ell courses year first year (freshman a) course code...

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ELL COURSES YEAR

FIRST YEAR (FRESHMAN A)

TERM

FIRST TERM

COURSE CODE

ELL 101

COURSE CREDITS

(3-0) 3

NAME OF THE COURSE

ENGLISH GRAMMAR I

LANGUAGE

ENGLISH

INSTRUCTOR

TYPE OF THE COURSE

COMPULSORY

PRE-REQUISITE(S)

NONE

LEVEL OF THE COURSE

UNDERGRADUATE

COURSE DESCRIPTION

Introduction to English grammar through fundamental structures as useful to future English language teachers and analyzing the structures by focusing on lexicology and grammar such as the tenses of English.

OBJECTIVES OF THE COURSE

The students are expected to be competent in English grammar by focusing on lexicology and structures as necessary to future English teachers.

STUDENTS’ LEARNING OUTCOMES

o Students improve their vocabulary. o Students improve linguistic and communicative

competence. o Students understand the advanced structures of

English. o Students improve their understanding and writing

abilities. o Students will be able to distinguish and comprehend

the advanced structures in more complicated contexts.

CONTENT OF THE COURSE

Tenses, Negative Questions and Tag Questions, Additions and Responses, Gerunds and Infinitives, Phrasal Verbs, Adjective Clauses, Modals

METHODS AND TECHNIQUES USED IN THE COURSE

Lecture, Individual and Pair Work

COURSE MATERIALS MAIN COURSE BOOK

Fuchs, M and Bonner, M. 2006 Focus on Grammar 4,

Pearson Education Inc, New York ADDITIONAL RESOURCES

: Eastwood, J. 2003. Oxford Practice Grammar,

Oxford University Press, Oxford Sharpe, P.J. 1994 Barron’s TOEFL, Barron’s Educational Series, Inc. New York

ASSESSMENT

Attendance 10% Quizzes 25%

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Mid-Term 25% Final 40%

AAYEAR FIRST YEAR (FRESHMAN A)

TERM FIRST TERM

COURSE CODE ELL 103

COURSE CREDITS 3

COURSE NAME READING AND INTERPRETATION I

LANGUAGE ENGLISH

INSTRUCTOR

COURSE TYPE COMPULSORY

PREREQUISITE(S) NONE

COURSE LEVEL UNDERGRADUATE

COURSE DESCRIPTION

It’s a compulsory undergraduate course that aims to teach students techniques for effective reading and analysis. It includes the reading of different texts on various subjects which helps to develop critical thinking as well as vocabulary.

COURSE OBJECTIVES

1. To be able to understand a reading text in English (finding out the main idea, the meaning of new words etc.)

2. To be able to summarize a text 3. To be able take part in discussions about the subjects given

in the texts 4. To be able to guess the meaning of unknown words in a text


1. Students will have improved their reading skills. 2. Students will be able to analyse a reading text effectively. 3. Students will be able to comment upon the topic discussed in

a text. 4. Students will have developed their vocabulary skills. 5. Students will have improved their language skills in general.

COURSE CONTENT

An analysis of different reading texts each of which presents a contemporary discussion topic. Students will read and listen to the texts at the same time which develops both skills. The reading will be followed by a set of questions including the summary of the text and related vocabulary. Students are expected to talk about the ideas in the readings. Extra material or activities can be included in order to carry the discussion further. Students will also be assigned additional reading of novels.

COURSE METHODS AND TECHNIQUES

The course requires participation of students in class, sometimes in the readings of the texts but mostly in the discussions of the issues presented in the texts. The instructor serves as a guide to read and

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understand the given material and directs students to present their own opinion on the issues.

COURSE MATERIALS

MAIN COURSE BOOK

ISSUES FOR TODAY – Lorraine C. Smith & Nancy Nici Mare, Thomson Corporation, Heinle, USA (2004) (listening materials included)

ADDITIONAL RESOURCES Hand-outs (additional articles related to the topics discussed in class)

ASSESSMENT

Mid-Term: 30 Final: 35 Assignments: 10 Quizzes: 20 Participation: 5

YEAR FIRST YEAR (FRESHMAN A)

TERM FIRST TERM

COURSE CODE ELL 104

COURSE CREDITS (3-0) 3

COURSE NAME COMPOSITION I

LANGUAGE ENGLISH

INSTRUCTOR




COURSE DESCRIPTION

An introduction to basic structure and concepts of the sentence. Terminology of sentence analysis and recognition of sentence parts will be studied. It will also concentrate on the study of stresses, grammar, punctuation and mechanics of standard English through intensive work in sentence combining and basic composition skills ( paragraph writing, organization of paragraphs, outlining)

COURSE OBJECTIVES This course aims at introducing students of basic concepts in writing and making them aware of paragraph types, outlining and expressing ideas through writing.


Students will have been able to write different types of paragraphs

COURSE CONTENT 1. Paragraph form, sentence structure 2. Paragraph types 3. Conjunctions

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4. Transition Signals


Lectures, individual and pair work

COURSE MATERIALS

MAIN COURSE BOOK First Steps in Academic Writing, Ann Hogue, (1996)

ADDITIONAL RESOURCES NONE

ASSESSMENT

Final exam : 35 points Midterm: 25 points Assignments: 30 points Quiz : 5 points Participation : 5 points

YEAR FIRST YEAR (FRESHMAN A)

TERM FIRST TERM

COURSE CODE ELL 105

COURSE CREDITS 3

COURSE NAME SPEECH AND COMMUNICATION I

LANGUAGE ENGLISH

INSTRUCTOR




COURSE DESCRIPTION

It is a compulsory course that is designed to improve the speaking skills of students. In addition, the course concentrates on listening and note-taking skills. All together, it presents the basic steps towards effective communication.

COURSE OBJECTIVES

1. To enhance students’ ability to listen for a purpose 2. To teach note-taking 3. To teach how to participate in the exchange of ideas about

relevant topics 4. To teach how to present a topic to an audience


1. Students will have learned how to take notes during academic listening.

2. Students will have learned how to succeed in lectures and discussions.

3. Students will have learned how to give presentations

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effectively. 4. Students will have learned to build, synthesize and use

knowledge in English. 5. Students will be more capable and confident in all aspects of

language use.

COURSE CONTENT

The course includes various contemporary topics presented in the course book. These topics will arise discussion points that would enable students to communicate their ideas in class discussions. The instructor serves as a judge in classroom debates. Relevant listening activities, which will be followed by question-answer sessions, will also take place. Students will primarily be tested on their individual presentations and oral exams.


The course is basically a speaking course. Therefore, great emphasis will be put on participation in class. Group works as well as individual presentations will take place during the lessons. Exams will also be based on listening and speaking activities.

COURSE MATERIALS

MAIN COURSE BOOK CONTEMPORARY TOPICS II – Ellen Kisslinger, Longman

ADDITIONAL RESOURCES Listening cassettes and hand-outs on the relevant topics when necessary.

ASSESSMENT

Mid-Term: 30 Final: 30 Presentation: 20 Participation: 20

YEAR

FIRST YEAR (FRESHMAN B)

TERM

SECOND TERM

COURSE CODE

ELL 111

COURSE CREDITS

(3-0) 3

NAME OF THE COURSE

ENGLISH GRAMMAR II

LANGUAGE

ENGLISH

INSTRUCTOR

TYPE OF THE COURSE

COMPULSORY

PRE-REQUISITE(S)

NONE

LEVEL OF THE COURSE

UNDERGRADUATE

MATERIALS NEEDED FOR THE COURSE

COURSE BOOK, WORKBOOK

DESCRIPTION OF THE COURSE

Introduction to English grammar through fundamental structures as useful to future English language teachers

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and analyzing the structures by focusing on lexicology and grammar such as the tenses of English.


The students are expected to be competent in English grammar by focusing on lexicology and structures as necessary to future English teachers.


o Students improve their vocabulary. o Students will be able to personalize what they learn

in order to talk to each other with ease about hundreds of everyday issues.

o Students improve linguistic and communicative competence.

o Students understand the advanced structures of English.

o Students improve their understanding and writing abilities.

o Students will be able to distinguish and comprehend the advanced structures in more complicated contexts.


Tenses, Modals, Nouns, Adjective Clauses, Passive Voice, Phrasal Verbs, Gerunds and Infinitives, Adverbs, Noun Clauses, Unreal Conditions


Lecture, Individual and Pair Work


Maurer, J. 2006 Focus on Grammar 5, Pearson

Education Inc, New York ADDITIONAL RESOURCES

Eastwood, J. 2003. Oxford Practice Grammar, Oxford

University Press, Oxford Sharpe, P.J. 1994 Barron’s TOEFL, Barron’s Educational Series, Inc. New York

ASSESSMENT

Attendance 10% Quizzes 25%Mid-Term 25% Final 40% (subject to change)

YEAR FIRST YEAR (FRESHMAN B)

TERM SECOND TERM

COURSE CODE ELL 113

COURSE CREDITS 3

COURSE NAME READING AND INTERPRETATION II

LANGUAGE ENGLISH

INSTRUCTOR

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PREREQUISITE(S) ELL103 READING AND INTERPRETATION I


COURSE DESCRIPTION

The course aims to teach students reading strategies such as topic sentence and main idea. It focuses on increasing reading comprehension with more intermediate vocabulary development, word and dictionary usage structural analysis and additional pre reading and reading strategies such as author’s purpose and supporting details. Students will also be challenged to speak and write about the concepts addressed in the class reading.

COURSE OBJECTIVES

I- To know about the reading strategies

II- To know about word and dictionary usage

III- To be able to comprehend and analyze texts

IV- To be able to speak and write about the concepts


I- Students will have learnt about the reading strategies

II- Students will have learnt how to use words in different

contexts

III- Students will have gained skills in comprehending and

analyzing texts

IV- Students will have experienced speaking and writing

about the concepts.

COURSE CONTENT

The course starts with the pre-reading activities which vary throughout a short and long text. Then it continues with the reading overview (main idea, details, and summary), statement evaluation, reading analysis, dictionary skills, critical thinking, follow-up activities, topics for discussion and writing, cloze quiz, crossword puzzle, CNN video report and Infotrac (online library) research activities


Lectures, individual reading, listening to the reading texts from the audio CD, answering questions, discussions, writing a short summary of the text, watching video clips.

COURSE MATERIALS

MAIN COURSE BOOK Lorraine C. Smith & Nancy Nici Mare (2004). Concepts for Today, Thomson Corporation, Heinle, United States of America.

ADDITIONAL RESOURCES CNN DVD video, audio CD, handouts, worksheets, New Infotrac (online library), novels.

ASSESSMENT Mid-term exam (30%), final exam (35%), quizzes (10%), assignments (15%), class participation (10%)


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TERM SECOND TERM

COURSE CODE ELL 114

COURSE CREDITS 3

COURSE NAME COMPOSITION II

LANGUAGE ENGLISH

INSTRUCTOR


PREREQUISITE(S) ELL 104 COMPOSITION I


COURSE DESCRIPTION

The course is a continuation of Composition I. Students are expected to have acquired the basic principles of writing. Composition II aims to take the students’ level in writing one step further into academic writing

COURSE OBJECTIVES

1. To be able to form and develop an idea 2. To be able to organize their ideas 3. To be able to write an outline 4. To be able to think critically when writing an essay 5. To be able to compare and contrast ideas 6. To be able to prove an argument in an essay 7. To be able to use the language effectively in writing


1. Students will be able to write well-organised descriptive and argumentative essays.

2. Students will have learned how to write objectively. 3. Students will have developed their way of thinking. 4. Students will have developed their grammar skills. 5. Students will have developed their language skills in general.

COURSE CONTENT

The course provides students with good examples of academic writing and then relates the techniques to be used in organisation, grammar and content. These examples present universal topics to be discussed in essay writing. Students are expected to adopt the techniques and organisation they see in these examples to their own writing. In order to give them a writing topic, various arguments will be discussed in class. This is also to help students form their ideas before writing.


The course is designed to guide students through the steps towards writing effectively. Techniques like brainstorming, outlining and draft writing will be used very often. Students will be provided with feedback during the whole process of writing. Students will also be encouraged to speak out and develop their ideas in class discussions. They will be assigned writing both in and outside the classroom.

COURSE MATERIALS

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MAIN COURSE BOOK WRITING ACADEMIC ENGLISH, Third Edition - Alice Oshima & Ann Hogue, Longman.

ADDITIONAL RESOURCES Extra material on CV and Resume writing (hand-outs)

ASSESSMENT

Mid-Term: 20 Final: 35 Assignments: 30 Quiz: 5 Participation: 10


TERM SECOND TERM

COURSE CODE ELL 115

COURSE CREDITS 3

COURSE NAME SPEECH AND COMMUNICATION II

LANGUAGE ENGLISH

INSTRUCTOR


PREREQUISITE(S) ELL 105 SPEECH AND COMMUNICATION I

COURSE LEVEL

COURSE DESCRIPTION

It is a compulsory course that teaches the fundamental principles and

practices of public speaking, including systematic library research,

creative analysis and synthesis of topics, organization, language,

delivery, audience adaptation, reasoning, arguments, and supporting

materials.

COURSE OBJECTIVES

V- To know about the types of speeches

VI- To know about systematic library research

VII- To be able to do creative analysis and synthesis

VIII- To be able to do presentations


V- Students will have learnt about the different types of

speeches

VI- Students will have experienced how to do systematic

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library research

VII- Students will have gained skills in creative analysis and

synthesis

VIII- Students will have gained an idea on how to present a

topic in class

COURSE CONTENT

An introduction to principles of effective extemporaneous speaking; practice in preparation including systematic research and delivery of speeches for different occasions. There is class criticism of student speeches. Students will develop their analytical skills in a series of presentations.


The teacher serves as a guide. Class interaction is important since there will be teacher evaluation and class criticism. Eclectic

COURSE MATERIALS

MAIN COURSE BOOK

Text Book: Beglar, David, et al. Contemporary Topics 3. 2nd ed. NY: Pearson, 2002. Course Booklet

ADDITIONAL RESOURCES Hand-outs

ASSESSMENT

Participation 20% Midterm 30% Projects 20% Final 30%

YEAR SECOND YEAR (SOPHOMORE A)

TERM FIRST TERM

COURSE CODE ELL 206

COURSE CREDITS 2

COURSE NAME VOCABULARY BUILDING

LANGUAGE ENGLISH

INSTRUCTOR

COURSE TYPE ELECTIVE



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COURSE DESCRIPTION

This is an elective course for students who would like to improve their English vocabulary. It will help students to learn not only the meanings of words but also how they are used. Spelling and pronunciation will also be emphasized. Students will also be guided on dictionary use.

COURSE OBJECTIVES

1. To be able to find the correct meaning of a word according to the context

2. To be able to spell and pronounce vocabulary items correctly 3. To be able to understand word formation in English 4. To be able to understand and use idiomatic expressions


1. Students will be able to find out and use the correct meaning of a word.

2. Students will have improved their pronunciation. 3. Students will have learned new words in English. 4. At the end of the course, students will have improved their

language skills in general.

COURSE CONTENT

The course is designed to help students enhance their vocabulary skills. It approaches English vocabulary from a range of different angles – looking not just at topics but also at word formation, at words and grammar, at functions like Connecting and Linking, at concepts like Time or Distance, at varieties of English.


Throughout the course, the instructor will help students in the learning of new words and their usages. Question-answer sessions will often take place in class. Students will also be encouraged to participate verbally in order to develop their pronunciation.

COURSE MATERIALS

O MAIN COURSE BOOK English Vocabulary in Use, Michael Mcharthy & Felicity O’Dell, Cambridge.

O ADDITIONAL RESOURCES

Listening cassettes or CDs will be used when necessary.

ASSESSMENT

1. Mid-Term: 35 2. Final: 35 3. Assignments: 10 4. Quizzes: 10 5. Participation: 10

YEAR THIRD YEAR (JUNIOR A)

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TERM FIRST TERM

COURSE CODE ELL 301

COURSE CREDITS 3

COURSE NAME XIX CENTURY BRITISH POETRY

LANGUAGE ENGLISH

INSTRUCTOR


PREREQUISITE(S)


COURSE DESCRIPTION This course is designed to enable the students to understand the poetry of the Romantic period with a study of its intellectual and social milieu, with a special emphasis on Wordsworth and Coleridge.

COURSE OBJECTIVES

1- To teach the students major poets of the period and illustrate their ideas and poetic practices.

2- To teach them what Romanticism means in Literature and its reflection in poetry.

