GAZI UNIVERSITY INFORMATION PACKAGE - 2019 ACADEMIC YEAR

COURSE DESCRIPTION
TEXT GENRES, FEATURES AND STRUCTURE/1790113
Course Title: TEXT GENRES, FEATURES AND STRUCTURE
Credits 3 ECTS 8
Semester 1 Compulsory/Elective Elective
COURSE INFO
 -- LANGUAGE OF INSTRUCTION
  Turkish
 -- NAME OF LECTURER(S)
  Prof. Gıyasettin AYTAŞ
 -- WEB SITE(S) OF LECTURER(S)
  http://www.websitem.gazi.edu.tr/site/giyaytas/contact
 -- EMAIL(S) OF LECTURER(S)
  giyaytas@gazi.edu.tr
 -- LEARNING OUTCOMES OF THE COURSE UNIT
Students will use texts for Turkish language teaching
Students will learn literary genres and their identifical features
 -- 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  Basic notions and sources.
2. Week  Structure of texts in Turkish language
3. Week  Structure of sentences and words in texts
4. Week  Reasons for a writing a text
5. Week  Reasons for classifying in texts
6. Week  Classified genres and their features
7. Week  Reasons of using a text as a educational material
8. Week  Midterm
9. Week  Writing a text (workshop)
10. Week  Text choosing in terms of need analysis
11. Week  Features of text and their contents
12. Week  Vocabulary teaching via texts
13. Week  Text comprehension
14. Week   Writing an original text
15. Week  The importance and necessary of understanding and narration skills by classified genres
16. Week  Final Exam
 -- RECOMMENDED OR REQUIRED READING
  Aktan, E. (1996). Çocuğun Dil Gelişiminde Fonolojik Duyarlılığın (Sesbilgisel Duyarlılık) Karşılaştırmalı Olarak $ncelenmesi, Yayımlanmamış Yüksek Lisans Tezi, Marmara Üniversitesi Sosyal Bilimler Enstitüsü, İstanbul. Aytaş, G. (2003). Okuma Gelişiminde Çocuk Edebiyatının Rolü, Türklük Bilimi Araştırmaları, S. 13, Niğde. Erginer, E. (2000). Anadil Eğitim Programları ve 2000’li Yıllar <çin Bir Model Önerisi, Eğitim Araştırmaları Dergisi, 1. Erişen, S. (1983). Türkçe Eğitiminde Yeni Boyutlar, Türk Dili Dergisi, 379-380: 49-56. Firengiz, M. (1988). Türkçe Eğitim ve Öğretiminde Dört Önemli
 -- PLANNED LEARNING ACTIVITIES AND TEACHING METHODS
  Lecture, Question & Answer, Demonstration, Drill - Practise
 -- WORK PLACEMENT(S)
   3 hours of the course are theory.
 -- ASSESSMENT METHODS AND CRITERIA
 
Quantity
Percentage
 Mid-terms
2
0
 Assignment
1
0
 Exercises
1
0
 Projects
0
0
 Practice
0
0
 Quiz
0
0
 Contribution of In-term Studies to Overall Grade  
40
 Contribution of Final Examination to Overall Grade  
60
 -- 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
14
4
56
 Searching in Internet and Library
14
4
56
 Designing and Applying Materials
0
 Preparing Reports
4
8
32
 Preparing Presentation
1
6
6
 Presentation
1
3
3
 Mid-Term and Studying for Mid-Term
0
 Final and Studying for Final
0
 Other
0
 TOTAL WORKLOAD: 
195
 TOTAL WORKLOAD / 25: 
7.8
 ECTS: 
8
 -- COURSE'S CONTRIBUTION TO PROGRAM
NO
 PROGRAM LEARNING OUTCOMES
1
2
3
4
5
1Access to information through scientific research, To gain the ability to evaluate and interpret and to have the knowledge and skills as a high quality thesis writing theses in accordance with the criteria set by the Senate.X
2To gain a deep knowledge in professional practice and use the available information.X
3To improve the infrastructure of a research in the field of Teaching TurkishTeaching Turkish To TurkishChildren Living Abroad, to participate in research projects, participate in national and international seminars and conferences to have qualifications.X
4To have qualifications for problem solving in Teaching Turkish To Turkish Children Living Abroad in terms of data collection, analysis and interpretation.X
5Professional competence and self-improvement in life have to be constantly informed of developments.X
6How to use the basic information from the grasp of the process of undergraduate education, information skills are not sufficient to be eligible to complete.X
7To implement the most appropriate teaching strategies, methods and techniques taking into account the characteristics and achievements of the subject area, development characteristics and individual differences according to their level.X
8Seeing the main problems of Teaching Turkish To Turkish Children Living Abroad and learning for solving the problem.X
9To implement learned information about which method or methods in language teaching will be more successful, to offer more qualified instruction to students and thus to target being a good model for them.X
10To implement lifelong learning characteristics in his/her life and also to make his/her students gain them.X