Graduate Education Institute · Turkish Language and Literature · Master
ECTS: 7.5 T+P+L: 3+0+0 Departmental Elective
Coordinator: Dr. Öğr. Üyesi Merve ERGÜT
Course Objective
To develop the habit of applying the rules of assimilation in daily life through the study of written and oral sources of the Turkish language; to improve the ability to use Turkish with all its rules and nuances in oral and written expression; to develop the ability to produce original works in different genres; and to increase the capacity for generating ideas and making interpretations.
Course Content
They conduct research on various written sources. They can utilize their field knowledge for educational purposes. They correct common grammatical errors in written and oral sources. They create their sources in accordance with spelling and punctuation rules.
Required Resources
Özdemir, Emin. (2007). Eleştirel Okuma. Ankara: Bilgi Yayınevi.
Arıcı Ali Fuat. (2018). Okuma Eğitimi. Ankara: Pegem Yayıncılık.
Şahin, Yusuf. (2011). Okuma Eğitimi. Konya: Eğitim Kitabevi.
Recommended Resources
Kavcar, Cahit. (1999). Edebiyat ve Eğitim. (3.Baskı). Ankara: Engin Yayınevi.
Karasakaloğlu, Nuri; Bulut, Berker. (2012). Kurmaca Metinlerin Eleştirel Okuma Becerisini Geliştirme Aracı Olarak Kullanılması. Buca Eğitim Fakültesi Dergisi S.33, ss. 95-106.
Course Learning Outcomes
- Learning the linguistic and usage characteristics of Turkish at the level of a language of science, art, and culture distinguishes its role in an individual's life.
- She/he knows how to apply her ability to produce original works in different genres to writing
- It develops the ability to correct common grammatical errors.
- It explains ways to develop the capacity to generate ideas and offer interpretations.
- They also employ strategies to express their thoughts in a planned manner.
- They prepare documents that will apply their subject knowledge for educational purposes.
Core Area Distribution
(22) Humanities%100
Teaching Methods
ExpressionQuestion-AnswerDiscussionExercise and PracticePresentationGuided PracticeGroup StudyBrain StormingCase StudySelf studyProblem Solving
Assessment & Evaluation
Testing (Essay / Tests: True-Falls, multiple-choice, short answer, matching)
ECTS / Workload
| Activity | Quantity | Duration (h) | Total Workload |
|---|---|---|---|
| Course Duration (Including Exam Week) | 16 | 3 | 48 |
| Out of Class Study Period | 16 | 3 | 48 |
| Midterm | 1 | 1 | 1 |
| Quiz | 0 | 0 | 0 |
| Assignment | 0 | 0 | 0 |
| Practice | 16 | 5 | 80 |
| Final | 1 | 1 | 1 |
Course Schedule
| Week | Subject | Preparation |
|---|---|---|
| 1 | An overview of written and oral sources. | |
| 2 | Oral sources: proverbs, idioms, maxims, onomatopoeic words, reduplications, conceptualizations | |
| 3 | Conceptual field: designs, emotional value, association, transfers, specialization, generalization, inclusion/proximity, ellipsis, euphemism, metaphor in the basic vocabulary. | |
| 4 | Written sources: general information (figure, external structure - internal structure) | |
| 5 | Tools for ensuring intratextual coherence and consistency in written sources, establishing connections between introductory and concluding sentences, paragraphs, paragraph integrity, and interstitial elements (immediate and substantive references) | |
| 6 | Written sources containing creative fictional elements: Finding, deciphering, and evaluating the message in the short story genre; determining the plot, setting, time, narrator and fictional characters; narrative styles (narrative, descriptive) | |
| 7 | Poetry - finding the message, deciphering it, evaluating it, identifying the main emotion, writing techniques used in poetry, imagery, deviation, juxtaposition. | |
| 8 | Midterm Exam | |
| 9 | Novel - Discourse and Context, Speech-Action Theory, Principle of Cooperation (principle of quantity, quality, relation, style), Intuition Theory, Politeness Theory, Expression of Emotion and Thought, and the Connection between Pragmatic Methods | . |
| 10 | Non-fiction written sources: text types and rhetorical features, text organizers, point of view, finding, deciphering and developing the message, language patterns, narrative styles, methods of developing thought. | . |
| 11 | Non-fiction written sources: text types and rhetorical features, text organizers, point of view, finding, deciphering and developing the message, language patterns, narrative styles, methods of developing thought. | |
| 12 | Written sources that convey thoughts and information include: opinion pieces, articles, critiques, essays, diaries, travelogues, letters, interviews, conversations, biographies, and news texts. The focus is on studying the introduction, development, and conclusion sections of these sources, text editing techniques, expanding and developing the message, and maintaining focus on the main idea and supporting concepts. | |
| 13 | News text - the importance of background information when writing news texts, genre-specific writing techniques: repetition, exaggeration, exclusion, acceleration, delay | |
| 14 | Sources of official correspondence include petitions, reports, minutes, decisions, business letters, announcements, and internal correspondence. This course focuses on the introduction, development, and conclusion sections of these sources, their formal characteristics, and a stylistic analysis of official writings. | |
| 15 | The academic writing process includes: planning, topic selection, preliminary preparation, topic limitation, defining the objective, content creation and content organization, review and editing, general grammatical errors and corrections, and important considerations in academic writing: quoting, footnotes, and citing sources. | |
| 16 | Spelling rules and punctuation practices |