HACETTEPE UNIVERSITY FACULTY OF LETTERS · PDF fileAlev Baysal, PhD (Hacettepe) - British Novel, British Cultural Studies , Literary Translation Cristante, Nevio, PhD (METU)- Research

HACETTEPE UNIVERSITY FACULTY OF LETTERS

DEPARTMENT OF ENGLISH LANGUAGE AND LITERATURE

(BEYTEPE CAMPUS)

EUROPEAN CREDIT TRANSFER SYSTEM

INFORMATION PACKAGE

FOR THE ACADEMIC YEAR 2008-9 CONTENTS

1. 1. GENERAL INFORMATION 2. 1.1. Department 3. 1.2. Socrates-Erasmus Team 4. 1.3. Staff Members and Their Research Fields 5. 2. STUDY AND RESEARCH AT THE DEPARTMENT 6. 2.1. Educational and Professional Goals 7. 2.2. Student Numbers 8. 2.3. Major Fields of Study and Research 9. 2.4. Educational Facilities 10. 2.5. Degree Programmes 11. 3. ENTRANCE REQUIREMENTS 12. 3.1. Entrance Requirements for Undergraduate Studies 13. 3.2. Entrance Requirements for Masters Studies 14. 3.3. Entrance Requirements for Doctoral Studies 15. 4. STUDENT ASSESSMENT METHODS AND GRADING SYSTEM 16. 4.1. Student Assessment Methods 17. 4.2. Grading System 18. 5. STRUCTURE OF THE DEGREE PROGRAMMES IN EFFECT 19. 5.1. The Structure of the Undergraduate Programme 20. 5.2. The Structure of the Graduate Studies 21. 5.3. Credit Requirements and Time Limits for the Degree Programmes 22. 6. UNDERGRADUATE PROGRAMMES AND DESCRIPTIONS 23. 6.1. Courses and Credits 24. 7. GRADUATE PROGRAMMES AND DESCRIPTIONS 25. 7.1. English Language and Literature 26. 7.1.1. Masters in English Language and Literature 27. 7.1.2. PhD in English Language and Literature

28. 7.2. British Cultural Studies 29. 7.2.1. Masters in British Cultural Studies 30. 7.2.2. PhD in British Cultural Studies 1. GENERAL INFORMATION

1.1. The Department

Head of Department: Prof.Dr. Himmet Umunç Correspondence Address: Department of English Language and Literature, Faculty of Letters, Hacettepe University, Beytepe Campus, 06532 Beytepe, Ankara, Turkey. Phone: (+ 90) (312) 297 84 75 URL: http://www.ide.hacettepe.edu.tr

1.2. Socrates-Erasmus Team

Socrates-Erasmus Programme Department Coordinator: Lec.Dr. Alev Baysal Telephone : (+90) (312) 297 84 75 E-mail : [email protected]

Department ECTS Coordinator: Lec.Dr. Alev Baysal Telephone : (+90) (312) 297 84 75

E-mail : [email protected]

Assistant Coordinator: Res.Asst. Papatya ALKAN Telephone : (+90) (312) 297 84 75

E-mail : [email protected]

1.3. Staff Members and Their Research Fields

Professors: 4 Himmet Umunç, PhD (London) [Head of Department] - Renaissance English Literature, Literary Theory and Criticism, British Cultural Studies, Comparative Literature, and American Culture and Literature

A.Deniz Bozer, PhD (Hacettepe) - British Drama, American Drama, Short Story, Literary Translation, British Cultural Studies, and Comparative Drama

Burçin Erol, PhD (Hacettepe) - Medieval English Literature, British Cultural Studies, Literary Translation, and Comparative Literature

Serpil Oppermann, PhD (Hacettepe) - British and American Novel, Literary Theory and Criticism, Romantic Poetry, Comparative Novel, and British Cultural Studies

Associated Professors: 1 Huriye Reis, PhD (Liverpool) - Medieval English Literature, Seventeenth Century English Literature, British Poetry, Literary Theory and Criticism, and British Cultural Studies

Assistant Professors: 3 Hande Sadun, PhD (Hacettepe) - Renaissance English Literature, British Poetry, British Cultural Studies

Şebnem Kaya, PhD (Hacettepe) - British Drama, American Drama, Short Story, and British Cultural Studies

Aytül Özüm, PhD (Hacettepe) - British Novel, Literary Theory and Criticism, British Cultural Studies

Lecturers: 2 Alev Baysal, PhD (Hacettepe) - British Novel, British Cultural Studies , Literary Translation

Cristante, Nevio, PhD (METU)- Research Assistants: 2

Pınar Taşdelen, MA (Hacettepe) - Medieval English Literature, Gender Studies, British Poetry,

Merve Sarı (Hacettepe) – British Poetry, Science Fiction

Auxiliary Staff: 2

Ms. Meral Elcan, Department Secretary

Mr. Ali Rıza Erkan, Auxiliary Service

2. STUDY AND RESEARCH AT THE DEPARTMENT

2.1. Educational and Professional Goals The Department, founded in 1965, is one of the earliest departments of the University and a pioneering institution in the study of English language and literature in Turkey. The aim of the Department is to study and conduct research on English language, literature and culture in an interdisciplinary manner and to help its students acquire the qualities of a scientific researcher. During the education students are presented theoretical and practical knowledge through the use of the rich audio-visual sources of the Department. Conferences by well-known researchers and talks and presentations by contemporary English/Turkish writers and poets as well as Department staff enrich Department’s education. Those graduates who receive teaching certificates may become English teachers or lecturers in many state and private schools and universities. Graduates are also able to find jobs which require cultural and literary knowledge, such as those in tourism, ministries, banks, state and private media institutions, or even become translators, writers or editors. The medium of instruction of all programmes offered by the Department is English.

2.2. Student Numbers:

Undergraduate Students 452 MA Students 25 PhD Students 9

2.3. Major Fields of Study and Research a) English Language and Literature

b) British Cultural Studies

2.4. Educational Facilities The Department has a seminar library which includes main reference books and some major secondary sources on British Culture and Literature. The Department also has some audiovisual material related to the field.

2.5. Degree Programmes The names and average lengths of the degree programmes offered by the Department are as follows:

Undergraduate Programme

This is a minimum 4-year programme which comprises different compulsory courses on British literature and culture.

Graduate Programmes Length of Study

a) MA Programme in English Language and Literature minimum 4 semesters b) PhD Programme in English Language and Literature minimum 8 semesters

c) MA Programme in British Cultural Studies minimum 4 semesters d) PhD Programme in British Cultural Studies minimum 8 semesters

3. ENTRANCE REQUIREMENTS

3.1. Entrance Requirements for Undergraduate Studies The Department accepts each year a maximum of 80 students for undergraduate studies, depending on its resources for teaching. Individuals wishing to study English language and literatrure as undergraduates in the Department are required to have completed their lycee education or its equivalent successfully and to have obtained enough points from the university entrance exam. This exam is organized centrally and annually by the Student Selection and Placement Centre (ÖSYM) and the students are placed by the same centre into departments according to rank order of the points they have obtained. The undergraduate students are not required to take any other exam before registering for study in the Department.

3.2. Entrance Requirements for Masters Studies

Entrance to graduate master studies in the Department is conditional upon the satisfaction of several criteria. The Department organizes both written and oral exam for the applicants to test the level of their academic performance in English language, literature and culture and their general awareness of current issues. However, only those holding a bachelors degree can apply for postgraduate masters studies in the Department. These individuals are required to have obtained a minimum of 45 points from the Graduate Study Exam (LES), and the minimum grades specified by the Institute of Social Sciences from the foreign language proficiency exam(s). Individuals who fail to provide documentary proof of the level of their proficiency in the English language can take the foreign language exam organized by the University or they may be granted one year of leave to improve their knowledge of a foreign language in programmes organized again by the University, provided that they have passed the Departmental written/oral entrance exam.

3.3. Entrance Requirements for Doctoral Studies The criteria set for acceptance for masters studies apply with some modification for acceptance to doctoral studies in the Department. Only individuals holding a masters degree can apply for doctoral studies in the Department. These individuals are again required to have obtained a minimum of 45 points from Graduate Study Exam (LES), and passing grades from the foreign language proficiency exam(s) in a second foreign language (German, French, or Italian).

4. STUDENT ASSESSMENT METHODS AND GRADING SYSTEM

4.1. Student Assessment Methods Undergraduate students’ performance is graded on the basis of at least two midterms and a final examination. The midterms and additional in-term assignments (research papers, oral presentations and quizzes) have a 50% weight in the evaluation, while the final examination has the other 50% weight. In compliance with the University’s statutes, graduate students (both MA and PhD), while taking pre-thesis required courses, have to sit for 2 mid-terms and a final examination for each course they take. Additionally, each student is required to present minimum 2 research papers and other work required by the course instructor. Moreover, PhD students have, before a committee of 5 full professors, to take a comprehensive qualification examination (both written and oral) upon their completion of the required total credits before they proceed to the writing of the thesis, which may take more than 4 semesters.

4.2. Grading System The grading system as defined by the University regulations rests on points and their equivalents in grades and academic scores. Though the same system applies for both undergraduate and graduate studies, the passing grade is set differently, as shown in the following charts. In addition, the grading system does not attach qualitative labels (outstanding, excellent, very good, etc.) to the passing grades and their equivalents in scores.

Grading System for Undergraduate Studies Points Grade Score Result 90-100 A1 4.0 Successful 85-89 A2 3.5 Successful 75-84 B1 3.0 Successful 70-74 B2 2.5 Successful 65-69 C1 2.0 Successful 60-64 C2* 1.5 55-59 D1* 1.0 50-54 D2* 0.5

0-49 F3 0.0 Failed in the final examination F2 0.0

Failed to attend the final examination without any legitimate reason to do so F1 0.0 Failed because of absenteeism, does not have the right to

enter the final exam G Successful in a non-credit course K Failed in a non-credit courses H Has legitimate excuse for not attending the final

examination M Exempt from the course concerned

∗ C2, D1 or D2 grades taken from a course are considered successful on the condition that the student general academic degree is 1.8. Students who have the general academic degr less than 1.8 for two times repeatedly must review the whole year. However, the students thus passed a course are permitted to repeat the same course in order to increase their grades, in which case it is the last grade that counts.

Grading System for Graduate Studies Points Grade Score Result

90-100 A1 4.0 Successful, (both masters and Ph.D students) 85-89 A2 3.5 Successful, (both masters and Ph. D students) 75-84 B1 3.0 Successful, (both masters and Ph. D students) 70-74 B2 2.5 Successful, (only masters students) 65-69 C1 2.0 Successful, (only masters students) 60-64 C2 1.5 Failed (both levels) 55-59 D1 1.0 Failed (both levels)

50-54 D2 0.5 Failed (both levels) 0-49 F3 0.0 Failed in the final examination

F2 0.0 Failed to attend the final examination without any legitimate reason to do so

F1 0.0 Failed because of absenteeism, does not have the right to

enter the final exam G Successful in a non-credit course K Failed in a non-credit courses

H Has legitimate excuse for not attending the final

examination M Exempt from the course concerned

5. STRUCTURE OF THE DEGREE PROGRAMMES IN EFFECT

5.1. The Structure of the Undergraduate Programme The curriculum for undergraduate studies defines a single programme based on course work. These courses are of four types: university common compulsory courses, departmental compulsory courses, intra-departmental elective courses and extradepartmental elective courses.

a) University common compulsory courses comprise those with course codes AİT (Atatürk’s Principles and Revolutions), TKD (Turkish Language), and Foreign Language.

The first two sets of these courses have to be taken by all students registered with the university and the credits gained are not included in the minimum total credits required for graduation. The foreign language courses (English, French or German) have to be taken by all students at the preparatory year and the credits gained are included in the minimum total credits required for graduation. However, the students can take exemption exams for each course and the successful students are granted the full grades they obtained. Erasmus exchange students are exempt from these foreign language courses.

b) Departmental compulsory courses comprise those courses which are offered by the Department and which all the undergraduate students must take in order to graduate. There are some compulsory courses in the present curriculum which yield a total of 88 credits.

c) Departmental elective courses comprise those courses which are in the Department’s courses catalogue but may not be offered every academic year.

d) Extra-departmental elective courses comprise a fixed list of courses which are in fact offered by other departments to their own students but which English language and literature undergraduates are permitted through an interdepartmental agreement to take as electives. It is entirely left to the students to take any of the courses thus determined. The Department actively encourages the students to adopt an interdisciplinary approach in their studies with a view for their future professional career and academic interests.

5.2. The Structure of the Graduate Programmes The degree programmes for graduate studies combine course work with the writing of a thesis. However, there are some differences between the structure and the requirements of the masters and doctoral programmes.

a) Masters studies: For an MA student, to receive the degree of MA in English Language and Literature or British Cultural Studies, s/he must take minimum seven courses (equivalent of minimum 21 credits, ) in the relevant programme over a period of 2 semesters (usually 4 courses in Autumn and 3 in Spring) plus a non-credit seminar course on a special subject related to the student’s prospective thesis. Upon the completion of the 21-credit preliminary courses, the student is required to submit, under his/her supervisor’s advice, a thesis proposal which is reviewed and evaluated by the Department Academic Council and, if approved, sent to the Institute. The thesis must be completed over a period of 2 semesters (if needed this period can be extended up to 2 semesters), and, upon the completion of the thesis and in compliance with the regulations, the student submits the thesis for a viva. The thesis is then evaluated by a committee of 5 examiners (at least one of them is an external examiner), proposed by the Academic Council of the Department and appointed by the Academic Administrative Council of the Institute. If the examiners approve of the thesis and accept it, the student is admitted to a viva and, upon his/her successful performance, is recommended by the examiners to the Institute for the conferment of the degree of MA.

b) Doctoral studies: For a PhD student, to receive the degree of PhD in English Language and Literature or in British Cultural Studies, s/he must preliminarily take minimum seven courses (equivalent of minimum 21 credits) over a period of three semesters in the relevant programme and fulfil all the academic requirements. Upon the successful completion of these courses, the student is then required to take a comprehensive written and oral examination conducted by a committee of 5 examiners, at least one of whom is external. If the student passes this examination, s/he is then required to submit a thesis proposal prepared under the

guidance of his/her supervisor, which s/he must defend before a committee of 3 members including the supervisor and acting as the Thesis Supervision Committee. Upon the acceptance by the committee of the proposal, the student proceeds with the thesis research and writing, which takes minimum 4 semesters (extendable for 4 semesters). Upon the completions of the thesis, a committee of 5 examiners, at least one of whom is external, is appointed by the Institute’s Academic Administrative Council upon the recommendations of the Department’s Academic Council. Each examiner independently reads and evaluates the thesis and prepares a detailed report for joint evaluation prior to the viva. At the joint evaluation session the examiners discuss the individual reports and reach a joint resolution which may be “Accepted” or “to be revised” or “rejected”. If the examiners accept the thesis and approve of its academic quality, they then admit the student to a viva which usually lasts over an hour and comprises a wide range of questions related to the thesis and its relevant subjects. If the examiners find the student successful in the viva they recommend him/her to the Institute for the conferment of the degree of PhD.

5.3. Credit Requirements and Time Limits for the Degree Programmes

Minimum Time limits (in semesters) Programme Credits minimum maximum -Undergraduate studies 128 8 14 -Masters studies 21 4 6 -Doctoral studies 21 8 12 6. UNDERGRADUATE PROGRAMMES AND DESCRIPTIONS 6.1. Compulsory and Elective Courses and Descriptions

COMPULSORY COURSES

FIRST YEAR ECTS IED 134 Study Skills and Research Techniques 6 IED 141 Mythology 6 IED 142 Classical Literature 6 IED 143 Introduction to Literature 6 IED 151 Introduction to Britain I 6 IED 152 Introduction to Britain II 6 SECOND YEAR ECTS IED 233 Speech and Communication Skills 6 IED 257 Life and Society in Britain 6 IED 258 British Popular Culture 6 IED 261 Introduction to Culture Studies 6 IED 272 British Poetry and Prose I 6 IED 281 Short Story 6

IED 282 British Novel I 6 THIRD YEAR ECTS IED 337 Translation III 6 IED 365 British Drama I 6 IED 366 Shakespeare 6 IED 368 British Drama II 6 IED 373 British Poetry and Prose II 6 IED 376 British Poetry and Prose III 6 IED 387 British Novel II 6 IED 388 British Novel III 6 FOURTH YEAR ECTS IED 441 Literary Theory and Criticism I 6 IED 444 Literary Theory and Criticism II 6 IED 463 British Drama III 6 IED 466 British Drama IV 6 IED 475 British Poetry and Prose IV 6 IED 478 British Poetry and Prose V 6 IED 485 British Novel IV 6

ELECTIVE COURSES ECTS IED 131 Writing Skills 6 IED 132 Spoken English 6 IED 135 Advanced English Grammar 6 IED 138 Reading Skills II 6 IED 146 Native Sources of British Literature 6 IED 147 Reading Skills I 6 IED 231 Translation I 6 IED 248 Translation II 6 IED 280 Readings in Children’s Literature 6 IED 293 Survey of American History and Culture 6 IED 296 American Drama 6 IED 348 Translation IV 6 IED 357 Gender Studies in Literature 6 IED 380 Readings in Western Philosophy 6 IED 381 Types of Non-Fictional Narrative 6 IED 383 Contemporary English Lyrics (Song Lyrics) 6 IED 384 Literature and Science Fiction 6 IED 391 Letters and Diaries 6 IED 393 Literature in Film Studies 6 IED 398 American Poetry 6 IED 447 Comparative Literature 6 IED 490 Postmodern Novel 6 IED 492 Evaluations of Drama 6 IED 493 Comparative Drama 6 IED 497 Translation (Texts of Law, Politics and Economics) 6 IED 498 American Novel 6

DEPARTMENT OF ENGLISH LANGUAGE AND LITERATURE

UNDERGRADUATE COURSES Course Code and Title

IED 131 Writing Skills

Type of Course (Compulsory or Elective)

Compulsory

Number of Credits Allocated

3 0 3

ECTS Credits

6

Name of Lecturer

Ozlem Aydın

Pre-requisite(s)

None

Semester/Trimester One semester (3 theoretical, three hours per week)

Course Contents

● The differences between written and oral composition ● Grammar, vocabulary, punctuation ● The essentials f paragraph writing: topic sentence, controlling

idea, supporting ideas, unity and coherence ● Outline and its importance ● Formulating the introductory, transitional, supporting and

concluding paragraphs of an essay ● The essentials of introduction, development and conclusion of

an essay ● Thesis statement and its emphasis in the paragraphs of an

essay ● Essay writing techniques such as description, comparison,

contrast and exemplification

Objective of the Course (Learning Outcomes)

At the end of the semester the students will be able to differentiate between written and oral composition, recognise the importance of grammar, vocabulary and punctuation, identify and formulate the basic essentials of paragraph writing such as the topic sentence, controlling idea, supporting ideas, unity and coherence, identify the introductory, transitional, supporting and concluding paragraphs of an essay, arrange thesis statement and its emphasis in the paragraphs of an essay, distinguish and employ the essay writing techniques such as description, comparison, contrast and exemplification, develop

their writing skills in English.

Recommended Reading(s)

Lane, Janet and Ellen Lange. Writing Clearly: An Editing Guide. Washington:Heinle and Heinle Publishers, 1999. Ruetten, Mary and Regina L.Smalley. Refining Composition Skills:Rhetoric and Grammar for ESL Students. Washington: Heinle and Heinle Publishers, 2000. Brown, Kristine and Susan Hood. Writing matters: Writing Skills and Strategies for Students of English. Cambridge: Cambridge UP, 1989.

Teaching Method(s) Lecturing, writing workshops, group workshops, the resulting essays are to be corrected through further discussion in class both with the aim of self- correction and criticism.

Assessment Method(s) Workshops (15%), two midterms (35%) and a final (50%).

Medium of Instruction

English

Course Code and Title

IED 132 Spoken English


Elective


3 0 3

ECTS Credits

6

Name of Lecturer

Ozlem Aydın

Pre-requisite(s)

none


Course Contents

● The differences between written and oral composition, transformation of written text into an oral practice ● Grammar, vocabulary, pronunciation, phonation, stress, diction, articulation, intonation ● The importance of Body language ● The essentials of public speech, the relationship between the speaker and the audience ● Stage fright and how to overcome stage fright ● Impromptu speech ● Narrative speech ● Descriptive speech ● How-to speech


At the end of the semester the students will be able to differentiate between written and oral composition, recognise the importance of grammar, vocabulary, pronunciation, phonation, stress, diction, articulation and intonation and apply to their speeches, recognise the importance of body language in oral communication, identify and formulate the essentials of public speech, recognise the relationship between the speaker and the audience, identify stage fright, formulate how to overcome stage fright and assess how to design and deliver a fluent speech with grammatical correctness and a reasonable speed.


Fletcher, Leon. How to Design and Deliver a Speech. New York: HarperCollins, 1995. Lucas, Stephen E. The Art of Public Speaking. New York: McGraw-Hill, 2004. Osborn, Michael. Public Speaking. Boston: Houghton Miffin, 2005.

Teaching Method(s) Lecturing, class discussions, group workshops, oral practices

and presentations Assessment Method(s) Group workshops (10 %), two midterms (40 %) and a final

(50%).


English


IED 134 Research Tehniques


C


303

ECTS Credits

6

Name of Lecturer

Res. Asst. Dilek Bulut

Pre-requisite(s)

Non

Semester/Trimester 1 Semestre (3 theoratical, 3 hours per week)

Course Contents

• The development of the ability of making research and the use of library.

• Preparation of working bibliography. • The arrangement of note taking, and the construction of

note card. • The choice of subject. • The preparation of outline. • Writing the research project from the formal outline.


At the end of the semester the students will be able to acquire the methods and the techniques necessary for studying, using library and avoiding plagiarism and preparing a research project and writing formal papers.


Pirie, David B. (1985). How to Write Critical Essays. London: Routlege.

Teaching Method(s) Lecturing, Group workshops, individual research.

Assessment Method(s) 2 Midterms %40, , Group presentations %10,

Final exam %50. Medium of Instruction

English


IED 135 Advanced English Grammar


E


3 0 3

ECTS Credits

6

Name of Lecturer

Research Assistant Fatma Kalpaklı

Pre-requisite(s)

Semester/Trimester 1 semester (3 hours per week)

Course Contents

English Grammar


At the end of the semester, the students will have an enhanced knowledge of English grammer and will be able to recognize grammer mistakes quickly and will have sufficient knowledge of English so that they will be able to share it with their classmates.


Simon & Schuster. (2002). Kaplan GRE Exam, New York: 2002 Öztürk, Cesur. (2002). Building Skills for Proficiency. Ankara: Hacettepe-Taş. Bailey, Richard. The Best Test Preparation for the TOEFL : Test of English as a Foreign Language. (2000) Piscataway, N.J: Research & Education Association.

Teaching Method(s) Lectures, TOEFL,GRE and KPDS exercises and group works

Assessment Method(s) 2 Midterms (% 50) and 1 Final (% 50).


English


İED 138 Reading Skills II


E


3 0 3

ECTS Credits

6

Name of Lecturer

Assist. Prof. Dr. Şebnem Kaya

Pre-requisite(s)

None

Semester/Trimester 1 Semester (3 theoretical, 3 hours per week)

Course Contents

• Vocabulary • Word formation • Multiple choice exercises • Summary writing • Comprehension exercises • In-other-words drills • Discussion


At the end of the semester, students will be able to • enhance their vocabulary; • form words; • use words within the right context; • summarise the text they read; • better understand the text; • vxplain the text in different words; • discuss the text.


Texts taken from publications like The Economist, Time, TLS, Foreign Policy, National Geographic

Teaching Method(s) Lectures, in-class discussions and exercises Assessment Method(s) 2 midterms (50 %), final examination (50 %) Medium of Instruction

English


İED 141 Mythology


C


303

ECTS Credits

6

Name of Lecturer

Prof Dr Burçin Erol

Pre-requisite(s)

-

Semester/Trimester 1 semester(3 hours theoretical,3 creditd)

Course Contents

Prehellenik mythology Classic mythology • Creation, cosmology, other world • Gods(sky,earth,water underworld) • Heroes


At he end of the semester the student will be able to identify the gods,their functions and stories ,summarise them in their own words, identify the use and allusions in art and literature, analyse their meanings and compare and contrast various aplications in art and life.


Hamilton, Edith.(1969) Mythology. Ontario:Mentor Estin,Colette & Helene Laporte.(2002) Yunan ve Roma Mitolojisi. Ankara: TUBİTAK

Teaching Method(s) Lectures illustrated with slides and films, discussion, individual

research and/or project Assessment Method(s) 2 midterms 40 %, project and /or research 10% ,final 50 %


English


İED 142 Classical Literature


Compulsory


3 0 3

ECTS Credits

6

Name of Lecturer

Prof.Dr. Himmet Umunç

Pre-requisite(s)

None

Semester/Trimester 1 Semester (3 hours theoretical/Week)

Course Contents

• Introduction: the scope of the Course, essentials and requirements, methodology;

• Early settlements and civilizations in ancient Greece; • Oral literary tradition; • The epic tradition and the Homeric epics; • The development of tragedy and the classical Greek

tragedy; • Aeschylus, Sophocles, and Euripides, and samples of

their tragedies; • The development of comedy, and the classical Greek

comedy; • Aristophanes, and samples of his comedies; • Roman literature and its distinctive characteristics; • Plautus and Terence, and samples of their plays; • Virgil, and samples of his writings; • Horace, and samples of his writings; • Seneca’s idea of tragedy, and samples of his tragedies.


At the end of the semester, the students will be fully familiar, in a historical and literary context, with the main aspects of classical Greek and Roman literature; they will be able to interpret, appreciate and discuss sample texts and, thus, develop their critical skills; they will also be aware of the place of classical literature in the European literary tradition and, especially, of its importance for the study of English literature so that they can use their knowledge of it in relation to this literature.


Murray, Gilbert. The Rise of the Greek Epic. London: Oxford UP, 1967. Vivante, Paola. The Homeric Imagination: A Study of Homer’s Poetic Perception of Reality. Bloomington: Indiana UP, 1970. Baldock, Marion. Greek Tragedy: An Introduction. Bristol: Bristol Classical publications, 1989. Russo, Carlo F. Aristophanes: An Author for the Stage. London: Routledge, 1994. Pickard-Cambridge, Sir Arthur Wallace. Dithyramb, Tragedy and Comedy. Oxford: Clarendon, 1970. Hornsby, Roger A. Patterns of Action in The Aeneid: An Interpretation of Vergil’s Epic Similes. Iowa City: U of Iowa P, 1970. Goldberg, Sander M. Epic in Republican Rome. New York: Oxford UP, 1995.

Teaching Method(s) Lectures, in-class discussions, and research-based student

presentations.

Assessment Method(s) 2 mid-term written examinations (%25 and %25), final

examination (%40), research and presentation (%10) Medium of Instruction

English


IED 143 Introduction to Literature


Compulsory


3 0 3

ECTS Credits

6

Name of Lecturer

Dr.Alev BAYSAL

Pre-requisite(s)

None


Course Contents

. The meaning of literature

. Classification of literature by period, genre and movement

. Types of literary writing

. Poetry: Kinds and forms of poetry, major elements of poetry

. Drama: Kinds and forms of drama, major elements of drama

. Novel: Kinds and forms of novel, major elements of novel

. Non-fiction: Kinds and forms of non-fiction, major elements of non-fiction


At the end of the semester the students will be familiar with the main aspects of literature and literary terms. They will recognize and recall the major literary terms and use them appropriately in different contexts. The students are also expected to apply these terms whenever they are asked to.


ABRAMS,M.H.A Glossary of literary terms. Harcourt Brace College Publish Fort Worth

CUDDON, J.A. Dictionary of Literary Terms. New

York:Penguin Boks Ltd. 1985

1999 TURCO,Lewis.The Book of Lliterary Terms : the genres

of fiction, drama, nonfiction,University Press of New England Hanover, 1999


presentations.


examination (%40), research and presentation (%10) Medium of Instruction English


IED 146 Sources of British Literature


E


3 0 3

ECTS Credits

6

Name of Lecturer

Assist.Prof.Dr.Hande Sadun

Pre-requisite(s)

None

Semester/Trimester 1 semester (3 theoric, 3 hours a week)

Course Contents

• Celtic culture and mythology, • Scandinavian culture and mythology, • Basic knowledge about the Bible and Christianity.


