Course Detail
Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| ACADEMIC ENGLISH I | PCG1190023 | 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 | Lect. Mehmet Polat TACAR |
| Name of Lecturer(s) | Lect. Mehmet Polat TACAR |
| Assistant(s) | |
| Aim | The overall aim of this course is to provide the students with the necessary techniques for effective verbal communication, presentation, discussion, debating, and correct academic writing skills in academic contexts. |
| Course Content | This course contains; Introduction to the course, syllabus, assessment criteria, and materials Presentation: Note-taking techniques and strategies. ,Main parts of an academic article for presentation ,Analysis of summaries, introductions, and literature reviews of academic articles,Analysis of methodology sections of academic articles,Analysis of findings and discussion sections of academic articles,Portfolio 1: Writing Opinion Paragraph / Essay How to Write an Academic Paragraph / Essay ,Portfolio 2: Writing Cause and Effect Paragraph/Essay Feedback Sessions for Portfolio 1 ,Portfolio 3: Writing Problem Solution Essay Feedback Sessions for Portfolio 2 ,Portfolio 4: Writing Argumentative Essay Feedback Sessions for Portfolio 3 ,Feedback Sessions for Portfolio 4 Presentations of academic articles on Teacher Identity / Feedback sessions ,Presentations of academic articles on Teacher Autonomy / Feedback sessions,Presentations of academic articles on Teacher Effectiveness / Feedback sessions ,Presentations of academic articles on Teacher Development / Feedback sessions,Revision, Collection of the Assignments, and Feedback Sessions for Portfolio 4. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Conceptualize the theoretical language skills by using a role-modeling-practicing-analyzing-doing-evaluating formulation | 15, 16, 2 | A, I |
| Apply the vast theoretical material through the use of problem-based and task-based learning procedures. | 15, 16, 2, 9 | A, I |
| Analyze academic language skills and materials. | 15, 16, 2, 9 | A, I |
| Teaching Methods: | 15: Role Play and Drama Technique, 16: Question - Answer Technique, 2: Project Based Learning Model, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, I: Portfolio Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction to the course, syllabus, assessment criteria, and materials Presentation: Note-taking techniques and strategies. | |
| 2 | Main parts of an academic article for presentation | |
| 3 | Analysis of summaries, introductions, and literature reviews of academic articles | |
| 4 | Analysis of methodology sections of academic articles | |
| 5 | Analysis of findings and discussion sections of academic articles | |
| 6 | Portfolio 1: Writing Opinion Paragraph / Essay How to Write an Academic Paragraph / Essay | |
| 7 | Portfolio 2: Writing Cause and Effect Paragraph/Essay Feedback Sessions for Portfolio 1 | |
| 8 | Portfolio 3: Writing Problem Solution Essay Feedback Sessions for Portfolio 2 | |
| 9 | Portfolio 4: Writing Argumentative Essay Feedback Sessions for Portfolio 3 | |
| 10 | Feedback Sessions for Portfolio 4 Presentations of academic articles on Teacher Identity / Feedback sessions | |
| 11 | Presentations of academic articles on Teacher Autonomy / Feedback sessions | |
| 12 | Presentations of academic articles on Teacher Effectiveness / Feedback sessions | |
| 13 | Presentations of academic articles on Teacher Development / Feedback sessions | |
| 14 | Revision, Collection of the Assignments, and Feedback Sessions for Portfolio 4 |
| Resources |
| Savage, A., & Mayer, P. (2006). Effective academic writing: the short essay. Oxford: Oxford University Press. Bailey, S. (2014). Academic writing: A handbook for international students. Routledge. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Explains the fundamental concepts and principles of Guidance and Psychological Counseling. | X | |||||
| 2 | Demonstrates theoretical knowledge regarding individuals’ developmental characteristics, learning processes, and behavioral patterns. | X | |||||
| 3 | Relates the concepts and principles of educational foundations to learning, teaching, and assessment processes. | X | |||||
| 4 | Explains in depth the theories, principles, and techniques within the field of Guidance and Psychological Counseling. | X | |||||
| 5 | Applies appropriate psychological counseling techniques to support the well-being of individuals and groups in line with relevant theories and research. | X | |||||
| 6 | Uses instructional and assessment methods, techniques, and tools appropriately in accordance with their intended purposes. | X | |||||
| 7 | Effectively employs scientific research methods and ethical principles in identifying and addressing field-specific problems. | X | |||||
| 8 | Designs comprehensive, developmental, and preventive guidance and psycho-educational programs. | X | |||||
| 9 | Acts in accordance with professional ethical principles and standards in Guidance and Psychological Counseling processes. | X | |||||
| 10 | Utilizes supervision processes in psychological counseling practices and conducts consultation activities in collaboration with relevant stakeholders. | X | |||||
| 11 | Evaluates development, learning, personality, and career theories within the context of factors influencing individual behavior. | X | |||||
| 12 | Demonstrates professional practices from an interdisciplinary and intercultural holistic perspective. | X | |||||
| 13 | Integrates critical, reflective, and creative thinking skills with professional values such as empathy, leadership, communication, and responsibility, and demonstrates these competencies in personal, social, and professional contexts. | X | |||||
| 14 | Follows current developments in the field in line with the principle of lifelong learning. | X | |||||
| 15 | Uses digital technologies in face-to-face and online environments in accordance with the needs of learners and clients. | X | |||||
| 16 | Independently plans and conducts theoretical and applied studies related to the field. | 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 | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 0 | 0 | 0 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 1 | 20 | 20 | |||
| General Exam | 1 | 20 | 20 | |||
