| Ders Adı | Kodu | Yarıyıl | T+U Saat | Kredi | AKTS |
|---|---|---|---|---|---|
| Readıng and Wrıtıng Skılls II | ELT 106 | 2 | 6 + 0 | 6 | 7 |
| Ön Koşul Dersleri | None |
| Önerilen Seçmeli Dersler | None |
| Dersin Dili | İngilizce |
| Dersin Seviyesi | Lisans |
| Dersin Türü | Zorunlu |
| Dersin Koordinatörü | Öğr.Gör. AYDIN ÇELENK |
| Dersi Verenler | |
| Dersin Yardımcıları | Res. Assist. Elif BOZYİĞİT |
| Dersin Kategorisi | Alanına Uygun Temel Öğretim |
| Dersin Amacı | The present course primarily aims to encourage student teachers to think about academic reading and writing processes, raise their awareness of central concepts within the relevant context, provide them with the knowledge of basic components of reading and writing processes, develop their writing skills in different genres, and improve both of the aforementioned skills in the most general sense. With the help of this course, student teachers are accustomed to academic discourse and expression by being exposed to various books, journals, coursebooks and reliable online sources covering distinctive topics from a wide variety of fields. Through group work activities which are carried out within the classroom environment, they also exchange information with their classmates, do research in various fields, and accordingly develop unique ideas on their own. In the long run, they become effective readers and independent writers who can express their extensive knowledge in an academic environment. |
| Dersin İçeriği | Exercises on different genres of writing in English |
| # | Ders Öğrenme Çıktıları | Öğretim Yöntemleri | Ölçme Yöntemleri |
|---|---|---|---|
| 1 | Being able to identify the components of writing process | Discussion, Drilland Practice, Brain Storming, Case Study, Self Study, Project Based Learning, | Homework, Portfolio, |
| 2 | Being able to prepare writing materials at her/his own level appropriate for the profile of the intended reader | Drilland Practice, Role Playing, Brain Storming, Project Based Learning, | Portfolio, Performance Task, |
| 3 | Being able to use appropriate grammatical and syntactic structures in her/his writing | Motivations to Show, Group Study, Project Based Learning, | Project / Design, Portfolio, Performance Task, |
| 4 | Being able to revise and edit a writing material to improve its quality | Self Study, Project Based Learning, | Portfolio, Performance Task, |
| 5 | Adjusting the language and content of her/his writing in accordance with different reader profiles | Drilland Practice, Self Study, | Portfolio, |
| 6 | Increasing language awareness | Lecture, Question-Answer, Discussion, Drilland Practice, Brain Storming, | Homework, Project / Design, Portfolio, |
| 7 | Using the language more efficiently | Drilland Practice, Group Study, Self Study, Project Based Learning, | Testing, Homework, Portfolio, |
| 8 | Being able to distinguish different genres | Drilland Practice, Motivations to Show, Group Study, Case Study, Self Study, Problem Solving, | Homework, Portfolio, Performance Task, |
| 9 | Being able to develop different strategies in accordance with various genres during reading and writing processes | Discussion, Group Study, Self Study, Problem Solving, | Performance Task, |
| 10 | Exchanging information through group work activities | Discussion, Group Study, | Homework, Project / Design, Portfolio, Performance Task, |
| 11 | Being able to review the literature and putting the acquired information down on paper in an authentic and academic way | Group Study, Self Study, Project Based Learning, | Homework, Project / Design, Performance Task, |
| Hafta | Ders Konuları | Ön Hazırlık |
|---|---|---|
| 1 | Developing Reading and Writing Skills: Reading and Writing Processes | |
| 2 | Gateways to Grammar and Structure: Identifying sentence elements, sentence and verb forms | |
| 3 | Reading and Editing a Paragraph: Subject-verb agreement, past tense forms, syntax | |
| 4 | Reading and Editing a Paragraph: Punctuation rules, use of adverbs, prepositions, identifying sentences and the relationship between sentences | |
| 5 | Developing Writing Skills: Paragraph Reading, Editing and Writing | |
| 6 | Reading Different Genres and Reading Activities: Narrative and descriptive writing | |
| 7 | Writing Different Genres and Writing Activitiess: Narrative and descriptive writing | |
| 8 | Midterm | |
| 9 | Reading Different Genres and Reading Activities: Writing a report, descriptive writing, cause-effect writing | |
| 10 | Writing Different Genres and Writing Activities: Writing a report, descriptive writing, cause-effect writing | |
| 11 | Reading Different Genres and Reading Activities: Comparative writing, argumentative writing, summarizing | |
| 12 | Writing Different Genres and Writing Activities: Comparative writing, argumentative writing, summarizing | |
| 13 | Developing Critical Reading and Writing Skills | |
| 14 | Revision |
| Kaynaklar | |
|---|---|
| Ders Notu | |
| Ders Kaynakları | Meyers, Alan. Gateways to Academic Writing: Effective Sentences, Paragraphs, and Essays. London: Longman, 2005. Print. Making Connections High Intermediate. Cambridge University Press. APA Manual 6th Edition. |
| Sıra | Program Çıktıları | Katkı Düzeyi | |||||
|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | A graduate of the department is able to plan teaching processes. | ||||||
| 2 | A graduate of the department possesses the skill in organizing appropriate environments for English teaching. | ||||||
| 3 | A graduate of the department can evaluate materials and resources that are relevant to English teaching with a critical viewpoint. | X | |||||
| 4 | A graduate of the department employs appropriate methods and techniques for English teaching. | X | |||||
| 5 | A graduate of the department decides on the feasibility of software and other technological resources to be utilized in English teaching | X | |||||
| 6 | A graduate of the department chooses the suitable learning strategies considering the personal traits of the students. | ||||||
| 7 | A graduate of the department develops writing, reading, speaking and listening skills of the students. | X | |||||
| 8 | A graduate of the department uses measurement and assessment instruments in an effective way. | ||||||
| 9 | A graduate of the department generates solutions for the educational, social and economic problems of the society. | ||||||
| 10 | A graduate of the department questions to what degree s/he possesses the required qualifications of a teacher. | X | |||||
| 11 | A graduate of the department follows the academic studies conducted in the field for his personal development. | X | |||||
| 12 | A graduate of the department conveys his ideas on the significance of intercultural communication in the process of learning English as a foreign language. | ||||||
| 13 | A graduate of the department indicates the ways of digging up information that are compulsory for life-long learning. | X | |||||
| 14 | A graduate of the department generates foreign language tests. | ||||||
| 15 | A graduate of the department designs original activities promoting the use of English in the daily life. | ||||||
| Değerlendirme Sistemi | |
|---|---|
| Yarıyıl Çalışmaları | Katkı Oranı |
| 1. Ara Sınav | 40 |
| 1. Kısa Sınav | 20 |
| 2. Kısa Sınav | 20 |
| 1. Ödev | 20 |
| Toplam | 100 |
| 1. Yıl İçinin Başarıya | 60 |
| 1. Final | 40 |
| Toplam | 100 |
| AKTS - İş Yükü Etkinlik | Sayı | Süre (Saat) | Toplam İş Yükü (Saat) |
|---|---|---|---|
| Course Duration (Including the exam week: 16x Total course hours) | 16 | 6 | 96 |
| Hours for off-the-classroom study (Pre-study, practice) | 8 | 8 | 64 |
| Mid-terms | 1 | 5 | 5 |
| Assignment | 1 | 10 | 10 |
| Final examination | 1 | 2 | 2 |
| Toplam İş Yükü | 177 | ||
| Toplam İş Yükü / 25 (Saat) | 7,08 | ||
| Dersin AKTS Kredisi | 7 | ||