3- To study the themes of isolation, rebellion and glorification of art and the artist with a special emphasis on the works of Byron, Shelley and Keats.


The students will have learnt the Romantic Age poets and their ideas and poetic tastes. They will also have learnt the literary principles of Romanticism and its reflection in poetry. The students will also have discussed specific themes on the works of Byron, Shelley and Keats.

COURSE CONTENT

1- Introduction to the Romantic Period with its social, intellectual and literary background

2- William Blake and his poetry. 3- Robert Burns and his poetry. 4- William Wordsworth and his poetry. 5- Samuel Taylor Coleridge and his poetry. 6- Percy Shelley and his poetry. 7- John Keats and his poetry.


Lectures, presentations, discussions, research projects.

COURSE MATERIALS

MAIN COURSE BOOK : Norton Antholoy English Literature vol II , (2000)

ADDITIONAL RESOURCES :

A Pelican Book Nineteenth-Century Studies, Basil Willey. (1973), The Penguin History of Literature The Romantic Period, ed David B. Pirie, (1994), Wordsworth and Coleridge Lyrical Ballads Critical Perspectives, Patrick Campbell, (1991)

ASSESSMENT : Attendance:10 Presentation: 15 Mid-term Exam : 20

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TERM FIRST TERM

COURSE CODE ELL 302

COURSE CREDITS 3

COURSE NAME XIX CENTURY BRITISH NOVEL I

LANGUAGE ENGLISH

INSTRUCTOR


PREREQUISITE(S) ELL 222


COURSE DESCRIPTION

The course covers Victorian Era, Industrial Revolution, Social developments and realistic novel. The two novels “Great Expectations” by Charles Dickens and “Persuasions” by Jane Austen and reflective of the age.

COURSE OBJECTIVES

The course aims at providing the students with knowledge of the 19th century literary activities and through the analysis of the two novels the students will be acquainted with the socio- economic situation during the Victorian Era.


The students are expected to be well-equipped to demonstrate understanding of literary concepts and how to pass judgments on the two novels they studied.

COURSE CONTENT

- Poverty, snobbish behaviour, ambition leading into frustration, social structure, love and misguidance – Great Expectations – Charles Dickens - The issues of courting, marriage, ironical remarks, and comedy - Persuasions - Jane Austen


Lecture, student presentation and written assignments

COURSE MATERIALS

MAIN COURSE BOOK :

- Great Expectations - Charles Dickens - Persuasions - Jane Austen

ADDITIONAL RESOURCES : - Understanding Literature ,Robin Mayhead - Aspects of the Novel, E.M. Forster - Internet web-sites

Final Exam : 30 Assignment. 20 Quiz: 5

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- Norton Authology volume ıı

ASSESSMENT BREAKDOWN :

Mid-Term : 30 Final : 40 Attendance : 10 Presentation : 10 Assignment : 10


TERM FIRST TERM

COURSE CODE ELL 304


COURSE NAME INTRODUCTION TO LINGUISTICS II

LANGUAGE ENGLISH

INSTRUCTOR




COURSE DESCRIPTION

General survey of the study of language and its structure: Semantics, Pragmatics, Discourse Analysis, Language and Machines, Human Processing: Brain, mind and Language, Language Acquisition, Second language Acquisition/ Learning, Language Change, Language Varieties

COURSE OBJECTIVES

To inform students of the fact that language is communicative, language exhibits variation, it can change and how it developed historically, and how language is acquired learnt, stored and produced in the brain, with implication on for the teaching of English.


Students will have gained detailed information about the language

COURSE CONTENT Semantics, Pragmatics, Language variation, Language change, historical Linguistics, Neurolinguistics


Lectures

COURSE MATERIALS

O MAIN COURSE BOOK : Compiled booklet


: Lecturer’s notes

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Final exam : 25% Quizzes: 25% Midterm exam: 25% Assignments:20% Participation :5%


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TERM FIRST TERM

COURSE CODE ELL 305


COURSE NAME TRANSLATION I (ENGLISH TO TURKISH)

LANGUAGE ENGLISH, TURKISH

INSTRUCTOR




COURSE DESCRIPTION This course is designed to teach the theory and practice of translation; translation techniques with special reference to English and Turkish languages.

COURSE OBJECTIVES

1- To understand the theory and practice of translation. 2- To understand the morphological and syntactic differences of

the two languages. 3- To enable the students to translate a wide variety of material

from English to Turkish by applying the basic translation techniques.


The students will have acquired the necessary skills to translate a text in English to the Turkish language. They will have translated a wide variety of authentic material from English to Turkish.

COURSE CONTENT

1-The theory and practice of translation. 2-Translation of certain syntactic structures at all levels. 3- Translation of scientific material. 4- Translation of different selections from literature. 5- Translation of proverbs, headlines and newspaper articles. 6-Translation for specific purposes, e.g law, medicine, tourism.


Lectures, group work, individual work, discussion.

COURSE MATERIALS

MAIN COURSE BOOK A booklet

ADDITIONAL RESOURCES Newspapers, poems, novels, magazines

ASSESSMENT BREAKDOWN

Mid-term Exam : 20 Final Exam: 25 Quizzes:35 Participation: 20

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TERM FIRST TERM

COURSE CODE ELL 328

COURSE CREDITS 3

COURSE NAME OSCAR WILDE COMEDIES

LANGUAGE ENGLISH

INSTRUCTOR




COURSE DESCRIPTION

The course provides students with a detailed study of the works of a particular writer by introducing Oscar Wilde and his comedies. It is a course during which students can both enjoy selected plays of the writer and have further insight into the Victorian Era.

COURSE OBJECTIVES

1. To enhance students’ knowledge of drama 2. To get to know Oscar Wilde and study some of his works in

detail 3. To learn about the Victorian Period in England 4. To contribute to the literary knowledge of students in general


1. Students will have learned how to examine the works of a particular writer.

2. Students will have acquired information on Oscar Wilde and his works.

3. Students will have improved their language skills in general.

COURSE CONTENT

The course is designed to study a set of comedies of a literary genre. Four comedies by the same writer will be examined in detail with regard to their period ( i.e. the Victorian Era). Analysis and critical evaluation of the selected plays will be essential throughout the course.


This literary course is primarily lecture based, but class discussions will often take place during the lectures. Students are free to add or comment on anything when they feel necessary. What is more, they will be encouraged to do so by giving presentations in class.

COURSE MATERIALS

MAIN COURSE BOOK The Importance of Being Earnest and Other Plays, by Oscar Wilde, Penguin.

ADDITIONAL RESOURCES Hand-outs will be given when necessary.

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ASSESSMENT

Mid-Term: 30 Final: 30 Presentation: 10 Assignments: 20 Participation: 10

Year : Second Year (Sophomore)

Term : Second Term

Course Code : ELT 201

Course Credits : 3

Course Name : Advanced Reading

Language : English

Instructor :

Course Type : Compulsory

Prerequisite(s) : None

Course Level : Undergraduate

Course Description : This course provides a study of the rhetorical conventions and social functions of academic prose. It also develops students’ reading and vocabulary skills through engaging themes and intensive practice.

Course Objectives :

◦ to enable students to develop reading skills such as speed reading, scanning and skimming reading. ◦ allowing students to analyse authentic texts from the course book accurately and efficiently by providing them with awareness of the relation between vocabulary, structure and meaning. ◦ developing students’ further reading skills in understanding implications in a variety of text types and responding to ideas in texts. ◦ Improving vocabulary development strategies focusing on different styles. ◦ allowing students to develop effective reading comprehension strategies including dictionary usage, note-taking, inferring, summarizing and critical thinking.

Students’ Learning Outcomes :

◦ students will have learned successful reading strategies and been further prompted to build proficiency in their writing, listening, and speaking skills. ◦ students will have improved their reading and vocabulary skills through engaging themes and intensive practice. ◦ students will have acquired the ability to analyse authentic texts

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from the course book accurately and efficiently. ◦ students will have developed further reading skills in understanding implications in a variety of text types and responding to ideas in texts.

Course Content :

The course starts with the pre-reading activities which vary throughout a short and long text. Then it continues with the reading overview (main idea, details, and summary), statement evaluation, reading analysis, dictionary skills, critical thinking, follow-up activities, topics for discussion and writing, cloze quiz, crossword puzzle, CNN video report and Infotrac (online library) research activities

Course Methods and Techniques : Lectures, individual reading, listening to the reading texts from the audio CD, answering questions, discussions, writing a short summary of the text, watching video clips.

