English Language Teaching
Bachelor	TR-NQF-HE: Level 6	QF-EHEA: First Cycle	EQF-LLL: Level 6

General course introduction information

Course Code:

IDEP207

Course Name:

Critical Reading and Writing

Course Semester:

Fall

Course Credits:

Theoretical	Practical	Credit	ECTS
2	0	2	3

Language of instruction:

Course Requisites:

Does the Course Require Work Experience?:

Yes

Type of course:

Compulsory

Course Level:

Bachelor

TR-NQF-HE:6. Master`s Degree

QF-EHEA:First Cycle

EQF-LLL:6. Master`s Degree

Mode of Delivery:

Face to face

Course Coordinator :

Dr.Öğr.Üyesi AYBARS ERÖZDEN

Course Lecturer(s):

Dr.Öğr.Üyesi RABİA MAHMOOD
Dr.Öğr.Üyesi ANNA ASIATIDOU
Öğr.Gör. VOLGA KURBANZADE

Course Assistants:

Course Objective and Content

Course Objectives:

The goals and capabilities of Critical Reading and Writing (CRW) 207 are the same as those of First-Year Seminars. Students learn how to engage with and evaluate texts and issues drawn from the social sciences, humanities, and physical sciences. These courses include computer lab and library research components.

On successful completion of the course students will be able to:

1. Understand and be able to engage in the practice of research;

2. Have the capacity to plan, develop, and complete a research essay in the discipline of English;

3. Understand and be able to deploy terms and techniques necessary to analysis of literature in English;

4. Have a basic understanding of cultural and linguistic issues important in the analysis of literature in English.

• To introduce fundamental writing principles used in academic settings
• To understand the connections between critical reading and writing skills through close attention to the production and interpretation of texts
• To apply critical reading and writing skills to formal writing tasks, including an extended writing project
• To develop technological literacy skills to rhetorically analyze online resources based on the audience addressed, the purpose explored, and the language used

Course Content:

This course will introduce students to effective writing and reading strategies for a range of purposes and readerships. Topics will cover areas such as

Grammar, sentence structure, and the hierarchy of ideas
The art of punctuation
Working with words in a living language
Handling tone, voice, and register
Managing metaphor, satire, irony
Engaging with scholarship and different rhetorical styles
Managing complex ideas and arguments
Organization and contextual relevance
New technologies and new communities of reading and writing

Learning Outcomes

The students who have succeeded in this course;

Learning Outcomes

1 - Knowledge
Theoretical - Conceptual
1) In this course, students gain experience in the processes of intellectual inquiry as it is practiced in the liberal arts and sciences. Based on the course’s theme, students analyze and interpret readings drawn from different disciplines in the college curriculum. Students learn to distinguish the methods authors use in developing their ideas, and the differences and similarities among perspectives of various authors, as well as to recognize implications and to question authors' purposes. The class meets on a regular basis in a computer lab, where students explore ways to develop analytical capabilities and to apply them to course work.
2 - Skills
Cognitive - Practical
3 - Competences
Communication and Social Competence
Learning Competence
Field Specific Competence
Competence to Work Independently and Take Responsibility

Lesson Plan

Week	Subject	Related Preparation
1)	Unit 1 - Orientation { BlackBoard & Browser Housekeeping { Personal Introductions { Pre-class Survey	{ Pre-class Survey
2)	Unit 2 - Essay 1 { Discussion 2a-f Unit 2 - Essay 1 { Discussion 2a-f	{ Pre-class Survey
3)	Unit 3 - Essay 2 { Discussion 3a-f { 3g - Essay { 3h - Peer feedback { 3i - Unit Reflection	{ Pre-class Survey
4)	Unit 4 - Persuasive Project { 4a - Proposal with reasonable conclusions { 4b - Key arguments, evidence, and fallacies { 4c - Bibliography { 4d - Project draft { 4e - Peer feedback { 4f - Unit Reflection	Unit Reflection
5)	z Unit 5 - The Final { 5a - Revisions of selected assignments { 5b - Exam: Critical Thinking { 5c - Exam: Glossary { 5d - Post-class Survey	Pre-class Survey
6)	In-class writing: what would you like your classmates to focus on and comment on, for this draft? - workshop WP#1 - get ready for group workshops	Pre-class Survey
7)	- In-class writing: which of the sample evaluation papers did you think was the most effective? Why? - in small groups: which of these papers is the most effective evaluation? Why? (report to the whole class)	Pre-class survey
8)	Get started on WP # 3: Informational argument: what is a problem or issue and what are the “sides” or arguments that surround it? In-class writing: answer # 8 page 146 under “Composing Processes” and discuss - discuss RL # 8 - discuss expectations for an informational argument - discuss Ezzell - go over assignment for WP# 3 - “informal” 5-item annotated bibliography handout	pre-class survey
9)	- In-class writing: please answer # 6 page 151 and discuss - discuss 147-163 and also 533-539 (finding sources) - discuss Hafner - discuss RL # 9 - ask each student to report on his or her topic for WP#3 - discuss organizational approaches page 163
10)	- in-class writing: what is the best idea you got from today’s reading? Why? - discuss their best ideas - discuss 520-531 - do the activity in small groups on page 520 using the photos you brought in - in pairs, do the activity on 522 using our text, and share
11)	- in-class writing: what is the best idea you got from today’s reading? Why? - discuss their best ideas - discuss 520-531 - do the activity in small groups on page 520 using the photos you brought in - in pairs, do the activity on 522 using our text, and share
12)	In-class writing: what would you like your classmates to comment on and make suggestions about? - workshop WP#3 v2
13)	In-class writing: answer two of the questions on page 238 you did not answer for your RL - discuss in-class writing and RL # 14 - discuss Emrich - discuss 237 - students present their photo or advertisement: why is this persuasive?
14)	In-class writing: Is DeRosa’s essay persuasive? Are you convinced? What in the essay makes you say so? - students present on why their editorial or letter is persuasive - discuss DeRosa’s essay - discuss logical fallacies page 475-478

