FACULTY OF ARTS AND SCIENCES

Department of English Translation and Interpreting

ETI 121 | Course Introduction and Application Information

Course Name
English Composition/Writing Skill
Code
Semester
Theory
(hour/week)
Application/Lab
(hour/week)
Local Credits
ECTS
ETI 121
Fall
3
0
3
5

Prerequisites
None
Course Language
English
Course Type
Required
Course Level
First Cycle
Mode of Delivery Blended
Teaching Methods and Techniques of the Course Discussion
Q&A
Lecture / Presentation
Course Coordinator
Course Lecturer(s)
Assistant(s) -
Course Objectives The main objective of this course is to identify necessary steps of research and writing by examining different types of essays, and to develop writing and skills by using the information gathered in the process.
Learning Outcomes The students who succeeded in this course;
  • explain the necessary stages in the writing process;
  • write essays based on various sources;
  • describe the different organizational patterns in the writing stage;
  • use structures suitable for the purpose of the text in the revising and editing stages;
  • compare different organizational patterns (compare/contrast, cause and effect, classify/divide, discursive etc.) used for different purposes in essays.
Course Description This course focuses on the means of accessing various sources that can be used in writing and techniques used in writing by analysing different types of composition and stages of the writing process.

 



Course Category

Core Courses
X
Major Area Courses
Supportive Courses
Media and Management Skills Courses
Transferable Skill Courses

 

WEEKLY SUBJECTS AND RELATED PREPARATION STUDIES

Week Subjects Related Preparation
1 Introduction to the course
2 Essential elements of effective writing: logic, organization, unity, coherence, purpose, audience, tone, details, style; The structure of an essay Hedge, T. (2005) “Organizing general and supporting statements”, Chapter 3.12 in Writing, pp. 113-115, Oxford.
3 The writing process: planning, researching, drafting, revising and editing, proofreading; Topic Sentence and Supporting Ideas Hedge, T. (2005) “Raising awareness about writing”, Chapter 4.1 in Writing, pp. 126-128, Oxford.
4 Common types of Exposition: cause and effect, classify/divide, comparison and contrast, definition and process analysis; Transition markers and conclusion paragraphs Sample essays &Texts on different topics are to be submitted by students
5 Proof-reading and revising: Self- and peer-editing for language accuracy Rubrics and templates for (peer-)editing & feedback Peer-feedback on cause and effect Hedge, T. (2005) “Self-editing for language accuracy”, Chapter 4.11 in Writing, pp. 140-143, Oxford. & Additional materials by the instructor
6 Persuasion and argumentation: writing effective arguments appealing to reason, emotion and ethics. Argumentation style, linkers and phrases Peer-feedback on argumentative essays Hedge, T. (2005) “Developing an argument”, Chapter 3.3 in Writing, pp. 94-95, Oxford. & Texts to be submitted by students
7 Midterm
8 Writing formal letters: Request and Complaint letters Language use and style, common phrases Sample essays and example materials
9 Peer-feedback on formal letters Professional writing: CVs and resumes Writing CVs and bio statements Hedge, T. (2005) “Writing a Biography”, Chapter 3.2 in Writing, pp. 92-94, Oxford. & examples by the instructor
10 Professional letters: Cover letters, letters of intent and motivation Peer-feedback on professional letters Hedge, T. (2005) “Exchanging letters with your students”, Chapter 1.1 in Writing, pp. 24-26, Oxford.
11 Netiquette Online official correspondence and academic e-mails Memo writing: Poorly written memos Peer-feedback on online correspondence Hedge, T. (2005) “Internet greetings”, Chapter 1.11 in Writing, pp. 43-44, Oxford.
12 What is narrative? Writing narratives. Elements of Narration: plot, speaker, character, setting, theme, point of view Sample texts & Texts on different topics are to be submitted by students
13 Creative writing In-class practice and feedback Sample texts & Texts on different topics are to be submitted by students
14 Creative writing In-class practice and feedback Sample texts & Texts on different topics are to be submitted by students
15 Semester Review
16 Final Exam

 

Course Notes/Textbooks

Hedge, Tricia (2005) Writing, 2nd edition. Oxford University Press.

Suggested Readings/Materials

Additional resources provided by the instructor on class webpage.

 

EVALUATION SYSTEM

Semester Activities Number Weigthing
Participation
1
10
Laboratory / Application
Field Work
Quizzes / Studio Critiques
Portfolio
Homework / Assignments
1
30
Presentation / Jury
Project
Seminar / Workshop
Oral Exams
Midterm
1
20
Final Exam
1
40
Total

Weighting of Semester Activities on the Final Grade
3
55
Weighting of End-of-Semester Activities on the Final Grade
1
45
Total

ECTS / WORKLOAD TABLE

Semester Activities Number Duration (Hours) Workload
Theoretical Course Hours
(Including exam week: 16 x total hours)
16
3
48
Laboratory / Application Hours
(Including exam week: '.16.' x total hours)
16
0
Study Hours Out of Class
14
3
42
Field Work
0
Quizzes / Studio Critiques
0
Portfolio
0
Homework / Assignments
3
6
18
Presentation / Jury
0
Project
0
Seminar / Workshop
0
Oral Exam
0
Midterms
1
20
20
Final Exam
1
22
22
    Total
150

 

COURSE LEARNING OUTCOMES AND PROGRAM QUALIFICATIONS RELATIONSHIP

#
Program Competencies/Outcomes
* Contribution Level
1
2
3
4
5
1

To be able to use advanced, field-specific conceptual, theoretical, and practical knowledge acquired,

2

To be able to analyze and research field-specific concepts and ideas and to interpret data individually or as a team using scientific methods,

3

To be able to understand and use grammatical and semantic structures of the source and target languages,

X
4

To be able to obtain information about social, cultural, and historical approaches within the source and target languages and to use this information for textual analysis and production,

X
5

To be able to understand and interpret written and oral texts in the source language and to transfer these texts into the target language using a semantically and functionally appropriate language,

X
6

To be able to produce creative translations and assess the translation products critically by defining the steps, strategies and problems in the translation process in the light of field-specific theoretical knowledge and skills acquired,

7

To be able to transfer the theoretical knowledge and research skills within different areas of expertise to translational act,

8

To be able to use computer-assisted translation tools and machine translation effectively at each step of the translation process, and to follow the theoretical and practical developments in these fields,

9

To be able to gain awareness of the translator’s social role, job profile, and professional ethical values and to acquire workload management skills for individual or team work,

X
10

To be able to access necessary sources to improve quality at each step of the translation process and to assess the target text in accordance with the quality objectives by using these sources,

11

To be able to establish effective oral and written communication skills both in English and Turkish, to be able to speak a second foreign language at a good level, to be able to use a third foreign language at intermediate level,

12

To be able to relate the knowledge accumulated throughout the human history to their field of expertise.

*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest

 


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