Resources

Main Course Book : Lorraine C. Smith and Nancy Nici Mare, 2004. Topics for Today, Thomson Corporation, Heinle, United States of America

Additional Resources : CNN DVD video, audio CD, handouts, worksheets, New Infotrac (online library), novels

Assessment Breakdown : Mid-term exam (30%), final exam (35%), quizzes (10%), assignments (15%), class participation (10%)

YEAR THIRD YEAR (JUNIOR B)

TERM SECOND TERM

COURSE CODE ELL 321

COURSE CREDITS 3

COURSE NAME XIX CENTURY BRITISH POETRY II

LANGUAGE ENGLISH

INSTRUCTOR




COURSE DESCRIPTION

This course examines the work of the principal poets of the Victorian period (Tennyson, Browning, Arnold, Hopkins) with regard to the social context and the elaboration of key themes and forms (e.g. ‘religious doubt’ and the dramatic monologue respectively). It also

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includes a study of Victorian women poets and the Pre-Raphaelites.

COURSE OBJECTIVES

Students are expected to demonstrate : - a knowledge of the prevailing socio-economic, historical and moral factors affecting the Victorian literary climate, and the response of the major poets to them. - familiarity with the idiom and stylistic devices of individual poets and - an awareness of new ideas and technical innovations.


Students should be able to : - identify and explain any of the poems studied. - illustrate the principal themes of any major poet or group of poets of the period, as well as assess any merits or originality in use of language, rhythm or verse form.

COURSE CONTENT

The role of the poet in Victorian society, religious doubt and the crisis of faith; the effect of Darwinism and materialism on spirituality; alienation and despair; the search for enduring human values; the evolution of the dramatic monologue; distinctive female voices, the Pre-Raphaelite Brotherhood.


Lecture, Reading, Group Discussion

COURSE MATERIALS

MAIN COURSE BOOK Norton Anthology, Volume II

ADDITIONAL RESOURCES Oxford Illustrated History of English Literature, ed. Rogers P. The Wordsworth companion to Literature in English ed. Ousby I.

ASSESSMENT

Attendance :10 Homework : 10 Presentation: 10 Mid-Term : 30 Final : 40


TERM SECOND TERM

COURSE CODE ELL 322

COURSE CREDITS 3

COURSE NAME XIX CENTURY BRITISH NOVEL I

LANGUAGE ENGLISH

INSTRUCTOR


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COURSE DESCRIPTION Intended to view the social and literary progress during the late Victoria period through analysis of Emily Bronte’s “Wuthering Heights” and Oscar Wilde’s “The Picture of Dorian Gray”.

COURSE OBJECTIVES The course aims at bringing out the quality of social existence through analysis of the gothic novels belonging to the late Victoria era. Both of the late Victorian novel.


Students are expected to sharpen their wits through literary appreciation and make sound judgements on the novels they have studied.

COURSE CONTENT

Life as such in the Yorkshire region. The theme of Love and Hate. Property ownership through matrimony covering three generations of the families involved in “Wuthering Heights”. Selling his soul for power. Hedonism as a life-style. Corruption and the sin-quiet themes.


Lecture, Reading, Group Discussion

COURSE MATERIALS

MAIN COURSE BOOK : 1. Wuthering Heights – Emily Bronte 2. The Picture of Dorian Gray – Oscar Wilde

ADDITIONAL RESOURCES :

- Understanding Literature – Robin Mayhead - Aspects of the Novel – E.M. Forster - Internet Web-site - A short History of English Literature – Harry Blamires - The Victorian Novel – Ian Watt

ASSESSMENT :


YEAR

THIRD YEAR (JUNIOR B)

TERM

SECOND TERM

COURSE CODE

ELL 323

COURSE CREDITS

(3-0) 3

NAME OF THE COURSE

TURKISH- ENGLISH TRANSLATION

LANGUAGE

TURKISH/ENGLISH

INSTRUCTOR

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TYPE OF THE COURSE

COMPULSORY

PRE-REQUISITE(S)

NONE

LEVEL OF THE COURSE

UNDERGRADUATE


COURSE BOOK


Practical work in translating a wide variety of different Turkish texts at different levels.


The place and importance of translation in language learning; teaching students to learn the skills for a wide range of translation problems through practice in varied levels of Turkish texts from different areas of human activity.


Students acquire the skills necessary for a broad range of translation problems


Sentence, Paragraph and Text Translation


Individual and Group Work


Boztaş, İsmail, Yrd. Doç. Dr. et al, 2004. İngilizceÇeviri

Kılavuzu: A Guidebook for English Translation Siyasal Kitabevi, Ankara

ADDITIONAL RESOURCES

Göktürk, A. Çeviri: Dillerin Dili. İstanbul

ASSESSMENT

Attendance and Class Participation 20% Quizzes 30% Mid-Term Exam 20% Final Exam 30%


TERM SECOND TERM

COURSE CODE ELL 324

COURSE CREDITS 3

COURSE NAME BRITISH DRAMA I

LANGUAGE ENGLISH

INSTRUCTOR


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COURSE DESCRIPTION

The course presents the origin and development of drama in the medieval period. Its kinds, structural variety, stylistic and generic characteristics are discussed in the light of major works that belong to the era. The course covers the beginnings of tragedy and early Elizabethan comedy as well as the development of the theatre.

COURSE OBJECTIVES

1. To know about when, where and how the genre first appeared

2. To know about the relationship between ancient Greek, Latin and Roman drama and British drama

3. To examine the best examples of the genre that have survived

4. To see the difference among its kinds 5. To learn about the culture and language of the period


1. Students will be able to trace back the origins of drama. 2. Students will be acquainted with the religious and cultural

aspects of the medieval period. 3. Students will have acquired knowledge about the

masterpieces of the period. 4. Students will have improved their English in general.

COURSE CONTENT

The course is primarily concerned with the essentials and main concepts of earlier drama. First, an introduction to drama as a literary genre will be given. This is an account of the meaning and definition of drama as a major genre of literature and the theories about its origins. This will be followed by an explanation of the types and forms of earlier drama such as mystery and miracle plays. For illustration, The Chester Play of Noah’s Flood and Everyman will be examined. Later on, the beginnings of classical tragedy and the first examples of classical comedy will be discussed. Throughout these discussions, several significant examples that marked their period will be illustrated. These include works of Sophocles, Marlowe, Johnson and Webster


The course will begin with introductory lectures, and these will be followed by a study of a variety of texts which are illustrative of the topics and themes under discussion. In this process of explanation and illustration, which will invariably take the form of in-class discussions, students will be encouraged to take part in discussions and make their own observation of the text in question.

COURSE MATERIALS

MAIN COURSE BOOK The Norton Anthology of English Literature, Vol. 2

ADDITIONAL RESOURCES Hand-outs for the plays that are not in the text-book

ASSESSMENT

Mid-Term: 35 Final: 35 Assignments: 10 Presentation: 10 Participation: 10

24


TERM SECOND TERM

COURSE CODE ELL 325

COURSE CREDITS 3

COURSE NAME SHAKESPEARE I

LANGUAGE ENGLISH

INSTRUCTOR




COURSE DESCRIPTION

The course is intended to familiarise the student with Shakespeare as a dramatist through an understanding of the Elizabethan world- picture a survey of the cannon and close study of at least two contrasting texts “Macbeth” and “Merchant of Venice” from the viewpoint of language and structure.

COURSE OBJECTIVES

The aim of the course is to focus students minds on Shakespeare’s language, plots, structure of the plays and mainly to reveal Shakespeare’s genius through the two plays “Merchant of Venice” and “Macbeth”.


The students are expected to demonstrate detailed knowledge on the two contrasting plays of Shakespeare using literary terms.

COURSE CONTENT

- Bond story, casket story, rising story. The theme of anti-semitic elements, elopement for love and risk - Merchant of Venice - Ambition to become King. The function of the witches. The downfall of sinful souls - Macbeth


Lecture, student presentation, discussions, and written assignments.