Sources

Course Notes / Textbooks:	Critical Reading and Writing Prep Course by Jeff Kolby Lundsford, Andrea A. Everything’s an Argument. 5th Edition. Bedford-St. Martin’s Press, 2009.
References:	Critical Reading and Writing Prep Course by Jeff Kolby Lundsford, Andrea A. Everything’s an Argument. 5th Edition. Bedford-St. Martin’s Press, 2009.

Course-Program Learning Outcome Relationship

Learning Outcomes	1
Program Outcomes
1) P1. To be able to use the language to reach the information, share the information orally and in written form
2) P2. To be able to evaluate, apply and interpret the terms and scientific approaches in the field of English Language Teaching
3) P3. To be able to identify the social and psychological features of students and apply appropriate evaluation and assessment methods in the light of ethical principles in order to support students' developments
4) P4. To be able to use Information and Communication Technologies and computer software to the extent that the filed requires ("European Computer Driving License", Advanced Level).
5) P5. To gain sufficient conscience with respect to protecting universal, national and cultural values and human & animal rights and about protecting the environment
6) P6. To be able to implement the theories, principles, methods and techniques related with students' development, learning and teaching.
7) P7. To be able to implement the theories, principles, methods and techniques related with developing curriculum development and evaluation.
8) P8. To be able to internalize and apply the innovative and modern methods, techniques and theories to teach English and to be equipped with the necessary knowledge and skills to apply them into their teaching, and to fulfill the scientific research processes successfully.
9) P9. To internalize the basic areas of Educational Sciences and utilize the theories and approaches of developmental and learning psychology in order to enable educational development
10) P10. To be able to develop materials to improve language skills, to adopt and evaluate the available materials according to the level, interests and learning characteristics of students

Course - Learning Outcome Relationship

No Effect	1 Lowest	2 Low	3 Average	4 High	5 Highest

	Program Outcomes	Level of Contribution
1)	P1. To be able to use the language to reach the information, share the information orally and in written form	3
2)	P2. To be able to evaluate, apply and interpret the terms and scientific approaches in the field of English Language Teaching	3
3)	P3. To be able to identify the social and psychological features of students and apply appropriate evaluation and assessment methods in the light of ethical principles in order to support students' developments
4)	P4. To be able to use Information and Communication Technologies and computer software to the extent that the filed requires ("European Computer Driving License", Advanced Level).
5)	P5. To gain sufficient conscience with respect to protecting universal, national and cultural values and human & animal rights and about protecting the environment
6)	P6. To be able to implement the theories, principles, methods and techniques related with students' development, learning and teaching.
7)	P7. To be able to implement the theories, principles, methods and techniques related with developing curriculum development and evaluation.
8)	P8. To be able to internalize and apply the innovative and modern methods, techniques and theories to teach English and to be equipped with the necessary knowledge and skills to apply them into their teaching, and to fulfill the scientific research processes successfully.	5
9)	P9. To internalize the basic areas of Educational Sciences and utilize the theories and approaches of developmental and learning psychology in order to enable educational development
10)	P10. To be able to develop materials to improve language skills, to adopt and evaluate the available materials according to the level, interests and learning characteristics of students

Learning Activity and Teaching Methods

Expression
Reading

Assessment & Grading Methods and Criteria

Written Exam (Open-ended questions, multiple choice, true-false, matching, fill in the blanks, sequencing)
Presentation

Assessment & Grading

Semester Requirements	Number of Activities	Level of Contribution
Committee	5	% 5
Application	2	% 20
Midterms	20	% 20
Final	30	% 50
Yazma Ödev Dosyası	5	% 5
total		% 100
PERCENTAGE OF SEMESTER WORK		% 50
PERCENTAGE OF FINAL WORK		% 50
total		% 100

Workload and ECTS Credit Grading

Activities	Number of Activities	Duration (Hours)	Workload
Course Hours	14	2	28
Application	14	2	28
Study Hours Out of Class	5	3	15
Presentations / Seminar	1	1	1
Midterms	1	3	3
Final	1	3	3
Total Workload			78