At the end of the semester the students will be able to recognise Celtic culture and mythology, Scandinavian culture and mythology, and the basic knowledge about the Bible and Christianity that are essential for the understanding and interpretation of English literary texts. They will also be able to illustrate this knowledge through the analysis of the literary texts that they will encounter in the following semesters.


Cotterell, A. and R. Storm (2002). The Ultimate Encylopedia of Mythology. New York: Hermes. Davidson, E. (1988). Myths and Symbols in Pagan Europe. Manchester, Manchester UP.

Grimal, Pierre. Ed. (1989). Larousse World Mythology. London: Hamlyn.

Teaching Method(s) Lecture, visual material, discussion, presentation

Assessment Method(s) 2 mid-term exams (40%), term paper (10%), ve final exam(50)

%.


English


İED 147 Reading Skills I


E


3 0 3

ECTS Credits

6

Name of Lecturer


Pre-requisite(s)

None


Course Contents

• Vocabulary • Word formation • Multiple choice exercises • Summary writing • Comprehension exercises • In-other-words drills • Discussion


At the end of the semester, students will be able to • enhance their vocabulary; • form words; • use words within the right context; • summarise the text they read; • better understand the text; • explain the in different words; • discuss the text.


Text taken from a variety of different sources like

Collie, Joanne, and Stephen Slater. Short Stories for Creative Language Classrooms. Cambridge: Cambridge UP, 1993.

Fellag, Linda Robinson. Life, Language, and Literature. Boston, Massachusetts: Heinle, 1993.

Grellet, Françoise. Developing Reading Skills: A Practical Guide to Reading Comprehension Exercises. Cambridge: Cambridge UP, 1987.

Teaching Method(s) Lectures, in-class discussions and exercises Assessment Method(s) 2 midterms (50 %), final examination (50 %) Medium of Instruction

English


İED 151 Introduction to Britain I


C


3 0 3

ECTS Credits

6

Name of Lecturer


Pre-requisite(s)

None


Course Contents

• Britain’s geography:Global position and

regions,resources • Early Britain: The Celts, the Romans, the Saxons, the

Vikings, major literary works • England in the Middle Ages: The Norman conquest,

feudalism (political development, the church, the government, major literary figures and modes)

• England in the Renaissance: Renaissance, humanism, Reformation in Europe and Britain, Tudor period (political developments, the church, the government, major literary figures and modes)


At the end of the semester, students will be able to • define the geographic features of Britain; • state in his/her own words the historical, social and

political developments seen in England from the beginning to the seventeenth century;

• summarize the writers and types of writing dating from this period;

• analyse the literary works dating from this period; • establish links between the historical, social and political

developments seen in England in the mentioned period and the works of literature again written in this period;

• comment on the historical, social, political and literary developments seen in England in the mentioned period.


McDowall, David. An Illustrated History of Britain. Longman, 1993.

Schultz, Harold John. British History. New York: Harper Perennial, 1992.

Abrams, M.H. et al., eds. The Norton Anthology of English Literature.

Teaching Method(s) Lectures, student presentations and in-class discussions Assessment Method(s) 2 midterms (40 %), student presentation (10 %), final

examination (50 %) Medium of Instruction

English


İED 152 Introduction to Britain II


C


3 0 3

ECTS Credits

6

Name of Lecturer


Pre-requisite(s)

None


Course Contents

• England in the 17th century: Stuart Period (political developments, the government, society, religion and thought, major literary figures and modes)

• England in the 18th century (political developments, the government, society, religion and thought, major literary figures and modes)

• England in the 19th century (to World War I) (political developments, the government, society, religion and thought, major literary figures and modes)


At the end of the semester, students will be able to • define the geographic features of Britain; • state in his/her own words the historical, social and

political developments seen in England in the period between the seventeenth century and World War I;

• summarize the writers and types of writing dating from this period;

• analyse the literary works dating from this period; • establish links between the historical, social and political

developments seen in England in the mentioned period and the works of literature again written in this period;

• comment on the historical, social, political and literary developments seen in England in the mentioned period.


McDowall, David. An Illustrated History of Britain. Longman, 1993. Schultz, Harold John. British History. New York: Harper Perennial, 1992.

Abrams, M.H. et al., eds. The Norton Anthology of English Literature.



English

Code and name of course TKD 103 Turkish Language I Type of Course

Requisite

Credite of Course

2 0 2

ECTS Credite of Course

4

Course Lecture

Determined by Department

Pre-requiste None Course Lenght 1 semester (4 theoretical, 4 hours week). Course Content

• Definition of language, language and culture • Languages in the world and Turkic languages • Historical development of Modern Turkish • Spelling • Phonetic • Morphology • Syntax

Course Objectives (Learning outcomes)

The end of the course, student,

will know the relation of language and culture, languages of the world and Turkic languages; the student will can apply the rules of the spelling; the student will can explain the phonetics, morphology and syntax of Turkish.

Bibliography

Atabey, İbrahim vd., Türk Dili ve Kompozisyon Bilgileri,yargı yay., 2005.

Demir, N., Emine Yılmaz, Türk Dili El Kitabı, Grafiker, Ankara 2003

Eker, Süer, Çağdaş Türk Dili, Grafiker yay., Ankara 2006.

Main Teaching Methods: Theoretical lectures Assessment Methods Consistancy of class attendance (%5), 1 theoretical midterm

(%15), projects (%30), and 1 theoretical final examination (%50).

Language of Course Turkish

Code and name of course TKD 104 Turkish Language II Type of Course

Requisite

Credite of Course

2 0 2

ECTS Credite of Course

4

Course Lecture

Determined by Department

Pre-requiste None Course Lenght 1 semester (4 theoretical, 4 hours week). Course Content

• Common mistakes in usage of language • Written expression • Genres of written expression • Oral expression • Genres of oral expression • Preparation of scientific writings

Course Objectives (Learning outcomes)

The end of the course, student,

will know common mistakes in usage of language; the student will improve capacity of written and oral expression.yazılı ve sözlü anlatım becerisini geliştirecektir.

Bibliography

Atabey, İbrahim vd., Türk Dili ve Kompozisyon Bilgileri,yargı yay., 2005.

Demir, N., Emine Yılmaz, Türk Dili El Kitabı, Grafiker, Ankara 2003

Zülfikar, H., Yüksek Öğretimde Türkçe Yazım ve Anlatım, Ankara 1977.

Main Teaching Methods: Theoretical lectures Assessment Methods Consistancy of class attendance (%5), 1 theoretical midterm

(%15), projects (%30), and 1 theoretical final examination (%50).

Language of Course Turkish


IED 231 Translation I


Elective


3 0 3

ECTS Credits

6

Name of Lecturer

Dr.Alev BAYSAL

Pre-requisite(s)

None


Course Contents

.Translation and cultural interaction, basic theoretical introduction, .The origins and historical development of translation .Translation of the tenses: .Translation of sample sentences in various tenses, with particular emphasis on problematic tenses .Translation of idiomatic expressions: .Translation of sample sentences which contain various idiomatic expressions .Translation of anecdotes


At the end of the semester the students will be able to define the meaning and function of language in translation. They will recognize the differences of the two languages, the main and the targeted ones. They will develop their language competence through the practice of different translation activities and manage to translate the given text correctly.


ERER,Nadide Güher

Translation as an integrated approach in elt.The Department of Teaching Eng Ankara 2006

FRANCE, Peter, The Oxford guide to literature in English translation Oxford University Press

Oxford ;New Yor 2000 Kocaman,Ahmet.

İngilizce çeviri kılavuzu = a guidebook for English translation Arkadaş Kitabevi Yayınları Ankara 1988


presentations.

Assessment Method(s) 2 mid-term written examinations (%25 and %25), final examination (%40), research and presentation (%10)


English


IED 233 Speech and Communication Skills


Compulsory


3 0 3

ECTS Credits

6

Name of Lecturer

Ozlem Aydın

Pre-requisite(s)

None


Course Contents

● The differences between written and oral composition, transformation of written text into an oral practice ● Grammar, vocabulary, pronunciation, phonation, stress, diction, articulation, intonation ● The importance of Body language ● The essentials of public speech, the relationship between the speaker and the audience ● Stage fright and how to overcome stage fright ● Types of speech: persuasive, informative ● The essentials of choosing and formulating a topic ● Strategies for preparing a good and effective presentation ● The importance of intellectual background while preparing a presentation; consulting to a library, using internet, making use of computer programmes and CD, VCD and DVDs, observation, planning


At the end of the semester the students will be able to differentiate between written and oral composition, recognise the importance of grammar, vocabulary, pronunciation, phonation, stress, diction, articulation and intonation and apply to their speeches, recognise the importance of body language in oral communication, identify and formulate the essentials of public speech, recognise the relationship between the speaker and the audience, identify stage fright, formulate how to overcome stage fright, recognise and categorise the types of speech, recognise the essentials while choosing and formulating a topic, appraise strategies for preparing a good and effective presentation, organise the use of audio-visual aids while preparing a presentation, develop communication skills, assess how to design

and deliver fluent persuasive and informative speeches with grammatical correctness and a reasonable speed.


