Analysing of the period started with 1896, namely, Servet-i Fünun, which is known as the era that the influence of western literature has considerably been effective on Turkish literature.
Vertical Tabs
Course Learning Outcomes
|
Learning Outcomes |
Teaching Methods |
Assessment Methods |
|
1) The literary texts of Turkish Literature and Language are evaluated in the light of contemporary theories. |
1,2,3 |
A,C |
|
2) The literary texts of Turkish Literature and Language are compared with the texts of Eastern and Western Literature. |
1,2,3 |
A,C |
|
3) The students become skilful at searching methods for Turkish Literature. |
1,2,3 |
A,C |
|
4) The students gain the ability to do research on interdisciplinary areas. |
1,2,3 |
A,C |
|
5) The students gain the ability to use information technologies. |
1,2,3 |
A,C |
|
6) The students work independently or assume responsibility as a team member to solve problems encountered in the field of Turkish Language and Literature. |
1,2,3 |
A,C |
|
7) The students take part in organizing scientific, cultural or artistic events. |
1,2,3 |
A,C |
|
8) The students demonstrate awareness of professional ethics and responsibility. |
1,2,3 |
A,C |
Course Flow
|
Week |
Topics |
Study Materials |
|
1 |
A general knowledge on the period of Servet-i Fünun. |
|
|
2 |
The social and political background of the period of Tanzimat. |
|
|
3 |
The effects of this background to the social life. |
|
|
4 |
Examining the all sort of literary genres. / Introduction to literary genres. |
|
|
5 |
Novel as a genre in the literature of Servet-i Fünun. |
|
|
6 |
Analysing the novel named Aşk-ı Memnu. |
|
|
7 |
Analysing the novel named Eylül. |
|
|
8 |
Poetry as a genre in the literature of Servet-i Fünun. |
|
|
9 |
Selected poems from Rubab-ı Şikeste by Tevfik Fikret; part I |
|
|
10 |
Selected poems from Rubab-ı Şikeste by Tevfik Fikret; part II |
|
|
11 |
Selected poems from Rubab-ı Şikeste by Tevfik Fikret; part III |
|
|
12 |
The irony and humor in the literature of Servet-i Fünun |
|
|
13 |
Literary criticism in the literature of Servet-i Fünun |
|
|
14 |
The overall assessment. |
|
|
15 |
A general knowledge on the period of Servet-i Fünun. |
|
Recommended Sources
|
Textbook |
|
|
Additional Resources |
|
Material Sharing
|
Documents |
Certain principal books about Servet-i Fünun literature written by well-known critics such as Ahmet Hamdi Tanpınar, 19. Asır Türk Edebiyatı Tarihi, Kenan Akyüz, Modern Türk Edebiyatının Ana Çizgileri. |
|
Assignments |
|
|
Exams |
|
Assessment
|
IN-TERM STUDIES |
NUMBER |
PERCENTAGE |
|
Mid-terms |
1 |
60 |
|
Participation |
1 |
20 |
|
Assignment |
1 |
20 |
|
Total |
|
100 |
|
CONTRIBUTION OF FINAL EXAMINATION TO OVERALL GRADE |
|
40 |
|
CONTRIBUTION OF IN-TERM STUDIES TO OVERALL GRADE |
|
60 |
|
Total |
|
100 |
|
COURSE CATEGORY |
Area of Specialization Courses |
Course’s Contribution to Program
|
No |
Program Learning Outcomes |
Contribution |
|||||
|
1 |
2 |
3 |
4 |
5 |
|||
|
1 |
identify the linguistic units of the each component of the Turkish grammar including phonetics, phonology, morphology, syntax, semantics and pragmatics. |
|
X |
|
|
|
|
|
2 |
demonstrate skills in using Turkish effectively. |
|
|
|
X |
|
|
|
3 |
analyze and critically evaluate the literary texts of Turkish produced in various periods of history using the perspective of philology and the contemporary studies of linguistics and literature. |
|
|
X |
|
|
|
|
4 |
recognize the impact of relevant disciplines in forming the basis of the contemporary theories of literature and linguistics. |
|
|
|
X |
|
|
|
5 |
present basic knowledge and skills (such as computer software and information and communication technologies) in their field of study that would assist them in conducting academic research. |
|
|
|
X |
|
|
|
6 |
work independently or assume responsibility as a team member to solve problems encountered in the field of Turkish Language and Literature. |
|
|
|
X |
|
|
|
7 |
demonstrate awareness of professional ethics and responsibility. |
|
|
|
X |
|
|
|
8 |
use (in educational institutions as well as in public and private sectors) the theoretical and practical information they acquire throughout their undergraduate education. |
|
|
|
X |
|
|
|
9 |
organize or take part in organizing scientific, cultural or artistic events such as workshops, conferences, colloquia. |
|
|
|
X |
|
|
|
10 |
adopt a positive approach to lifelong learning. |
|
|
|
X |
|
|
ECTS
|
Activities |
Quantity |
Duration |
Total |
|
Course Duration (Including the exam week: 16x Total course hours) |
15 |
3 |
45 |
|
Hours for off-the-classroom study (Pre-study, practice) |
15 |
3 |
45 |
|
Mid-terms |
1 |
6 |
6 |
|
Readings |
7 |
1 |
7 |
|
Library/Web search |
6 |
2 |
12 |
|
Final examination |
1 |
10 |
10 |
|
Total Work Load |
|
|
125 |
|
Total Work Load / 25 (h) |
|
|
150/25: 6 |
|
ECTS Credit of the Course |
|
|
6 |