GAZI UNIVERSITY INFORMATION PACKAGE - 2019 ACADEMIC YEAR

COURSE DESCRIPTION
COMPARATIVE WESTERN LITERATURES II/İDE 458
Course Title: COMPARATIVE WESTERN LITERATURES II
Credits 3 ECTS 4
Semester 8 Compulsory/Elective Elective
COURSE INFO
 -- LANGUAGE OF INSTRUCTION
  English
 -- NAME OF LECTURER(S)
  Assoc. Prof. Selma ELYILDIRIM
 -- WEB SITE(S) OF LECTURER(S)
  
 -- EMAIL(S) OF LECTURER(S)
  selyildirim@gazi.edu.tr
 -- LEARNING OUTCOMES OF THE COURSE UNIT
To make a comparison and contrast between the neo-classical and Romantic poetry.
To distinguish between the romantics’ and realists’ view of the nature.
To make a comparison analysis of the naturalist, romantic and symbolist literature in the light of examples.
 -- 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  Comparison between a Neo-Classical poem of love and a Romantic one
2. Week  Comparison between the way Macbeth was perceived and interpreted until the 1630s and that in the 19th century
3. Week  Comparison between the Turkish translation of a story by E. Hemingway and the original
4. Week  Comparison between the way Romantics see the nature and the way Realists see it
5. Week  Comparison of the way a painting is described through naturalist, romantic and symbolist viewpoints
6. Week  Comparison between Shakespeare’s play Kral Lear and E. Bond’s play Lear
7. Week  Comparison between Macchiavelism and Idealism in terms of individual
8. Week  Comparison between G. B. Shaw’s play Pygmalion and Lerner ve Loewe’ün musical play My Fair Lady in terms of their characterization and language
9. Week  Midterm Exam
10. Week  Comparison of the theme of death in two different poems of E. Dickinson
11. Week  Comparison of the Old Woman in the first half of the Victorian Period and the New Woman in the second half with examples from two representative plays
12. Week  Comparison of the motif of fate in the Ancient Greek tragedies and Shakespeare’s tragedies
13. Week  Comparison of the theme of martyrdom in T.S. Eliot’s Murder in the Cathedral and that in Islam
14. Week  Comparison of the theme of love and the image of woman in N. Hawthorne’s novel The Scarlet Letter and H. Z. Uşaklıgil’s Aşk-ı Memnu
15. Week  
16. Week  
 -- RECOMMENDED OR REQUIRED READING
  Course Book: 1) Bassnett, S., Comparative Literature: A Critical Introduction, Wiley-Blackwell: Boston, 1993. Reference Books: 1) Damrosch, D., The Princeton Sourcebook in Comparative Literature: From the European Enlightenment to the Global Present, Princeton University Press: New Jersey, 2009.
 -- PLANNED LEARNING ACTIVITIES AND TEACHING METHODS
   Lecture, Question & Answer
 -- WORK PLACEMENT(S)
  Not Applicable
 -- ASSESSMENT METHODS AND CRITERIA
 
Quantity
Percentage
 Mid-terms
1
35
 Assignment
1
15
 Exercises
0
0
 Projects
0
0
 Practice
0
0
 Quiz
0
0
 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
10
2
20
 Searching in Internet and Library
10
1
10
 Designing and Applying Materials
0
 Preparing Reports
0
 Preparing Presentation
2
5
10
 Presentation
0
 Mid-Term and Studying for Mid-Term
1
8
8
 Final and Studying for Final
1
10
10
 Other
0
 TOTAL WORKLOAD: 
100
 TOTAL WORKLOAD / 25: 
4
 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.X
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.
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.
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