identifies problems encountered in educational settings, analyzes relevant data, and develops evidence-based solutions. | X | |||||
| 8 | Integrates digital technologies and instructional tools into the teaching process in alignment with pedagogical objectives. | X | |||||
| 9 | Carries out professional responsibilities independently and assumes responsibility in complex or unpredictable situations. | X | |||||
| 10 | Critically evaluates professional practices and identifies learning needs in line with continuous professional development. | X | |||||
| 11 | Acts in accordance with ethical principles, societal values, and cultural sensitivity in educational settings. | X | |||||
| 12 | Identifies professional development needs in the field and undertakes responsibility for lifelong learning. | X | |||||
| 13 | Collaborates effectively with educational stakeholders and contributes to the enhancement of educational quality. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |