| Ders Adı | Kodu | Yarıyıl | T+U Saat | Kredi | AKTS |
|---|---|---|---|---|---|
| Wrıtıng Skılls I | ELT 107 | 1 | 2 + 0 | 2 | 2 |
| Ön Koşul Dersleri | None |
| Önerilen Seçmeli Dersler | None |
| Dersin Dili | İngilizce |
| Dersin Seviyesi | Lisans |
| Dersin Türü | Zorunlu |
| Dersin Koordinatörü | Dr.Öğr.Üyesi ELİF BOZYİĞİT |
| Dersi Verenler | Öğr.Gör. AYDIN ÇELENK, |
| Dersin Yardımcıları | Arş Gör. MERVE SAVAŞÇI Arş. Gör. MERVE YILDIZ |
| Dersin Kategorisi | Alanına Uygun Öğretim |
| Dersin Amacı | The ELT 107 Writing Skills course basically aims to make teacher candidates think about academic writing processes, to understand the relationship between reading and writing, to develop different types and process based writing skills, and to learn the academic discourse supported by reading. To advance the flexibility of expressing an idea with various vocabulary and sentence structures, to list the ideas developed by them employing proper sentence structures and vocabulary, to write in a connected, meaningful and well organized manner in the frame of academic writing etiquette, and developing cooperative writing skills constitute the main purposes the course.
|
| Dersin İçeriği | Sentence Types (Simple, compound, complex, compound-complex) Punctuation Spelling, Grammar and Punctuation Mistakes Parallelism and fixing sentence problems Paraphrasing Plagiarism and how to avoid plagiarism Cohesion and use of conjunctions Types of text (Formal and Informal texts) Academic vs non-academic vocabulary Structure and features of an essay Coherence Expository Essays (Definition, Description, Cause & Effect, Comparison & Contrast, Process) |
| # | Ders Öğrenme Çıktıları | Öğretim Yöntemleri | Ölçme Yöntemleri |
|---|---|---|---|
| 1 | Has a good command of a broad range of language allowing him/her to select a formulation to express him/herself clearly in an appropriate style on a wide range of general, academic, professional or leisure topics without having to restrict what he/she wants to say. The flexibility in style and tone is somewhat limited. | Lecture, Question-Answer, Discussion, Drilland Practice, Group Study, Self Study, Problem Solving, | Homework, |
| 2 | Can produce clear, smoothly flowing, well-structured text, showing controlled use of organisational patterns, connectors and cohesive devices | Drilland Practice, Motivations to Show, Group Study, Self Study, Problem Solving, | Homework, Portfolio, |
| 3 | Consistently maintains a high degree of grammatical accuracy; occasional errors in grammar, collocations and idioms. | Drilland Practice, Self Study, | Homework, Portfolio, |
| 4 | Can write clear, detailed, wellstructured and developed descriptions and imaginative texts in a mostly assured, personal, natural style appropriate to the reader in mind. | Lecture, Discussion, Drilland Practice, Group Study, Brain Storming, Case Study, Self Study, Problem Solving, | Homework, Portfolio, |
| 5 | Can write clear, well-structured expositions of complex subjects, underlining the relevant salient issues. | Question-Answer, Discussion, Group Study, Brain Storming, Self Study, | Homework, Portfolio, |
| 6 | Can expand and support point of view with some subsidiary points, reasons and examples. | Lecture, Question-Answer, Discussion, Drilland Practice, Group Study, Brain Storming, Self Study, | Project / Design, Portfolio, |
| Hafta | Ders Konuları | Ön Hazırlık |
|---|---|---|
| 1 | Introduction to writing and course objectives, academic integrity and plagiarism, in-text citations, Types of text (Formal and Informal genres of writing), diagnostic writing practice | |
| 2 | Sentence Types (Simple, Compound, Complex, Compound-Complex) Punctuation, Fixing Sentence Problems, Parallel Structures, Paraphrasing, Academic vs non-academic vocabulary, Use of Corpus | |
| 3 | Sentence Types (Simple, Compound, Complex, Compound-Complex) Punctuation, Fixing Sentence Problems, Parallel Structures, Paraphrasing, Academic vs non-academic vocabulary, Use of Corpus (contd.) | |
| 4 | Cohesion, unity and coherence, use of conjunctions, punctuation rules | |