COURSE MATERIALS

MAIN COURSE BOOK - Merchant of Venice - Macbeth

ADDITIONAL RESOURCES - Norton Anthology I - Survey of English Literature

25

- Introduction to Literature - Internet web-sites - A short history of English Literature, Harry Blamires



YEAR FORTH YEAR (SENIOR A)

TERM FIRST TERM

COURSE CODE ELL 401

COURSE CREDITS 3

COURSE NAME XX CENTURY BRITISH POETRY I

LANGUAGE ENGLISH

INSTRUCTOR




COURSE DESCRIPTION

This course is intended to provide an insight into the poetry published in Britain between 1901-1939 by detailed textual study of individual poets from Hardy to Eliot. At the same time consideration is given to contrasting currents and literary movements, to the Georgians, the War Poets and the emergence of Modernism.

COURSE OBJECTIVES

- Familiarisation with the literary forms, poetic style and ideas of the principal poets of the period. - To achieve an understanding of the place of each poet in the prevailing literary scene.


- students are able to recognise and identify extracts of poetry and comment on salient stylistic features. - students will have extended their critical responses to thought and text and be able to defend their views.

COURSE CONTENT

- The forms and features of Modernism in relation to late-Victorian Aestheticism, ‘fin de Siecle’ escapism - European influences on British poetry - Tradition Versus experimentation. The Georgians

26

- The impact of the First World War


Lecture, Reading, Group Discussion, Presentation

COURSE MATERIALS



Oxford Illustrated History of English Literature, ed. Rogers, P The Wordsworth Companion to Literature in English, ed. Ousby, I.

ASSESSMENT

Attendance : 10 Homework : 10 Presentation : 10 Midterm Exam : 30 Final Exam : 40


TERM FIRST TERM

COURSE CODE ELL 402

COURSE CREDITS 3

COURSE NAME XX CENTURY BRITISH NOVEL I

LANGUAGE ENGLISH

INSTRUCTOR




COURSE DESCRIPTION Overview of the novels in England covering the 20th century modern writing by studying D.H. Lawrence’s “Women in Love” and George Orwell’s “Animal farm”.

COURSE OBJECTIVES

The course aims of enlightening the student on 20th century modern novel and developments and mainly dealing with social and political changes in the society through the detailed analysis of the novels “Women In Love” and “Animal Farm”.


The student should feel confident to discuss and judge connections between 20th century literature and their own human experiences

27

COURSE CONTENT The issues dealt with in Women in Love, fredudian ideas and political corruption in Animal Farm.


Lecture, student presentation and written assignments.

COURSE MATERIALS

MAIN COURSE BOOK : 1. D.H.Lawrence – Women in Love 2. George Orwell – Animal Farm

ADDITIONAL RESOURCES : - English Literature – Anthony Burgess - Web-sites – Internet - The Norton Anthology of English Literature volume ıı

ASSESSMENT :

Mid-Term : 30% Final : 40% Attendance: 10% Assignment: 10% Presentation: 10%

28

YEAR : FOURTH YEAR (SENIOR)

TERM : FIRST TERM

COURSE CODE : ELL 403

COURSE CREDITS : (3-0) 3

COURSE NAME : BRITISH DRAMA II

LANGUAGE : ENGLISH

INSTRUCTOR :

COURSE TYPE : COMPULSORY

PREREQUISITE(S) : ELL 324 BRITISH DRAMA I

COURSE LEVEL : UNDERGRADUATE

COURSE DESCRIPTION : This course is designed to teach a survey of English Drama from approximately 1660 to 1800, including the comedy of wit in the Restoration period.

COURSE OBJECTIVES :

1- To teach the students the features of Restoration Comedy in its social and historical setting and show them that Restoration Comedy is a ‘satirical’ portrait of the society and its mores.

2- To introduce major restoration dramatists and their plays.


:

The students will have learnt about the Restoration period and the comedy of wit and manners. They will also be introduced to the major playwrights of the Restoration period and some of the plays that have been influential in the 18th century comedy trends.

COURSE CONTENT :

1- Information about the historical and social milieu of the Restoration period and its reflections to literature.

2- ‘She stoops to conquer’ by Oliver Goldsmith. 3- ‘The School for Scandal’ by Richard Brinsley Sheridan. 4- ‘The Rivals’ by Richard Brinsley Sheridan.


: Lectures, discussions, role-plays

COURSE MATERIALS

MAIN COURSE BOOK ‘She stoops to conquer’ by Oliver Goldsmith, ‘The School for Scandal’ by Richard Brinsley Sheridan, ‘The Rivals’ by R.B.Sheridan.

ADDITIONAL RESOURCES English Drama to 1710, ed.Christopher Ricks.(1987).

ASSESSMENT :

Attendance: 15 Mid-term Exam : 25 Final Exam : 30 Assignment : 25 Quiz: 5

29


TERM FIRST TERM

COURSE CODE ELL 404

COURSE CREDITS 3

COURSE NAME SHAKESPEARE II

LANGUAGE ENGLISH

INSTRUCTOR


PREREQUISITE(S) ELL 325 (SHAKESPEARE I)


COURSE DESCRIPTION

This course complements the introductory course by extensive further reading and discussion of plays of contrasting character and from different periods in order to demonstrate the development and diversity of Shakespeare’s dramatic art.

COURSE OBJECTIVES

Students will be expected to demonstrate an appreciation of the different types of Shakespeare Plays (comedy, tragedy, history, Roman etc) as well as an understanding of the relative importance of plot, character, dramatic structure, language and Shakespeare’s treatment of his sources.


Students are bale to answer detailed context questions on randomly selected passages from the set texts, and in addition, able to write well-reasoned, original essays on any aspect of the plays studied.

COURSE CONTENT

Duty versus passion in ‘Anthony and Cleopatra’ and whether the play can be considered a tragedy or not; themes of guilt and redemption, conflict and reconciliation exemplified in the writer’s tale; and in both plays, the significance of dramatic structure and the supreme importance richness of language and interlocking patterns of poetic imagery.


COURSE MATERIALS

MAIN COURSE BOOK Antony and Cleopatra The Winter’s Tale

ADDITIONAL RESOURCES The Pelican Guide to English Literature

ASSESSMENT Attendance : 10 Homework : 10 Presentation/Participation : 10

30

Midterm : 30 Final : 40


TERM FIRST TERM

COURSE CODE ELL 405

COURSE CREDITS 3

COURSE NAME AMERICAN LITERATURE

LANGUAGE ENGLISH

INSTRUCTOR


PREREQUISITE(S)


COURSE DESCRIPTION A survey of prose, poetry and drama of the United States from colonial times to 21st century.

COURSE OBJECTIVES To show how American literature has evolved from a mainly defensive position to an expression of super-power multiculturalism.


- familiarity with major canonical texts - recognition of American Literature as a large and important part of English Literature

COURSE CONTENT An introduction to the literature of the United States via study of selected texts (works by major 19th and 20th century American authors)


Lectures ; reading assignments, discussions (analysis)

COURSE MATERIALS

MAIN COURSE BOOK : Peter B.High : An outline of American Literature

ADDITIONAL RESOURCES : Marcus Cunlliffe : American Literature

ASSESSMENT :

Midterm : 40 Final : 40 Class participation (discussion) : 20


31

TERM

FIRST TERM

COURSE CODE

ELL 423

COURSE CREDITS

(3-0) 3

NAME OF THE COURSE

LANGUAGE ACQUISITION

LANGUAGE

ENGLISH

INSTRUCTOR

TYPE OF THE COURSE

ELECTIVE

PRE-REQUISITE(S)

NONE

LEVEL OF THE COURSE

UNDERGRADUATE


COURSE BOOK


This course aims to discuss researches made in language acquisition. Differences and similarities in child and adult language are studied from both linguistic and psycholinguistic perspectives.


° To introduce students of ELT basic concepts in language acquisition. ° To enable students to analyse the similarities and differences between first language acquisition and second language acquisition. ° To enable students to learn how human learning takes place. ° To make students aware of learning styles and strategies affecting second language learning and personality characteristics.


° Students will have learnt certain concepts in language acquisition. ° Students will have the ability to analyse the similarities and differences between first language acquisition and second language acquisition. ° Students will have learnt how human language learning takes place. ° Students will have learnt learning styles and strategies affecting second language learning and personality characteristics.


Introducing Second Language, Foundations of Second Language Acquisition, the Linguistics of Second Language Acquisition, Social Contexts of Second Language Acquisition, Second Language Learning and Teaching.


:

Lectures

COURSE MATERIALS

32

MAIN COURSE BOOK

: Saville-Troike, M 2006 Introducing Second Language Acquisition Cambridge University Press.


: Handouts.