Jaffe, Clella. Public Speaking: A Cultural Perspective. New York: St. John’s University, 2000. Osborn, Michael. Public Speaking. Boston: Houghton Miffin, 2005.

Teaching Method(s) Lecturing, class discussions, group workshops, oral practices and

presentations Assessment Method(s) Speeches (oral presentations) (60 %), final exam (40 %)


English


IED 248 Translation II


Elective


3 0 3

ECTS Credits

6

Name of Lecturer

Dr.Alev BAYSAL

Pre-requisite(s)

None


Course Contents

.The importance of the use of language in translation

.Interaction of languages and cultures in translation

.The importance of the translator

.Translation of sample short passages (excluding purely professional material), mostly from newspapers, magazines, journals, and other popular publications: Popular news, society columns, music columns, recipes, sports news weather reports, advertisements, horoscopes, popular interviews, consumer columns, letters to the editor, letters to “Agony Aunt,” popular romances and similar other material


At the end of the semester the students will be able to define the meaning and function of language and culture in translation. They will recognize the differences of the two languages, the main and the targeted ones. They will develop their language competence through the practice of different translation activities and manage to translate the given text correctly.


Hasdemir, Yılmaz. Translation methods = çeviri metotları. Alfa Bursa 2002

Katzner, Kenneth. The Languages of the world Routledge London 2003

Schaffner, Christina. Translation in the global village Multilingual Matters

Clevedon, U.K. 2000

Teaching Method(s) Lectures, in-class discussions, and research-based student presentations.



English


İED 257 LIFE AND SOCİETY IN BRITAIN


C


303

ECTS Credits

6

Name of Lecturer


Pre-requisite(s)

-

Semester/Trimester 1 semester(3 hours theoretical,3 credits)

Course Contents

• Geography, economy, and political alliences of Britain • Educational,judiciary,administrative,religious and

familysocial security institutions • Daily life, customs,habits,fashion,leisure • Royalyt,class,gender, ethnicity


At he end of the semester the student will be able to give brief information on GB, its institutions,way of life, traditions,identify British stereotypes, compare this knowledge with Turkish institutions and traditions,predict the future of the institutions.


Oakland,John.(2002)British Civilization. London:Routledge Kocabaşoğlu,Uğur.(1995) İngiliz Sicimi. Ankara:İmge

Teaching Method(s) Lectures illustrated with slides and films, discussion, individual research and/or project

Assessment Method(s) 2 midterms 40 %, project and /or research 10% ,final 50 %


English


IED 258 British Popular Culture


C


303

ECTS Credits

6

Name of Lecturer

Res. Asst. Dilek Bulut

Pre-requisite(s)

No

Semester/Trimester 1 Semestre (3 theoratical, 3 hours per week)

Course Contents

• The definition of the concepts of culture, high and low culture and popular culture.

• The explanation of the terminology related with popular culture.

• The explanation of the historical development of popular culture.

• The examination of the relation between popular culture and music.

• The examination of the relation between popular culture and sports.

• The examination of the relation between popular culture and internet.


At the end of the semester the students will be able to ... define the basic differences between the concepts of culture, high and low culture and popular culture, and examine the difference between various definitions of culture and recognise the relation between popular culture and music, sports and internet and develop the abilities to analyse them.


Easthope, Anthony. (1992). A Critical and Cultural Theory Reader, Buckingham: Open UP. Storey, John. (2000). Cultural Theory and Popular Culture. New York: Longman.

Teaching Method(s) Lecturing, Group works.

Assessment Method(s) 2 Midterms %40, Group presentations %10,

Final exam %50. Medium of Instruction

English


IED 261 Introduction to Culture Studies


C


3 0 3

ECTS Credits

6

Name of Lecturer

Associate Prof Dr. Huriye Reis

Pre-requisite(s)

None

Semester/Trimester 1 semester (3 hours theoretical, 3 hours a week in total)

Course Contents

• Definition and development of British Cultural Studies • Culture, Definition and theories • Identity and Identity theories • High Culture/Popular culture • Main cultural studies terms and teories


At the end of the semester the students will be able to recognise British Cultural Studies, its main interests and theories, to examine the main cultural terms. They identify and examine identity and identity theories. They analyse ideological and discursive formations in written, visual and oral texts and contexts.


Barker, Chris. (2000) Cultural Studies: Theory and Practice.

London: Sage Publications. Giles, Judy and Tim Middleton. (1999) Studying Culture: A Practical Introduction. Blackwell Publishers.

Teaching Method(s) Lecture, discussion and analysis of texts. Assessment Method(s) Two midterms (50 %), final examination (50 %) Medium of Instruction

English


IED 272 British Poetry and Prose I


C


3 0 3

ECTS Credits

6

Name of Lecturer


Pre-requisite(s)

None


Course Contents

• History, culture and literature of the Anglo-Saxon

period, • History, culture and literature of the Medieval period, • History, culture and literature of the Renaissance period, • Study and analysis of the literary works that belong to

these periods: epic (Beowulf). Ballad, lyric, romance (Sir Gawain and the Green Knight), dream-vision poetry, allegory (Piers the Plowman), framed tale (Canterbury Tales), sonnet tradition (sonnets of Wyatt, Surrey, Sidney, Spenser, Shakespeare), pastoral tradition (Shepheardes Calendar), prose (“The Defence of Poesy”)


At the end of the semester the students will be able to recognise the historical, cultural and literary developments that took place in England from the Old-English period to the end of the Renaissance. They will also be acquainted with major literary genres and conventions, and will be able to illustrate this knowledge through a study of the texts representative of the literary achievements of the age.


Trapp, J. B. (2002). Medieval English Literature, New York: Oxford UP. Barron, W. R. J. (1987). English Medieval Romance, New York: Longman.

Waller, Gary (1993). English Poetry of the Sixteenth Century, London:Longman.

Teaching Method(s) Lecture, discussion, presentation


%.


English


IED 281 The Short Story


E


3 0 3

ECTS Credits

6

Name of Lecturer

Prof.Dr. A. Deniz Bozer

Pre-requisite(s)

None

Semester/Trimester 1 semestre (3 theoretical, 3 hours/week)

Course Contents

• The historical development of the short story • The modern short story and relevant theory • The Russian, American and French pioneers of the short

story and their work • British short story writers and their work • Two modern Turkish short story writers and their work • Revision of relevant literary terms and their illustrations • A comparative look at the thematic and technical

contributions made by the writers to the development of the genre


At the end of the semester the students will be able to ... Develop strategies in reading a literary text, analyse the short stories technically and thematically, interpret the short stories,

recognise the different usages of technical elements in the short stories, compare the different stylistic approaches of the writers and to develop an aesthetic awareness of the modern short story

as a literary genre.


May,C. (1994). The New Short

Story Theories. Athens: Ohio UP. Lohafer, S. (1989). Short Story Theory at Crossroads. Baton Rouge: Lousiana State UP. Head;D. (1992). The Modernist Short Story: A Study in Theory and Practice. Cambridge: Cambridge UP. Lohafer, S. (1989). Short Story Theory at a Crossroads. Baton Rouge: Louisiana State University P.

Teaching Method(s) Lectures, 10 min. student presentation, discussion, group work

Assessment Method(s) 2 mid-term exams (40%), presentation/term-paper (10%) and a

final exam (50%).


English


IED 282 English Novel I


Compulsory


3 0 3

ECTS Credits

6

Name of Lecturer

Dr.Alev BAYSAL

Pre-requisite(s)

None


Course Contents

.Background:

.The rise of the novel in England

.Elements of the novel, social and philosophical developments

. Realism in the 18th century novel

. Major novelists of the period and their works


At the end of the semester the students will be able to establish literary, historical, political, social and cultural relationship and fully recognize the distinctive characteristics of the 18h century England through the in depth analysis of the novels related to this period. Thus, they will be able to develop their critical skills and use them efficiently.


Brantlinger, Patrick,

A companion to the Victorian novel Blackwell Oxford, UK 2005

Dennis, Barbara,

The Victorian novel. Cambridge University Press Cambridge, U.K. 2000

Ermarth, Elizabeth Deeds, The English novel in history,1840-1895 Routledge London ;New York 1997


presentations. Assessment Method(s) 2 mid-term written examinations (%25 and %25), final

examination (%40), research and presentation (%10) Medium of Instruction English


IED 293 AMERICAN CULTURE AND HISTORY


Elective


3 0 3

ECTS Credits

6

Name of Lecturer

Prof. Dr. SERPİL OPPERMANN

Pre-requisite(s)

None

Semester/Trimester One Semester

Course Contents

• A survey of American culture and history from the 17th

century to the present • Main outlines of native American cultures • The founding of the United States of America, its politics,

constitution and key figures • Civil War and its reasons • New technological, political, and cultural developments and

events in the U.S in the 19th century • Main political, historical, and cultural developments in the

20th centruy ( Jazz Age, Black Renaissance, Counterculture, Vietnam war and the major political and historical figures)


At the end of the semester the students will be able to, İdentify American history and culture in its broad outline, explain the changes in American foreign policy, inicate the impact of American culture on world cultures and history, compare and contrast them, and distinguish their similarities differences, as well as name the major American political and cultural figures through the centuries.


An Outline of American History. (n.d). Office of International Information Programs; United States Department of State. Norton, Mary Beth, Katzman, David M., et al. (2001). A People and a Nation: A History of the United States. New York: Houghton Mifflin.

