GAZI UNIVERSITY INFORMATION PACKAGE - 2019 ACADEMIC YEAR

COURSE DESCRIPTION
ENGLISH DRAMA II/İDE-306
Course Title: ENGLISH DRAMA II
Credits 3 ECTS 4
Semester 6 Compulsory/Elective Compulsory
COURSE INFO
 -- LANGUAGE OF INSTRUCTION
  English
 -- NAME OF LECTURER(S)
  Assistant Professor Yavuz ÇELİK
 -- WEB SITE(S) OF LECTURER(S)
  
 -- EMAIL(S) OF LECTURER(S)
  yavuzcelik@gazi.edu.tr
 -- LEARNING OUTCOMES OF THE COURSE UNIT
To discuss and examine the development of theatre in England from the 1800s to the end of the 20th century with a variety of plays under analysis.
To read and analyze various plays by different writers.
To compare the theatre as a literary genre with theatre as an art in terms of a text and a stage performance as well distinguish between theatre and o
 -- MODE OF DELIVERY
  The mode of delivery of this course is face to face.
 -- PREREQUISITES AND CO-REQUISITES
  There is no prerequisite or co-requisite for this course.
 -- RECOMMENDED OPTIONAL PROGRAMME COMPONENTS
  There is no recommended optional programme component for this course.
 --COURSE CONTENT
1. Week  Romantic theatre and a play by P. B. Shelley
2. Week  Victorian theatre until the 1870s; types of plays, playwrights, plays
3. Week  A Doll’s House by H. Ibsen and the beginning of the modern drama
4. Week  Victorian theatre after the 1870s; types of plays, playwrights, plays
5. Week  A play by O. Wilde
6. Week  A play by G. B. Shaw
7. Week  20th-century English drama until World War II; types of plays, playwrights, plays
8. Week  A play by T. S. Eliot
9. Week  Midterm Exam
10. Week  20th-century English drama afterl World War II; types of plays, playwrights, plays
11. Week  A play by J. Osborne or H. Pinter
12. Week  20th-century English drama after 1968; types of plays, playwrights, plays
13. Week  A play by C. Churchill or P. Gems or S. Kane
14. Week  A play by J. Orton or E. Bond or D. Hare
15. Week  
16. Week  
 -- RECOMMENDED OR REQUIRED READING
  1) Innes, C., Modern British Drama. The Twentieth Century, Cambridge University Press: Cambridge, 2002. 2) Craik, T. W. & Leech, C., The Revels History of Drama in English, 1st edition, Routledge: London, 1997. 3) Smart, J., Twentieth Century British Drama, Cambridge University Press: Cambridge, 2001. 4) Chothia, J. English Drama of the Early Modern Period, 1890Final Exam1940. Longman: London, 1996. 5) Trussler, S., The Cambridge Illustrated History of British Theatre, Cambridge University Press: Cambridge, 2004. 6) Various plays.
 -- PLANNED LEARNING ACTIVITIES AND TEACHING METHODS
  Lecture, Question & Answer, Demonstration, Practice, Discussion
 -- WORK PLACEMENT(S)
  NO
 -- ASSESSMENT METHODS AND CRITERIA
 
Quantity
Percentage
 Mid-terms
1
30
 Assignment
1
10
 Exercises
0
0
 Projects
0
0
 Practice
0
0
 Quiz
1
10
 Contribution of In-term Studies to Overall Grade  
50
 Contribution of Final Examination to Overall Grade  
50
 -- WORKLOAD
 Efficiency  Total Week Count  Weekly Duration (in hour)  Total Workload in Semester
 Theoretical Study Hours of Course Per Week
14
3
42
 Practising Hours of Course Per Week
0
 Reading
5
4
20
 Searching in Internet and Library
4
2
8
 Designing and Applying Materials
0
 Preparing Reports
0
 Preparing Presentation
3
4
12
 Presentation
2
4
8
 Mid-Term and Studying for Mid-Term
1
6
6
 Final and Studying for Final
1
8
8
 Other
0
 TOTAL WORKLOAD: 
104
 TOTAL WORKLOAD / 25: 
4.16
 ECTS: 
4
 -- COURSE'S CONTRIBUTION TO PROGRAM
NO
 PROGRAM LEARNING OUTCOMES
1
2
3
4
5
1To comprehend and make a better assessment of both English and American literature, culture, and history.X
2To get equipped with necessary knowledge for the analysis and critical review of literary texts and necessary knowledge related to language learning and teaching.X
3To make an indepth analysis of mythology, classic and neo-classic art insights; in addition, to enable students to perceive and assess the events such as Renaissance and Reformation which influenced the history of Europe .X
4To understand phonetics, phonological, morphological, semantic, and etymological features
5To supply written and oral presentations about related fields and to be able to present them. To have extensive vocabulary, correct expressions, the discourse and writing skills for this conveyance of information.
6To comprehend theories developed in the scope of various scientific fields such as education and psychology, which have influenced the teaching of English language, and their reflections on pedagogy.
7To become acquainted with various language teaching methodologies developed throughout the history of language teaching. To prepare lesson plans appropriate for these methods and apply them in teaching.
8To apply computer technology to learning and teaching language and to introduce the technology to the service of community.
9To get required knowledge and skills related to foreign language learning.X
10To talk about and use the research methods used in social sciences.X
11To talk about the theories and the problems and their solutions in the field of second/foreign language acquisition.
12To write various academic texts such as research articles and theses by making use of academic sources.X
13To translate all kinds of written texts, including literary ones, from English to Turkish and vice versa .
14To appreciate different cultures and make contributions to EC process and be in a position to find better jobs in related fields.X
15To communicate interculturally, and obtain required skills to interpret and perceive different cultures and develop cultural understanding.X
16To gain necessary language mastery, research and communication skills and world knowledge to work in public and private sectors.X
17To improve ability to compose formal and informal letters, film reviews, brochures and guides, newspaper articles, resumes and cover letters and summaries.X
18To get ready for all the work fields requiring a wide range of thinking skills and critical judgement. To have the chance to be recruited in fields such as tourism, marketing, banking, finance, international corporations and communication.X
19To show how society was formed in each century and to gain models, which will be examples to adapt to social life and to behave in accordance with ethics.X
20To get life-long-learning and self-improvement skills.X