ASSESSMENT

Attendance and Class Participation 5% Quizzes 15% Mid-Term Exam 25% Final Exam 40% Assignments 15%

YEAR

FORTH YEAR (SENIOR A)

TERM

FIRST TERM

COURSE CODE

ELL 426

COURSE CREDITS

(3-0) 3

NAME OF THE COURSE

ADVANCED TRANSLATION

LANGUAGE

ENGLISH/TURKISH

INSTRUCTOR

TYPE OF THE COURSE

ELECTIVE

PRE-REQUISITE(S)

NONE

LEVEL OF THE COURSE

UNDERGRADUATE


Practical work in translating a wide variety of different English and Turkish texts at different levels.


The place and importance of translation in language learning; teaching students to learn the skills for a wide range of translation problems through practice in varied levels of English and Turkish texts from different areas of human activity.


Students acquire the skills necessary for a broad range of translation problems


Sentence, Paragraph and Text Translation


Individual and Group Work


: Boztaş, İsmail, Yrd. Doç. Dr. et al, 2004. İngilizceÇeviri

Kılavuzu: A Guidebook for English Translation Siyasal Kitabevi, Ankara


: Göktürk, A. Çeviri: Dillerin Dili. İstanbul

ASSESSMENT

Attendance and Class Participation 20% Quizzes 30% Mid-Term Exam 20%

33

Final Exam 30% YEAR

: FOURTH YEAR (SENIOR B)

TERM

: SECOND TERM

COURSE CODE

: ELL 406

COURSE CREDITS

: 3

NAME OF THE COURSE

: RESEARCH METHODS AND PAPER WRITING

LANGUAGE

: ENGLISH

INSTRUCTOR

:

TYPE OF THE COURSE

: COMPULSORY

PRE-REQUISITE(S)

: NONE

LEVEL OF THE COURSE

: UNDERGRADUATE


: This is a compulsory undergraduate course that provides an introduction to basics of research techniques. In this course, basic research techniques such as deciding on the aim and scope of the study, choosing the relevant subjects, surveying the relevant literature on a specific subject, making references, designing questionnaires, using basic statistics and analysing and interpreting the questionnaire results are introduced to students.


: 1. Introduction to the role of research methods within the teaching system

2. Introduction to basic concepts of research methods.

3. Improving the awareness of students about the use of research techniques for investigating issues in ELL.

4. Improving the awareness for setting up the aim, deciding on the subjects, materials, techniques to conduct the study and the methods to evaluate the outcomes of the study

5. Mastering the various techniques for questionnaire design and use of statistics for evaluating the outcomes of questionnaires and surveys.

6. Mastering the academic writing and reading skills to review the relevant literature.

34

7. Improving academic skills to draw conclusions from the investigation and overall research, making suggestions for further research regarding the subject of the study conducted.

8. Using internet in relation to the academic purposes of the research undertaken.


: At the end of this course students are expected to

ü have sufficient knowledge about the basic concepts of research methods.

ü know about the theoretical issues in research techniques.

ü master the skills to design various questionnaires for different purposes and carrying out surveys for different purposes.

ü have academic skills to decide on the aim, subjects and methodology of the study.

ü present the study using the necessary language skills in accordance with the academic requirements.

ü present their opinions in academic terms as required by the research rules.

ü use basic statistics to present the data obtained throughout the research.


: The content of this course includes relevant materials to research techniques. The materials are related to research types, research design, research materials, statistics, presentation of outcomes of research, investigation of academic issues, reviewing the relevant literature.


: This course is mostly based on presenting the theoretical issues and putting these issues into practice. First, theoretical aspects are given in a descriptive way and then, students are engaged in guided practice process. This course is both teacher and student-centred. The teacher presents the details and provides students with details and examples in practical terms, and students are required to put the theoretical aspects into practice and undertake research to gain practical experience. Teacher performs as the control mechanism of students’ work.


: NONE


: Brown, James Dean. 2001. Using Surveys in Language Programs. Cambridge: CUP

Butler, Christopher. 1985. Statistics in Linguistics. Oxford: OUP

Campbell, D.T. and J. C. Stanley. 1966. Experimental and Quasi-experimental Designs for Research. Chicago: Rand McNally

Fink, Arlene. 1995. The Survey Handbook. Thousand

35

Oaks: SAGE

ASSESSMENT

Project-based. Deciding on the weight of project(s) depends on the course teacher. Participation and attendance: 5% *The project for the mid-term is given after the first half of the Fall semester. The final project is given two weeks before the end of the term.

YEAR FORTH YEAR (SENIOR B)

TERM SECOND TERM

COURSE CODE ELL 413

COURSE CREDITS 3

COURSE NAME BRITISH DRAMA III

LANGUAGE ENGLISH

INSTRUCTOR


PREREQUISITE(S) ELL 403 BRITISH DRAMA II


COURSE DESCRIPTION

The 19th and the 20th Century developments in drama and the influence of the modern European drama on British drama. Shaw’s “Arms and The Man”, T.S. Elliot’s “Murder in the Cathedrel”, S.Becket’s “Waiting for Godot”, and J.M.Synge’s “The Playboy of the Western World”.

COURSE OBJECTIVES

The aim of the course is to enlighten the student on the 19th and 20th Century drama and analise the four plays “Arms and the Man” by G.B. Shaw, “Murder in the Cathedral” by T.S. Elliot, “ Waiting for Godot” by Samuel Becket and “The Playboy of the Western World” by J.M.Synge that reflect the aspects of modern drama.


The student is expected to be competent enough to make literary judgements on the 19th and 20th Century drama in Europe and in Britain.

COURSE CONTENT

- The historical significance of “Murder in the Cathedral. - Delusions of Grandeur , romance, reality, the criticism of war in “Army and the Man”. - Fake heroism, social values and reality. - Existentialism in “Waiting for Godot”.


Lecture, student presentation, discussion, written assignment.

COURSE MATERIALS

36

MAIN COURSE BOOK

1. Waiting for Godot – Samuel Becket 2. Arms and the Man – G.B.Shaw 3. Murder in the Cathedral – T.S.Elliot 4. The Playboy of Western World – J.M.Synge

ADDITIONAL RESOURCES A short History of English Literature – Harry Blamires English Literature – Pat Rogers Guide to English Literature – Ronald Carter

ASSESSMENT

Mid-Term : 30% Final : 40% Attendance : 10% Presentation : 10% Assignment : 10%


TERM SECOND TERM

COURSE CODE ELL 421

COURSE CREDITS 3

COURSE NAME XX CENTURY BRITISH POETRY II

LANGUAGE ENGLISH

INSTRUCTOR


PREREQUISITE(S) ELL 401 XX CENTURY BRITISH POETRY I


COURSE DESCRIPTION

This course aims to familiarise students with the main developments in the poetry of each decade from the 1930’s to the present day with particular regard to tradition and innovation in theme, form and poetic technique and the poet’s view of his poets studied and include W.H.Auden, D.Thomas, J.Beljaman, P.Larkin and T.Hughes among others.

COURSE OBJECTIVES

Students are expected to be conversant with the names of the principal poets of the period and the general characteristics of their works and thereby to gain an understanding of some of the currents, trends and movements which have shaped twentieth century British poetry.


Students are able to recognise extracts from the poets studied and comment on relevant stylistic features. They will have sufficiently developed critical faculties to be able to make a fairly confident assessment of any new poet encountered both on his own terms as well as in relation to his peers and

37

predecessors.

COURSE CONTENT

- the influence of Marx and Freud on the poetry of the 30’s; - neo-romantic elements - moral and social concerns - popularity, the poets vocation and various poets laureate in the 20th century - simplicity, parochialism and the loss of moral values - the movement and other movements - new views of old themes


Lecturer, Reading, Group Discussions, PRESENTATIONS

COURSE MATERIALS


ADDITIONAL RESOURCES Oxford Illustrated History of English Literature – ed. Rogers, P The Wordsworth Companion to Literature in English, ed. Ousby, I Websites

ASSESSMENT

Attendance : 10% Homework : 10% Presentation : 10% Midterm : 30% Final : 40%


TERM SECOND TERM

COURSE CODE ELL 422

COURSE CREDITS 3

COURSE NAME XX CENTURY BRITISH NOVEL II

LANGUAGE ENGLISH

INSTRUCTOR




38

COURSE DESCRIPTION

This course presents the social and historical context of the British novel from 1939 to the present day and includes a survey of the principal authors and titles of the period, with a focus on the novel of the 1950’s and 1960’s and a detailed study of William Golding and John Fowles

COURSE OBJECTIVES

- to make students aware of the great richness and diversity existing in the array of forms concerns and styles of the post-war British novel. - to produce balanced, independent critical responses to the issues raised by the course and thereby complete the undergraduate study of the British novel.