Teaching Method(s) Interactive: presentation, discussion, and student presentations Assessment Method(s) Two midterms (%50) and Final Exam (%50) Medium of Instruction

English


İED 296 American Drama


E


3 0 3

ECTS Credits

6

Name of Lecturer


Pre-requisite(s)

None


Course Contents

The origins and development of American drama and a survey of the representative movements, dramatists and their works from the 1900s to the present


At the end of the semester, students will be able to • summarise the origins and development of drama in

America; • define the representative dramatic movements in

America; • categorise the American plays written from the beginning

of the twentieth century to the present; • compare and contrast the works of American playwrights;• make an in-depth analysis of the plays written by

American writers both in form and content; • develop a critical approach to these plays.


Aranson, Arnold. American Avant-garde Theatre: A History. New York: Routledge, 2000. Berkowitz, Gerald. American Drama of the Twentieth Century. London: Longman, 1992.

Long, E. Hudson. American Drama from its Beginnings to the Present. New York: Appleton, 1970.


examination (50 %) Medium of Instruction English

Course Code and Tıtle:

AİT 100, 103, 203 Atatürk’s Principles and the History of the Turkish Revolution

Course Type Compulsory Course Credit 2

ECTS Credits 2 Lecturer Institute members Prerequisite(s) None Course Length One semester(2 Hours)

Course content:

*Consepts and Ottoman Modernisation *Young Ottomans, I.-II. Ottoman Constitutional Periods *Development in Europe; Industrial Revolution and French Revolution *World War I and The Partition of The Ottoman Empire *Events after Moudrose Armistice *National Congress *Ottoman Last Parliament And the National Pact *Turkish National Assambly *The National Struggle1921-1922 *Turkish Foreign Policy in National Struggle *Mudanya Armistice *Lousanne Peace Agreement

Course Objectives

In this course; The students can explain and comment the Consepts about the course and Ottoman Modernisation movements,Young Ottomans, I.-II. Ottoman Constitutional Periods, Development occured in Europe (Industrial Revolution and French Revolution), World War I and The Partition of The Ottoman Empire, Events after Moudrose Armistice, National Congress, Ottoman Last Parliament And the National Pact, Turkish National Assambly, The National Struggle1921-1922, Turkish Foreign Policy in National Struggle , Mudanya Armistice, Lousanne Peace Agreement

Reading List -Derviş Kılınçkaya (ed): Atatürk ve Türkiye Cumhuriyeti Tarihi. Siyasal Kitabevi, Ankara, 2004. -Akşin, Sina, İstanbul Hükümetleri ve Milli Mücadele, İstanbul, 1977. -Atatürk, M. Kemal, Nutuk, 3 cilt,13.baskı, İstanbul, 1973. -Bayur, Yusuf Hikmet, Türk İnkılâp Tarihi, 10 cilt, Ankara, 1991. -Berkes, Niyazi, Türkiye’de Çağdaşlaşma, Ankara, 1978. -Lewis, Bernard, Modern Türkiye’nin Doğuşu, Ankara, II. Baskı,1984. -Tansel, Selahattin, Modros’tan Mudanya’ya, IV.cilt, Ankara, 1977

Assessment methods: for each semester 2 theoretical midterms (25 %) and 1 theoretical final examination (50%).

Language of lecture Turkish

Course Code and Tıtle: AİT 100, 104, 204Atatürk’s Principles and the History of the Turkish

Revolution Course Type Compulsory Course Credit 2

ECTS Credits 2 Lecturer Institute members Prerequisite(s) None Course Length One semester(2 Hours)

Course content:

Political Reforms (Abolition of The Sultanate, The Proclamation of The Turkish Republic, The Abolition of The Caliphate *The Political Parties established during Atatürk’s Period and representanted in Turkish National Assembly and Political Events * Refom Movement in the Turkish Law System During The Republican Era. * Reform Movement in Turkish Education System * Reform Movement in Turkish Economy * Atatürk’s Foreign Policy * Atatürk’s Principles * Turkey After Atatürk (Internal and Foreign Policy)

Course Objectives

In this course; The students can explain and comment the political reforms (abolition of the Sultanate, The proclamation of the Turkish Republic, The abolition of the Caliphate), Economical, Educational, Socio-Cultural And Judicial reforms performed in Turkey after Turkish National struggle. Beside that, they also evaluate and comment foreign policy performed during and after Atatürk’s period and his principles at the end of the semestre.

Reading List -Derviş Kılınçkaya (ed): Atatürk ve Türkiye Cumhuriyeti Tarihi. Siyasal Kitabevi, Ankara, 2004. -Akşin, Sina, İstanbul Hükümetleri ve Milli Mücadele, İstanbul, 1977. -Atatürk, M. Kemal, Nutuk, 3 cilt,13.baskı, İstanbul, 1973. -Bayur, Yusuf Hikmet, Türk İnkılâp Tarihi, 10 cilt, Ankara, 1991. -Berkes, Niyazi, Türkiye’de Çağdaşlaşma, Ankara, 1978. -Lewis, Bernard, Modern Türkiye’nin Doğuşu, Ankara, II. Baskı,1984. -Tansel, Selahattin, Modros’tan Mudanya’ya, IV.cilt, Ankara, 1977

Assessment methods: for each semester 2 theoretical midterms (25 %) and 1 theoretical final examination (50%).

Language of lecture Turkish


IED 337 Translation III


C


3 0 3

ECTS Credits

6

Name of Lecturer

Yrd. Doç. Dr. Aytül Özüm

Pre-requisite(s)

_

Semester/Trimester 1 semestre (3 theoretical, 3 hours a week)

Course Contents

• Translation methods, • Responsibilities of translator, • Difficulties in translation, • Translation of texts chosen from social sciences (from

Turkish to English and from English to Turkish), • Translation of texts chosen from administrative sciences

(from Turkish to English and from English to Turkish), • Translation of texts chosen from fine arts and applied

sciences (from Turkish to English and from English to Turkish),

• Translation of extracts chosen from legal documents (from Turkish to English and from English to Turkish),


At the end of the semester the students will be able to ... Classify certain methods of translation, explain the probable difficulties of translating certain texts, and practice the methods that he learnt in the translation of texts both in English and Turkish taken from social sciences, administrative sciences, fine arts, applied sciences and legal documents.


Boztaş, İsmail. (2005) Açıklamalı Çeviri Terimleri Sözlüğü.Ankara: Siyasal. Köksal, Dinçay. (1995) Çeviri Kuramları. Ankara: Neyir. Okyayuz, Yener Şirin. (2004) Avrupa Birliği Metinlerinin Çevirisine Yönelik Ekonomi Sözlüğü. Ankara: Siyasal.

Teaching Method(s) Lectures, discussions, individual and group works Assessment Method(s) Midterm I 25%, Midterm II 25%, Final Exam 50% Medium of Instruction

English


IED 348 Translation IV


E


3 0 3

ECTS Credits

6

Name of Lecturer


Pre-requisite(s)

_


Course Contents

• Translation methods, • Responsibilities of translator, • Difficulties in literary translation, • Translation of extracts chosen various short stories (from

Turkish to English and from English to Turkish), • Translation of texts chosen from various novels (from

Turkish to English and from English to Turkish), • Translation of extracts chosen from various poems (from

Turkish to English and from English to Turkish), • Translation of extracts chosen from various plays (from

Turkish to English and from English to Turkish), • Translation of extracts chosen from various types of non-

fiction narratives (from Turkish to English and from English to Turkish).


At the end of the semester the students will be able to ... Classify certain methods of translation, observe and explain the probable difficulties of translating certain literary texts, and practice the methods that he learnt, in the translation of extracts, both in English and Turkish, taken from short stories, novels, poetry, plays and non-fiction narratives.


Boztaş, İsmail. (2005) Açıklamalı Çeviri Terimleri Sözlüğü.Ankara: Siyasal. Köksal, Dinçay. (1995) Çeviri Kuramları. Ankara: Neyir. Yazıcı, Mine. Çeviribiliminin Temel Kavram ve Kuramları.(2005) İstanbul: Multilingual.

Teaching Method(s) Lectures, discussions, individual and group works Assessment Method(s) Midterm I 25%, Midterm II 25%, Final Exam 50% Medium of Instruction

English


İED 365 British Drama I


C


3 0 3

ECTS Credits

6

Name of Lecturer


Pre-requisite(s)

None


Course Contents

The origins and developments of British drama and a survey of the representative movements, dramatists and their works from the Middle Ages to the end of the 17th century

• Rise of the theatre in England (from the Middle Ages to the 15th century)

• Elizabethan drama (Tragedy and Comedy of Humours) • Jacobean drama (Tragedy and City Comedy) • Restoration drama (Comedy of Manners)


At the end of the semester, students will be able to • summarise the origins and development of British drama; • define the representative dramatic genres seen in Britain

from the Middle Ages to the eighteenth century; • categorise the British plays written between the Middle

Ages and the eighteenth century; • compare and contrast the works of British playwrights

who wrote in the mentioned period; • make an in-depth analysis of these plays both in form and

content; • develop a critical approach to these plays.


Kastan, David Scott. Staging the Renaissance Reinterpretations of Elizabethan and Jacobean Drama. New York: Routledge, 1991. Mulryne, J.R., and Margaret Shewring, eds. Theatre of the English and Italian Renaissance. Basingstoke: Macmillan, 1991. Payne, Fisk Deborah. The Cambridge Companion to English

Restoration Theatre. Cambridge: Cambridge UP, 2000. Teaching Method(s) Lectures, student presentations and in-class discussions Assessment Method(s) 2 midterms (40 %), student presentation (10 %), final



IED 357 gender Studies in English Literature


E


3 0 3

ECTS Credits 6 Name of Lecturer

Associate Prof. Dr. Huriye Reis

Pre-requisite(s)

None


Course Contents

• Relationship between gender and sex • The importance of gender, gender definitions • Gender studies, feminism • Identity, Identity theories and gender, discourse and

gender • Gender in English literature • Representations of gender in the media


At the end of the semester the students will be able to tell the difference between gender and sex, recognise the development of gender theories and identify identity, ideology, feminism in their relation to gender theories and gender construction, to analyse visual, written and oral construction of gender in relevant texts and contexts, to apply the theories and discourses that construct and perpetuate gender.


Giles, Judy and Tim Middleton. (1999) Studying Culture: A Practical Introduction. Blackwell Publishers. Blamires, Alcuin, karen Pratt and C. W. Marx. Eds. (1992) Woman Defamed and Woman Defended: An Anthology of Medieval Texts.

Teaching Method(s) Lecture, presentation and textual analysis and reading, discussion

Assessment Method(s) Two mid-terms (25 % each, total 50%) , final exam (50%) Medium of Instruction English


İED 366 Shakespeare


Compulsory


3 0 3

ECTS Credits

6

Name of Lecturer


Pre-requisite(s)

None


Course Contents


• Society, politics, culture, and literature in Shakespeare’s time;

• The development of Shakespeare’s literary career, and his practice of drama;

• Shakespeare’s idea and practice of comedy; a textual study of one of the comedies;

• Shakespeare’s idea and practice of tragedy; a textual study of one of the tragedies;

• Shakespeare’s “problem” plays, and a textual study of one of the “problem” plays;

• Shakespeare’s history plays, and a textual study of one of the history plays;

• Shakespeare’s last plays, and a textual study of one of these plays, preferably The Tempest.


At the end of the semester, the students will be able to have a working familiarity with the social, political, cultural and literary aspects of Shakespeare’s time, appreciate and fully understand the development of Shakespeare’s literary career, his contribution to English literature, and his his idea and practice of comedy and tragedy. Moreover, they will also be able to recognize, with a critical sense, the characteristics and distinctive qualities of Shakespeare’s dramatic art through an in-depth textual study of some of his plays. Thus, they will be able to develop their critical skills and use them efficiently.


Chambers, E.K. The Elizabethan Stage. Oxford: Clarendon, 1967.

Drakakis, John, ed. Alternative Shakespeares. London: Routledge, 2002.

Honan, Park. Shakespeare: A Life. Oxford: Oxford UP, 1998.Bradley, A.C. Shakespearean Tragedy. London: Macmillan,

1975. Bratchell, Dennis Frank. Shakespearean Tragedy. London:

Routledge, 1990. Frye, Northrop. Fools of Time: Studies in Shakespearean

Tragedy. Toronto: U of Toronto P, 1967. Gordon, George S. Shakespearean Comedy and Other

Studies. London: Oxford UP, 1965. Charlton, Henry Buckley. Shakespearean Comedy. London:

Methuen, 1967. Frye, Northrop. A Natural Perspective: The Development of

Shakespearean Comedy and Romance. New York: Columbia UP, 1965.

Campbell, Lily B. Shakespeare’s “Histories”: Mirrors of Elizabethan Policy. San Marino, CA: Huntington Library, 1978.


presentations.



English


IED 368 English Drama II


C


3 0 3

ECTS Credits

6

Name of Lecturer


Pre-requisite(s)

None


Course Contents

• Representative playwrights, plays and dramatic movements in England from the 18th century to 1950

• Sentimental comedy • Comedy of manners • Closet drama by the Romantics • Examples from Irish drama • Intellectual drama • Verse drama • A comparative look at the plays of the period with regard

to their themes and techniques


At the end of the semester the students will be able to ... Develop play- reading strategies, analyse plays with reference to form and content, interpret plays extensively, recognise the peculiarities of the dramatic movements of the period, compare the styles of the dramatists of the period, evaluate the contributions made by English playwrights to the drama of the period and to develop an aesthetic awareness of drama as a literary genre.


Courtney, R.(1982). Outline History of British Drama. New Jersey: Adams. Dietrich, R.F.(1989).British Drama 1890-1950, A Critical

History. Boston: Twayne. Innes, C.D. (1992). Modern British Drama, 1890-1990.Cambridge: Cambridge UP.

Teaching Method(s) Lectures, 10 min. student presentation, discussion, group work

Assessment Method(s) 2 mid-term exams (40%), presentation/term-paper (10%) and a

final exam (50%).


English


IED 373 British Poetry and Prose II


C


3 0 3

ECTS Credits

6

Name of Lecturer


Pre-requisite(s)

None


Course Contents

• History, culture and literature of the 17th century, • History, culture and literature of the 18th century, • Study and analysis of the literary works that belong to

these periods: • Cavalier poetry: poems of Ben Jonson, Robert Herrick

Richard Lovelace and Andrew Marvell. • Metaphysical poetry: poems of John Donne, Gerge

Herbert. • Extracts from poems and prose works of John Milton • Prose works of Bacon, Locke ve Hobbes. • The major literary principles of the Neo-Classical

literature, literary works of Dryden, Pope, Swift and Dr Johnson,

• Rise and development of journalism, works of Addison and Steele.


At the end of the semester the students will be able to recognise the historical, cultural and literary developments that took place in England from the 17th century to the end of the 18th century. They will also be acquainted with major literary genres and conventions, and will be able to illustrate this knowledge through a study of the texts representative of the literary achievements of the age.


Corns, Thomas N. Ed. (1993).The Cambridge Companion to English Literature: Donne to Marvell, Cambridge: Cambridge UP.

Sambrook, James. (1986). The Eighteen Century: The

Intellectual and Cultural Context of English Literature 1700 – 1789, London: Longman.

Parker, Blanford. (1998). The Triumph of Augustan Poetics. Cambridge, Cambridge UP.



%. Medium of Instruction

English


IED 376 British Poetry and Prose III


C


3 0 3

ECTS Credits

6

Name of Lecturer


Pre-requisite(s)

None


Course Contents

• History, culture and literature of the late 18th, and the

19th centuries, • Study and analysis of the literary works that belong to

these periods: • Pre-Romanticism and Romanticism: poems of W.Blake,

W.Wordsworth, S.T.Coleridge, Lord Byron, P.B.Shelley and J.Keats,

• Literary tradition during the Victorian period:poems of A.Tennyson, Robert Browning, M.Arnold, and the prose works of T.Carlyle, J.Ruskin and J.S. Mill,

• Pre-Raphalelite movement, poems of D.G.Rossetti and A.C.Swinburne,

• Victorian women poets, poems of E.B.Browning and C.Rossetti.


At the end of the semester the students will be able to recognise the historical, cultural and literary developments that took place in England from the late 18th century to the end of the 19th century.They will also be acquainted with major literary genres and conventions of the Pre-Romantic, Romantic and Victorian periods, and will be able to illustrate this knowledge through a study of the texts representative of the literary achievements of the age.


Armstrong, Isobel. (1993). Victorian Poetry: Poetry, Poetics and Politics, London: Routledge.

Wolfson, Susan J. (1997). Formal Changes:The Shaping

of Poetry in British Romanticism. Stanford: Stanford UP. Woodman, Thomas M. (1998) Early Romantics: Perspectives in British Poetry from Pope to Wordsworth. New York: St. Martin Press.



%.


English


IED 381 Types of Non-Fiction


Elective


3 0 3

ECTS Credits

6

Name of Lecturer

Dr.Alev BAYSAL

Pre-requisite(s)

None


Course Contents

. Introduction:

.The meaning of narrative

.Types of narrative (Fictional and non-fictional narratives)

.Study of different narrative types:

.Diary

.Biography and autobiography .

.Letters

.Travel writing


At the end of the semester the students will be able to label the non-fictional narrative types by comparing and contrasting with the fictional ones. Reading the examples of different non- types of non-fiction, they will able to argue and discuss the major characteristics of them. Thus, they will be able to develop their critical skills and use them efficiently.


Campbell, Matthew Memory and memorials, 1789-1914 : literary and cultural perspectives Routledge London ;New Yor 2000

Lawrence, Karen, Penelope voyages : women and travel in the British literary tradition Cornell University Press Ithaca, N.Y. 1994

Siegel, Kristi,

Gender, genre, and identity in women's travel writing P. Lang New York 2004




English


IED 387 English Novel II


Compulsory


3 0 3

ECTS Credits 6 Name of Lecturer

Dr.Alev BAYSAL

Pre-requisite(s)

None

Semester/Trimester 1 Semester (3 hours theoretical/Week) Course Contents

.19th century background

.Realism, naturalism, social, philosophical, and scientific developments, .Victorian values and imperialism . Major novelists of the period and their works


At the end of the semester the students will be able to establish literary, historical, political, social and cultural relationship and fully recognize the distinctive characteristics of the 19th century England through the in depth analysis of the novels related to this period. Thus, they will be able to develop their critical skills and use them efficiently.


Cohen, Monica F. 0521591414Professional domesticity in the Victorian novel : women, work, and homCambridge University Press Cambridge, U.K. 1998

Jenkins, Alice,

Rereading Victorian fiction Palgrave [Houndmills, Ba 2000

Raitt, Suzanne. May Sinclair : a modern Victorian Clarendon Press ;Oxford Univer Oxford :Oxford 2000



Medium of Instruction English


IED 388 English Novel III


C


3 0 3

ECTS Credits

6

Name of Lecturer


Pre-requisite(s)

_


Course Contents

• The analysis of the philosophical and scientific novelties of Bergson, Jung , Freud , W. James, Woolf and Joyce.

in the first half of the 20.th century. • The analysis of the novels chosen for the course from the

perspective of Moderrnism. • The analysis of the chosen novels: Conrad’s Heart of

Darkness, Woolf’s To the Lighthouse, Joyce’s A Portrait of the Artist as a Young Man, Forster’s A Passage to India.


