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 | DiscussionQ&ALecture / 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;
|
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. |
|
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, |
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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, |
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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, |
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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, |
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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
NEWS |ALL NEWS
IUE Department of English Translation and Interpreting hosted Prof. Dr. Claudia V. Angelelli in the webinar titled "Community Interpreting: Practice and Ethics".
On Monday, March 25th, İzmir University of Economics Department of English Translation and Interpretation organized a webinar titled "Community Interpreting: Practice and
Returned to Izmir with three awards
The Young Translators Competition organized by the Ministry of Foreign Affairs Directorate for EU Affairs was marked by the success of Izmir
International agreements with 203 universities
Izmir University of Economics (IUE), who has signed international agreements with 203 universities with the aim of enhancing the educational opportunities offered
“Basics of Critical Discourse Analysis" Seminar at IUE English Translation and Interpreting Department
Izmir University of Economics, Department of English Translation and Interpreting, organized a seminar titled " Turning a Critical Eye: Basics of Critical
Within the framework of International Translation Day, IUE Department of English Translation and Interpreting, Faculty of Arts and Sciences, organized a panel titled "Current Approaches in Audiovisual Translation".
Within the framework of International Translation Day (September 30th), the Department of English Translation and Interpreting at Izmir University of Economics hosted
“Re-translations, Re-contextualization, and Paratexts” Panel at IUE English Translation and Interpreting Department
Izmir University of Economics, Faculty of Arts and Sciences, Department of English Translation and Interpreting organized an online panel titled "Re-translations, Re-contextualization,
As part of the webinar series, IUE Department of English Translation and Interpreting, Faculty of Arts and Sciences, hosted Esat Yılmaz
IUE Department of English Translation and Interpreting, Faculty of Arts and Sciences, hosted Esat Yılmaz, the founder of a localization company, in
250 translators volunteered at the earthquake affected area
Izmir University of Economics, Department of English Translation and Interpretation held ‘Emergency and Disaster Interpreting’ titled seminar in order to discuss the