- Students should have achieved a deeper appreciation of the variety and subtlety of the British novel and thereby an enhanced capacity to read with greater understanding and open-mindedness in the future. - an enlargement of linguistic and conceptual horizons.

COURSE CONTENT

- In ‘Lord of the Flies’, fundamental questions of human existence : sin, original or acquired; the presence of good and evil; what is civilisation? As well as different levels of interpretation : fable/ parable/realistic scenario. - In Fowles, the existential dilemma, authenticity; pastiche and the historical novel; narratology and theory of the novel.


Lecture, Reading, Presentations, Group Discussion

COURSE MATERIALS

MAIN COURSE BOOK : Golding, W. ‘The Lord of the Flies’ Fowles, J. ‘The French Lieutenant’s woman’

ADDITIONAL RESOURCES : The Penguin Guide to English Literature ed. Carter .R. and McRae, J The Modern British Novel, Bradbury M.

ASSESSMENT :

Attendance : 10% Homework : 10% Presentation : 10% Midterm : 30% Final : 40%


TERM SECOND TERM

COURSE CODE ELL 429

COURSE CREDITS 3

COURSE NAME POST-COLONIAL LITERATURE

LANGUAGE ENGLISH

39

INSTRUCTOR


PREREQUISITE(S)


COURSE DESCRIPTION The course examines literature and theory from countries formerly colonized by the British.

COURSE OBJECTIVES To demonstrate the process of cultural decolonization and to examine themes such as the problem of identity and double consciousness


Students become familiar with writing in English and the influences of multiple cultural contexts.

COURSE CONTENT What are post-colonial literatures? How can minority cultures struggle for survival under the pressure of the dominant culture? Who is the ‘other’ for Europeans?


Lectures; reading assignments (e.g. Achebe, Kureism, Naipaul) discussions (analysis)

COURSE MATERIALS

MAIN COURSE BOOK : John McLeod : Beginning Postcolonialism

ADDITIONAL RESOURCES : Ashcroft, Griffiths, Tiffin : The Empire Writes Back


Midterm exam : 30% Final exam : 40% Project / essay : 20% Class participation : 10%

Year FIRST YEAR (FRESHMAN B)

Term SECOND TERM

Course Code ELL 112

Course Credits 3

Course Name LITERARY TERMINOLOGY

Language ENGLISH

Instructor

Course Type COMPULSORY

40

Prerequisite(s) NONE

Course Level UNDERGRADUATE

Course Description The course gives an insight to literary terminology; as well as historical and cultural changes in the concept of literature

Course Objectives Introduction of basic literary terms needed for literary criticism and discussion of literary works

Students’ Learning Outcomes Students acquire the terminological skills for analysing literature

Course Content Basic knowledge of developments and currents in World Literature reflected in terminology

Course Methods and Techniques Lectures, practical exercises (analysis of literary examples)

COURSE MATERIALS

Main Course Book Chris Baldick : The Concise Oxford Dictionary of Literary Terms

Additional Resources Sybil Marcus : A World of Fiction

Assessment Breakdown Midterm : 40 Final 40 Class participation (discussion, analysis) : 20


TERM FIRST TERM

COURSE CODE ELL 201

COURSE CREDITS 3

COURSE NAME ADVANCED GRAMMAR

LANGUAGE ENGLISH

INSTRUCTOR



COURSE LEVEL ADVANCED

COURSE DESCRIPTION Developing students’ use of grammatical points in a creative way by allowing them to analyse the grammatical structures in a variety of real contexts.

COURSE OBJECTIVES • Teaching English grammar focusing on lexicology and

structures.

41

• Improving students’ use of grammatical structures. • Allowing students to analyse the grammatical points in a

variety of real contexts. • To make students aware of the exceptional uses of

grammatical structures. • To get the students to refine their English. • To enable students to use the advanced structures of English

properly and efficiently.


• Students improve their vocabulary network. • Students will be able to personalize what they learn. • Students improve communicative competence. • Students understand the advanced structures of English. • Students improve their understanding and writing abilities. • Students will be able to distinguish and comprehend the

advanced structures in more complicated contexts.

COURSE CONTENT

This course has a dual purpose, being suitable for independent use as a survey of the main syntactic structures in contemporary English or as an introduction to the descriptive framework used in more comprehensive grammars. Students are also expected to be creative in using grammatical points for communicative purposes.


Lecture, individual and pair work

COURSE MATERIALS

O MAIN COURSE BOOK Advanced Learners’ Grammar , Mark Foley & Diane Hall. (2005)


Handouts, worksheets, CD-ROM

ASSESSMENT

Mid-term exam: 35 Final exam: 25 Assignments: 15 Quizes: 20 Class Participation: 5


TERM FIRST TERM

COURSE CODE ELL 202


COURSE NAME INTRODUCTION TO ENGLISH LITERATURE

LANGUAGE ENGLISH

INSTRUCTOR


42



COURSE DESCRIPTION This course is designed to teach a chronological survey of English Literature from old English times to the present, with consideration of works, authors, forms, conventions, and ideas in a historical setting.

COURSE OBJECTIVES

1. To provide an introduction to English Literature with historical and social information to provide a background for literary works from Beowulf to the present.

2. To give the students a basis for discussion of a particular author, period or style.

3. To teach them literary terms and cultural terms for the better understanding of the texts.


The students will have acquired general information about the English Literature. They will have examined a wide variety of examples from different times and styles.

COURSE CONTENT

1- The literary and cultural terms frequently used in prose and poetry.

2- General information about Old and Middle English with references to important historical events of the time.

3- General information about the Renaissance period with its works, authors and forms in its social, historical and intellectual milieu.

4- General information about English Literature starting from the Commonwealth and Restoration period including the Augustan, the Gothic, and the Romantic age till the Victorian period with emphasis to the 20th century Literature in its social, historical and intellectual setting.


Lectures and presentations

COURSE MATERIALS

MAIN COURSE BOOK : The Penguin Guide to English Literature :Britain and Ireland, Ronald Carter and John McRae. (1996)

ADDITIONAL RESOURCES : NONE

ASSESSMENT :

Final Exam:35 Presentation:15 Participation:10 Mid-term Exam: 25 Quizzes: 15


TERM FIRST TERM

COURSE CODE ELL 203

43

COURSE CREDITS 3

COURSE NAME WORLD MYTHOLOGY

LANGUAGE ENGLISH

INSTRUCTOR


PREREQUISITE(S)


COURSE DESCRIPTION - A basic introduction of classical mythology and its influence on English Literature. - A brief summary of Scandinavian myths

COURSE OBJECTIVES

- To understand the continuous line of inheritance and influence connecting the modern and the ancient. - To examine how classical myths have been reworked and reinterpreted by writers in English


Familiarity with mythological references and mythical archetypes in literature ; the ‘code’ of mythology

COURSE CONTENT - Different approaches of myth; the renaissance, the romantic movement, the twentieth century - examples of rewritings of classical myths


Lectures, students’ presentations of myths

COURSE MATERIALS

MAIN COURSE BOOK Edith Hamilton : Mythology Timeless Tales of Gods and Heroes

ADDITIONAL RESOURCES Geoffrey, Miles : Classical Mythology in English Literature

ASSESSMENT

Midterm : 40 Final : 40 Project/presentation : 10 Class participation : 10

YEAR SECOND YEAR (SOPHOMORE B)

TERM SECOND TERM

COURSE CODE ELL 221


44

COURSE NAME XVIII CENTURY BRITISH POETRY

LANGUAGE ENGLISH

INSTRUCTOR




COURSE DESCRIPTION This course is designed to teach the poetry, satire and the criticism of the Augustan Age with special emphasis on the works of Dryden and Pope.

COURSE OBJECTIVES

1- To enable the students to appreciate and evaluate the main developments in British Poetry during the 18th Century.

2- To teach the students the literary features of a poetic satire. 3- To show the students how Augustan poetry is related to its

historical, social and intellectual atmosphere of the time and how the social milieu of the time is reflected in this poetry.


1- The students will have learnt the main developments in British Poetry during the 18th Century.