| Performance Task, Maintenance Plan | 4 | 4 | 16 | |||
| Total Workload(Hour) | 84 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(84/30) | 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 |
|---|---|---|---|---|---|
| ACADEMIC ENGLISH I | PCG1190023 | 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 | Lect. Mehmet Polat TACAR |
| Name of Lecturer(s) | Lect. Mehmet Polat TACAR |
| Assistant(s) | |
| Aim | The overall aim of this course is to provide the students with the necessary techniques for effective verbal communication, presentation, discussion, debating, and correct academic writing skills in academic contexts. |
| Course Content | This course contains; Introduction to the course, syllabus, assessment criteria, and materials Presentation: Note-taking techniques and strategies. ,Main parts of an academic article for presentation ,Analysis of summaries, introductions, and literature reviews of academic articles,Analysis of methodology sections of academic articles,Analysis of findings and discussion sections of academic articles,Portfolio 1: Writing Opinion Paragraph / Essay How to Write an Academic Paragraph / Essay ,Portfolio 2: Writing Cause and Effect Paragraph/Essay Feedback Sessions for Portfolio 1 ,Portfolio 3: Writing Problem Solution Essay Feedback Sessions for Portfolio 2 ,Portfolio 4: Writing Argumentative Essay Feedback Sessions for Portfolio 3 ,Feedback Sessions for Portfolio 4 Presentations of academic articles on Teacher Identity / Feedback sessions ,Presentations of academic articles on Teacher Autonomy / Feedback sessions,Presentations of academic articles on Teacher Effectiveness / Feedback sessions ,Presentations of academic articles on Teacher Development / Feedback sessions,Revision, Collection of the Assignments, and Feedback Sessions for Portfolio 4. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Conceptualize the theoretical language skills by using a role-modeling-practicing-analyzing-doing-evaluating formulation | 15, 16, 2 | A, I |
| Apply the vast theoretical material through the use of problem-based and task-based learning procedures. | 15, 16, 2, 9 | A, I |
| Analyze academic language skills and materials. | 15, 16, 2, 9 | A, I |
| Teaching Methods: | 15: Role Play and Drama Technique, 16: Question - Answer Technique, 2: Project Based Learning Model, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, I: Portfolio Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction to the course, syllabus, assessment criteria, and materials Presentation: Note-taking techniques and strategies. | |
| 2 | Main parts of an academic article for presentation | |
| 3 | Analysis of summaries, introductions, and literature reviews of academic articles | |
| 4 | Analysis of methodology sections of academic articles | |
| 5 | Analysis of findings and discussion sections of academic articles | |
| 6 | Portfolio 1: Writing Opinion Paragraph / Essay How to Write an Academic Paragraph / Essay | |
| 7 | Portfolio 2: Writing Cause and Effect Paragraph/Essay Feedback Sessions for Portfolio 1 | |
| 8 | Portfolio 3: Writing Problem Solution Essay Feedback Sessions for Portfolio 2 | |
| 9 | Portfolio 4: Writing Argumentative Essay Feedback Sessions for Portfolio 3 | |
| 10 | Feedback Sessions for Portfolio 4 Presentations of academic articles on Teacher Identity / Feedback sessions | |
| 11 | Presentations of academic articles on Teacher Autonomy / Feedback sessions | |
| 12 | Presentations of academic articles on Teacher Effectiveness / Feedback sessions | |
| 13 | Presentations of academic articles on Teacher Development / Feedback sessions | |
| 14 | Revision, Collection of the Assignments, and Feedback Sessions for Portfolio 4 |
| Resources |
| Savage, A., & Mayer, P. (2006). Effective academic writing: the short essay. Oxford: Oxford University Press. Bailey, S. (2014). Academic writing: A handbook for international students. Routledge. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Explains the fundamental concepts and principles of Guidance and Psychological Counseling. | X | |||||
| 2 | Demonstrates theoretical knowledge regarding individuals’ developmental characteristics, learning processes, and behavioral patterns. | X | |||||
| 3 | Relates the concepts and principles of educational foundations to learning, teaching, and assessment processes. | X | |||||
| 4 | Explains in depth the theories, principles, and techniques within the field of Guidance and Psychological Counseling. | X | |||||
| 5 | Applies appropriate psychological counseling techniques to support the well-being of individuals and groups in line with relevant theories and research. | X | |||||
| 6 | Uses instructional and assessment methods, techniques, and tools appropriately in accordance with their intended purposes. | X | |||||
| 7 | Effectively employs scientific research methods and ethical principles in identifying and addressing field-specific problems. | X | |||||
| 8 | Designs comprehensive, developmental, and preventive guidance and psycho-educational programs. | X | |||||
| 9 | Acts in accordance with professional ethical principles and standards in Guidance and Psychological Counseling processes. | X | |||||
| 10 | Utilizes supervision processes in psychological counseling practices and conducts consultation activities in collaboration with relevant stakeholders. | X | |||||
| 11 | Evaluates development, learning, personality, and career theories within the context of factors influencing individual behavior. | X | |||||
| 12 | Demonstrates professional practices from an interdisciplinary and intercultural holistic perspective. | X | |||||
| 13 | Integrates critical, reflective, and creative thinking skills with professional values such as empathy, leadership, communication, and responsibility, and demonstrates these competencies in personal, social, and professional contexts. | X | |||||
| 14 | Follows current developments in the field in line with the principle of lifelong learning. | X | |||||
| 15 | Uses digital technologies in face-to-face and online environments in accordance with the needs of learners and clients. | X | |||||
| 16 | Independently plans and conducts theoretical and applied studies related to the field. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |