In addition to theoretical knowledge offered as overview for each genre and sub category, selected examples in poetry, drama, short story, novel, essay, article, diary, letter, biography, history will be studied.
Vertical Tabs
Course Learning Outcomes
| Course Learning Outcomes | Programme Learning Outcomes | Teaching Methods | Assessment Methods |
| 1) To introduce genres and highlight various defining features of each. |
1-2
5-10 |
1,2,3 | A,C |
| 2) To equip the students with the knowledge of the origins of each genre and to develop an understanding of how various genres evolved and developed throughout history. |
1-2
5-10 |
1,2,3 | A,C |
| 3) For the students to gain knowledge in each genre and to become acquianted with the concepts and terminology used in the identification and analysis of sample literary texts for each genre and sub variants. |
1-2
5-10 |
1,2,3 | A,C |
| 4) To equip the students with the necessary critical faculties, analytical approach, interdisciplinary vision and analytical, interpretative and inference skills for a successful understanding of literature in various genres. |
1-2
5-10 |
1,2,3 | A,C |
| 5) To read, study and analyse texts representative of various different genres wıth some skıll. |
1-2
5-10 |
1,2,3 | A,C |
Course Flow
| Week | Topics | Study Materials |
| 1 | Introduction to the course, explanation of course objectives and materials, course requirements and assessment, pacing schedule and obtaining materials | Materials for the course provided by instructor |
| 2 |
Literary Genres Overview
Historical Background: Aristotle’s Genres classification The Epic, the Lyric and the Dramatic Classification by Type Poetry: A Poem is an Experience |
|
| 3 |
Poetry: A Poem Looks Like a Poem
Poems that Tell a Story The Purpose of a Poem How to Talk about a Poem Metaphor and Simile |
|
| 4 |
Poetry: Poetry Analysis; Poetic Devices
The Sonnet Meter |
|
| 5 |
Poetry: “The Eagle” by Alfred Lord Tennyson
“On Feelings” by D.H. Lawrence “The Mirror” by Sylvia Plath |
|
| 6 |
Drama Overview
Elements of Drama – Checklist Greek Theater: Antigone by Sophocles |
|
| 7 | Drama: The Rising of the Moon by Isabelle Augusta Persse, Lady Gregory | |
| 8 |
Drama: Pygmalion by Bernard Shaw
MİD-TERM EXAM |
|
| 9 |
Prose Fiction: The Short Story Overview
Fiction Study Terminology “The Lumber Room” by Roald Dahl (“Thus I Refute Beelzy” by John Collier) (“The Bass, the River and Sheila Mant” by WD Wetherell) |
|
| 10 |
Prose Fiction
The Novel Overview Frankenstein by Mary Shelley |
|
| 11 | Prose Fiction: Robinson Crusoe by Daniel Defoe | |
| 12 | Prose Fiction: Gulliver's Travels by Jonathan Swift | |
| 13 |
Prose Nonfiction Overview
Essay Overview: Essays: “Of Travel,” “Revenge” & “Studies” by Francis Bacon |
|
| 14 |
Letter: Samuel Johnson’s Letter to the Earl of Chesterfield
The Earl of Chesterfield’s Letter to His Son, Philip Stanhope Biography: Samuel Johnson by Boswell |
|
| 15 |
History: The Decline and Fall of the Roman Empire by Gibbon
Diary: Samuel Pepys’ Diary (Supplement: “The Education of Women” by Daniel Defoe) |
Recommended Sources
| Textbook | |
| Additional Resources |
Material Sharing
| Documents | |
| Assignments | |
| Exams |
Assessment
| IN-TERM STUDIES | NUMBER | PERCENTAGE |
| Mid-Term | 1 | 30 |
| Class Performance | 1 | 40 |
| Final Exam | 1 | 30 |
| Total | 100 | |
| CONTRIBUTION OF FINAL PAPER TO OVERALL GRADE | 30 | |
| CONTRIBUTION OF IN-TERM STUDIES TO OVERALL GRADE | 70 | |
| Total | 100 |
Course’s Contribution to Program
| No | Programme Learning Outcomes | Contribution | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | The ability to apply knowledge of English and world literature and social sciences to topics including culture, society, ethics, politics etc. | X | |||||
| 2 | The ability to review, analyse and apply the relevant literature/genre. | X | |||||
| 3 | The ability to carry out interdisciplinary reading and analysis. | X | |||||
| 4 | The ability to utilise the basic concepts and issues of literary theories in developing life strategies | X | |||||
| 5 | Awareness of professional ethics and responsibility | X | |||||
| 6 | Effective communication skills. | X | |||||
| 7 | A sufficiently broad education to understand the global and social impact of literary movements. | X | |||||
| 8 | An awareness of the importance of lifelong learning and the ability to put it into practice. | X | |||||
| 9 | A knowledge of issues in contemporary literature and of the cultural issues of the period. | X | |||||
| 10 | The ability to use sources and modern tools in order to carry out research in the areas of literature and aesthetics. | X | |||||
ECTS
| Activities | Quantity |
Duration (Hour) |
Total
Workload (Hour) |
| Course Duration (Including the exam week: 15x Total course hours/week) | 15 | 4 | 60 |
| Hours for off-the-classroom study (Pre-study, practice, review/week) | 15 | 4 | 60 |
| Homework | 15 | 1 | 15 |
| Total Work Load | 135 | ||
| Total Work Load / 25 (h) | 5.4 | ||
| ECTS Credit of the Course | 5 |