| 5 | Paraphrasing practices | |
| 6 | Paragraph organization and its features | |
| 7 | From paragraph to essay, Essay organization and its features | |
| 8 | Introducing types of essay, Identifying topics and writing thesis statements, Process Essay | |
| 9 | Midterms | |
| 10 | Opinion Essay | |
| 11 | Opinion Essay (cont'd) | |
| 12 | Peer Feedback practices | |
| 13 | Problem-Solution Essay | |
| 14 | Problem- Solution Essay (Cont'd) |
| Kaynaklar | |
|---|---|
| Ders Notu | Meyers, A. (2005). Gateways to academic writing: Effective sentences, paragraphs, and essays. London: Longman. |
| Ders Kaynakları | Oshima, A., & Hogue, A. (2006). Writing academic English (Longman Academic Writing Series, Level 4). London: Pearson Longman. |
| Sıra | Program Çıktıları | Katkı Düzeyi | |||||
|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Explains the necessary theoretical, methodological and factual knowledge about foreign language (English) education and teaching profession and uses them to produce solution(s) to educational problems. | X | |||||
| 2 | Uses language skills (reading, speaking, writing, listening skills) at a level that can communicate effectively by analyzing written and oral texts produced in foreign language (English) and mother tongue (Turkish) with a critical approach. | X | |||||
| 3 | As a foreign language teacher, knows the legislation concerning the duties, rights and responsibilities and behaves in compliance with the legislation. | X | |||||
| 4 | Uses the scientific methods and technologies required to follow the innovations in the field of foreign language teaching, to develop original activities and to find solution(s) to possible problems. | X | |||||
| 5 | Plans the language learning process taking into account the diverse characteristics and life experiences of learners and organizes the appropriate environments and carry out the process effectively. | X | |||||
| 6 | Analyzes and evaluates foreign language teaching programs in their own context by choosing appropriate approaches. | X | |||||
| 7 | Prepares and implements appropriate assessment and evaluation tools for foreign language teaching and development of students. | X | |||||
| 8 | Effectively uses intercultural communication skills in the process of foreign language (English) teaching and with his/her attitudes and behaviours becomes a role model for the students. | X | |||||
| 9 | Actively uses the skills of learning to learn, self-regulation, lifelong learning, critical and creative thinking and redounds these skills to his/her students. Knows and applies the ways of establishing effective communication and cooperation with stakeholder institutions and organizations as a foreign language teacher. | X | |||||
| 10 | Knows and applies the ways of establishing effective communication and cooperation with stakeholder institutions and organizations as a foreign language teacher. | X | |||||
| 11 | At the end of the process of foreign language (English) education, prepares his/her students as individuals who can use foreign language as an effective communication medium in everyday life. | X | |||||
| 12 | Knows the structure of the language to be taught, the rules and the various contexts in which it can be used, and uses the target language appropriately and compares it to other languages he/she has learned. | X | |||||
| Değerlendirme Sistemi | |
|---|---|
| Yarıyıl Çalışmaları | Katkı Oranı |
| 1. Kısa Sınav | 25 |
| 1. Ara Sınav | 30 |
| 1. Ödev | 20 |
| 2. Ödev | 25 |
| Toplam | 100 |
| 1. Yıl İçinin Başarıya | 60 |
| 1. Final | 40 |
| Toplam | 100 |
| AKTS - İş Yükü Etkinlik | Sayı | Süre (Saat) | Toplam İş Yükü (Saat) |
|---|---|---|---|
| Mid-terms | 1 | 2 | 2 |
| Quiz | 1 | 1 | 1 |
| Assignment | 2 | 2 | 4 |
| Course Duration (Including the exam week: 16x Total course hours) | 14 | 2 | 28 |
| Hours for off-the-classroom study (Pre-study, practice) | 10 | 2 | 20 |
| Final examination | 1 | 2 | 2 |
| Toplam İş Yükü | 57 | ||
| Toplam İş Yükü / 25 (Saat) | 2,28 | ||
| Dersin AKTS Kredisi | 2 | ||