2- The students will have the ability to understand, analyze and criticise satiric poetry.

3- The students will have possessed detailed information about the Augustan period with attention to relationships between the literature and the social and intellectual trends of the age.

COURSE CONTENT

1- Introduction to the Restoration Period and the 18th Century. 2- Evaluation of the poetry of John Dryden and satire poetry. 3- Evaluation of the poetry of Alexander Pope. 4- Evaluation of the poetry of Jonathan Swift. 5- Evaluation of James Thomson’s blank verse nature poem,

‘The Seasons’, and poetry of Samuel Johnson. 6- Evaluation of Thomas Gray’s realistic pastoral poem ‘Elegy

written in a Country Churchyard’. COURSE METHODS AND TECHNIQUES

Lectures and research work.

COURSE MATERIALS

MAIN COURSE BOOK : The Norton Anthology English Literature Volume 1, (2000)

ADDITIONAL RESOURCES : The Penguin History of literature Dryden to Johnson, ed.Roger Londsdale (1986)

ASSESSMENT :

Final Exam: 35 Research Paper:25 Midterm Exam: 25 Participation:10 Quiz: 5

45


TERM SECOND TERM

COURSE CODE ELL 222

COURSE CREDITS 3

COURSE NAME XVIII CENTURY BRITISH NOVEL

LANGUAGE ENGLISH

INSTRUCTOR




COURSE DESCRIPTION

After having obtained a sense of literature in general during their first year, students are introduced to the first examples of novel writing. The course covers a close analysis of the features of 18 century British novel. Two of the best examples of the period are examined critically throughout the course (i.e. Defoe’s Moll Flanders and Richardson’s Pamela).

COURSE OBJECTIVES

1. To provide students with the historical background of the period

2. To provide students with an insight to the culture of the period 3. To know about the masterpieces of the period 4. To teach how to analyse a novel critically


1. Students will have acquired a general knowledge of the history and culture of the period.

2. Students will be acquainted with the important writers and their works which describe the features of the genre best.

3. Students will be able to analyse and criticise a novel effectively.

4. Students will have developed their presentation skills. 5. Students will have improved their reading, vocabulary and

grammar skills in general.

COURSE CONTENT

The course begins with a general introduction to 18th century novel. Basic aspects and features of the era will be discussed in relation to culture, history and place. Then students will be presented with two significant works that has marked the period. Students will be expected to come to class having read the assigned parts of the books. This will enable the instructor to create a fluent discussion. During these discussions, the ideas and morals of the books will be pointed out and analysed. Additional critiques will be used in these discussions when necessary.


This literary course is lecture-based. However, great importance is given to the discussions that would come up during the lectures. This will form the major part of student participation. Students will also give presentations on the novels.

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COURSE MATERIALS

MAIN COURSE BOOK MOLL FLANDERS, by Daniel Defoe & PAMELA, by Samuel Richardson.

ADDITIONAL RESOURCES Extra material as hand-outs on the two course books and the genre in general.

ASSESSMENT

Mid-Term: 30 Final: 30 Presentation: 10 Assignment: 10 Quizzes: 10 Participation: 10


TERM SECOND TERM

COURSE CODE ELL 223

COURSE CREDITS 3

COURSE NAME ADVANCED COMPOSITION

LANGUAGE ENGLISH

INSTRUCTOR


PREREQUISITE(S) ELL 114 COMPOSITION II


COURSE DESCRIPTION

For students who already have a basic grasp of composition and feel ready for experiences in more challenging and sophisticated writing. Covers basic elements of expository writing through students' reading of selected essays and through students' writing. What’s more, the course aims to teach students how to write an original academic essay (based on analysis of a given literary text) through understanding and applying the organizational requirements of an English academic essay into their own writing.

COURSE OBJECTIVES

I- To be able to write a giving instructions essay, an cause or effect essay, a comparison or contrast essay, a descriptive essay and an argumentative essay.

II- To be able to write an academic essay on a given literary text

III- To be able to provide evidence by using quotations IV- To know about the standard documentation formats and

electronic sources

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I- Students will have learnt the formats for different types of writing

II- Students will have gained the skills on analyzing a literary text

III- Students will have learnt how to provide evidence to support their arguments

Students will have learnt how to document sites

COURSE CONTENT

Advanced Composition II is the final writing skills course that focuses mainly on writing English academic essays. The course starts with learning the organizational requirements of an essay and includes 10 submissions and an academic paper. Finally, this class requires that you are comfortable working individually and eager to generate ideas through research.


The teacher provides drill work on specific skills, makes many of the major writing decisions for the students (topic, form, length, etc.) and serves as a guide. There will be teacher evaluation and peer-evaluation. Students work alone on their writing assignments, and while trying to figure out what they want to say, are reminded of such technical matters as using topic sentences and avoiding writing sentence fragments and run-ons.

RESOURCES

MAIN COURSE BOOK

Text Book: Oshima, Alice and Ann Houge. Writing Academic English. 3rd ed. NY: Longman, 1999. Additional Resources: Handouts


ASSESSMENT

10 Submissions 30% Midterm 25% Academic Paper Project 20% Final 25%


TERM SECOND TERM

COURSE CODE ELL 224

COURSE CREDITS 3

COURSE NAME BRITISH CULTURE & CIVILIZATION

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LANGUAGE ENGLISH

INSTRUCTOR




COURSE DESCRIPTION

It is a compulsory undergraduate course that provides a comprehensive introduction to a wide range of aspects of contemporary Britain, including central and local government, the economy and industry, the legal system, media, arts, education and religion.

COURSE OBJECTIVES

1. To know about the UK and its constituents. 2. To be able to talk about issues such as over-population and

such problems. 3. To become familiar with the terminology used. 4. To be able to discuss / present related topics. 5. To know about how the education system works in Britain.


1. Students will have gained knowledge of the UK and its inhabitants.

2. Students will have the ability to compare Britain to their own country from various perspectives.

3. Students will have become more acquainted on the lifestyles of the British.

4. Students will have acquired the gist to discuss topics related to the UK.

COURSE CONTENT

An introduction to British culture and civilization beginning from the Battle of Hastings in 1066 to the present day will be covered in this course. The main aim of this course is to familiarize students with the cultural, historical and social heritage of Britain, primarily England. Students will have the opportunity to grasp an understanding of the problems of immigration and population movements, the physical features, energy resources, Britain’s relationship with Europe, the functions of the legal system in the UK, education, religion and many more related topics over the duration of the term. Students will be expected to participate at all times in the discussions during the course. Students will also be responsible for preparing and presenting any topic assigned to them on the UK.


This course is mainly Lecture-based. Later on in the course discussion topics are given to the students at the end of the first hour of the lesson parallel to the lecture. The students then try to discuss the topic(s) with their fellow peers. The course also comprises of presentations which will be set during the first lesson of the term.

COURSE MATERIALS

MAIN COURSE BOOK BRITISH CIVILIZATION – An Introduction – John Oakland (2000) Fourth Edition.

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ADDITIONAL RESOURCES NONE

ASSESSMENT

Mid-term: 25 Final: 35 Discussions: 15 Presentations: 15 Quiz: 5 Attendance: 5


TERM SECOND TERM

COURSE CODE ELL 225


COURSE NAME INTRODUCTION TO LINGUISTICS 1

LANGUAGE ENGLISH

INSTRUCTOR




COURSE DESCRIPTION GENERAL SURVEY OF THE STUDY OF LANGUAGE AND ITS STRUCTURE.

COURSE OBJECTIVES To equip prospective teachers with the inner working of language regarding the sound system of English mainly, sound patterns, word formations, sentence analysis, meaning of linguistic expressions.


1. Students will have gained detailed information about the language

2. Students will have created an awareness of language as a dynamic system.

COURSE CONTENT

1. The scope of linguistics 2. Description of linguistics 3. Language 4. Sound system 5. Meaning of words 6. Sentence and nonsentence 7. Animal Language 8. The properties of languages 9. The origin of language 10. Writing and language 11. Words and word formation process 12. Morphology 13. Syntax 14. The sounds of Language

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Lectures

COURSE MATERIALS

MAIN COURSE BOOK Compiled booklet

ADDITIONAL RESOURCES Handouts , worksheets


Final exam : 30% Quizzes :25% Participation and attendance :5% Assignments: 10% Midterm: 20% Homework: 10%

ell courses year first year (freshman a) course code...

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