At the end of the semester the students will be able to ... • Define and classify the scientific and philosophical

novelties that were initiated by Bergson, Jung , Freud , W. James, Woolf and Joyce in the first half of the 20th century,

• Analyse technically and thematically the novels, Conrad’s Heart of Darkness, Woolf’s To the Lighthouse, Joyce’s A Portrait of the Artist as a Young Man, Forster’s A Passage to India, within the framework of the scientific and philosophical innovations that prapared the birth and development of Modernism.

• Explain the technical variations in the novels.


Bradbury, Malcolm. (1993) The Modern British Novel. London: Penguin. Waugh, Patricia. (1992) Practicing Postmodernism, reading Modernism. London:Edward Arnold. Ellman, Richard and Charles Fiedelson (eds.) (1965) The Modern Tradition. London: Penguin.

Teaching Method(s) Lectures, discussions. Assessment Method(s) Midterm I. 25%, Midterm II. 25%, Final Exam 50%


English


İED 398 AMERICAN POETRY


E


303

ECTS Credits

6

Name of Lecturer


Pre-requisite(s)

-


Course Contents

Study of Basic movements and developments in American poetry • Colonial period • Romantics • Modernism, imagism • Harlem Renaissance, Beat Movement • 1950 to present, Black Mountain School, New York School


At he end of the semester the student will be able to give brief information on the characteristics of the main movements and schools of American poetry, analyse the poems and state the characteristics of the schools in them, identify the movements of the poems, compare and contrast the schools and various poems.


Hyatt, Waggoner.(1968) American Poets from the Puritans to the Present. New York: Dell. Lawrence,D.H.(1977) Studies in Classical American Literature. New York: Penguin.

Teaching Method(s) Lectures illustrated with films, discussion, individual research and/or project



English


İED 441 Literary Theory and Criticism I


Compulsory


3 0 3

ECTS Credits

6

Name of Lecturer


Pre-requisite(s)

None


Course Contents


• The basic uses of criticism, and the relationship between literature and criticism;

• The rise and development of criticism and literary theory in the Western literary tradition:

A. Literary theory and criticism in classical antiquity (Plato’s Ion and The Republic, Aristotle’s The Poetics, and Horace’s De Arte Poetica):

B. Literary theory and criticism in the Middle Ages; C. Literary theory and criticism in the Continental

Renaissance ; • Literary theory and criticism in English literature (from

the Renaissance to the beginnings of the 20th century: Sidney, Ben Jonson, Dryden, Johnson, the Romantics, Arnold, and TS Eliot).


At the end of the semester the students will be able to recognize and understand the uses of criticism and the relationship between literature and criticism, have a working familiarity with the rise and development of literary theory and criticism from the classical antiquity onwards; in particular, they will be able to acquire an in-depth understanding of the classical,medieval, and Renaissance formulations of literary theory and criticism through a close study of Plato, Aristotle, Horace, medieval and Renaissance theorists. Moreover, they will be able to be fully informed about literary theory and criticism in English literature from the Renaissance to the early 2oth century, with particular reference to Sidney, Ben Jonson, Dryden, Johnson, the Romantics, Arnold,

and TS Eliot.


Blamires, Harry. A History of Literary Criticism. London: Macmillan, 1991.

Grube, G.M.A. The Greek and Roman Critics. London: Methuen, 1965.

Hayden, John O. Polestar of the Ancients. London: Associated University Presses, 1979.

Kennedy, George A., ed. Classical Criticism. Cambridge: Cambridge UP, 1981. Vol. 1 of The Cambridge History of Criticism.

Russell, D.A. Criticism in Antiquity. Berkeley: U of California P, 1981.

Minnis, A.J., and A.B. Scott, eds. Medieval Literary Theory and Criticism c.1100 – c.1375: The Commentary Tradition. Rev.ed. Oxford: Clarendon, 1988.

Engell, James. Forming the Critical Mind: Dryden to Coleridge. Cambridge, Mass.: Harvard UP, 1989.


presentations.



English


IED 444 CONTEMPORARY LITERARY THEORY AND CRITICISM II


Compulsory


3 0 3

ECTS Credits

6

Name of Lecturer


Pre-requisite(s)

None


Course Contents

• Introduction to contemporary literary theory and criticism • The New Criticism, Russian Formalism, Structuralism, Post-

Structuralism, the New Historicism, Hermeneutics, Reader-Response Theory, Feminist Literary Criticism, Psychoanalytical Criticism, Ecocriticism, and their key concepts

• The representative theorists from each critical school • application of the theories and interpretation techniques in

literary texts • the changing concept of language


At the end of the semester the students will be able to, identify the major contemporary literary theories, the key concepts in each, analyse the main theoretical and interpretive methods, apply and illustrate these in literary texts, as well as compare and contrast the different interpretive strategies


Barry, Peter. (1995). Beginning Theory: An Introduction to literary and cultural Theory. Manchester: Manchester UP. Bressler, Charles E. (1994). Literary Criticism: An Introduction to Theory and Practice. New Jersey: Prentice Hall. Tyson, Lois. (1999). Critical Theory Today: A Use-Friendly Guide. London: Garland.

Teaching Method(s) Interactive: presentation, discussion, and student presentations Assessment Method(s) Two midterms (%50) and Final Exam (%50) Medium of Instruction

English


İED 447 COMPARATIVE LITERATURE


E


303

ECTS Credits

6

Name of Lecturer


Pre-requisite(s)

-


Course Contents

Study of the related genres, fable,saying,fairy tale, bestiary ,beast epic,allegory which make use of animal stories. • Fable:Aesop, Marie de France, Henryson, La Fontaine,M

Balbay • Bestiary • Fairytale/short story: Deniz Kızı, Nazlı Eray Karakolda.. • beastepic:Reynard • Satire/Allegory:Gulliver’s Travels, Orwell Animal Farm • Lewis Charonicles of Narnia


At he end of the semester the student will be able to give brief information on the characteristics of the main related genre mentioned above, to identify them according to their characteristics, analyse the texts, compare and contrast them and to analyse and discuss new texts


Blackham,H.J.(1985) The Fable as Literature. London: Athalon




English


IED 448 POSTCOLONIAL BRITISH LITERATURE


Compulsory


3 0 3

ECTS Credits

6

Name of Lecturer


Pre-requisite(s)

None


Course Contents

• Introduction to Postcolonial Theory and British literature • Evaluation and analysis of Postcolonial literary texts • Introduction to key concepts in postcolonial theory, and

literature • Discussion of the main themes and topics in the articles written

by postcolonial writers and theorists • Analysis of the postcolonial writers and theorists’

contributions to British culture and literature


At the end of the semester the students will be able to, identify the new developments, key concepts, new themes and topics, and the new theories in postcolonial British culture and literature, recognize the postcolonial theory’s effects on British literature, and explain the reasons behind postcolonial theory’s emergence, evaluate the themes and topics related to postcolonial culture and literaures.


-Young,Robert, J.C. (2001). Postcolonialism: An Historical Introduction. Oxford: Blackwell. -Loomba, Ania (1998). Colonialism/Postcolonialism. London: Routledge. -Thieme, John. Ed.(1996). The Arnold Anthology of Postcolonial Literatures. London: Arnold. -Patrick Williams and Laura Chrisman. Eds. (1993). Colonial Discourse and Postcolonial Theory:A Reader.

Teaching Method(s) Interactive: presentation, discussion, and student presentations

Assessment Method(s) Two midterms (%50) and Final Exam (%50) Medium of Instruction

English


İED 463 British Drama III


C


3 0 3

ECTS Credits

6

Name of Lecturer


Pre-requisite(s)

None


Course Contents

The developments of British drama and a survey of representative movements, dramatists and their works from the 1950s to 1980

• Drama in the 1950s and 1960s (Angry Young Man Movement, Absurd Drama, Brecht and Epic Theatre, Comedy of Menace)

• Drama from 1960 to 1980 (Farce, comedy of manners, psychological drama, theatre of cruelty)

• Anglo-Irish drama


At the end of the semester, students will be able to • define the representative dramatic movements seen in

Britain from the 1950s to 1980; • categorise the British plays written between the 1950s

and 1980; • compare and contrast the works of British playwrights


content; • develop a critical approach to these plays; • comment on different aspects of Anglo-Irish plays.


Eyre, Richard. Changing Stages: A View of British Theatre in the Twentieth Century. London: Bloomsbury, 2000. Hayman, Ronald. British Theatre since 1955: A Reassessment. New York: Oxford UP, 1979. Rusinko, Susan. British Drama, 1950 to the Present: A Critical History. Boston: Twayne, 1989.




İED 466 British Drama IV


C


3 0 3

ECTS Credits

6

Name of Lecturer


Pre-requisite(s)

None


Course Contents

The developments of British drama and a survey of representative dramatists and their works from the 1980s to the present

• An Introduction to agit-prop, feminism, multiculturalism, the gay movement and Anglo-Irish drama

• Dark comedy of manners • Political drama • Multicultural drama • Feminist drama • Gay drama • Intellectual comedy • Anglo-Irish drama


At the end of the semester, students will be able to • define the representative dramatic genres seen in Britain

from 1980 to the present; • categorise the British plays written from 1980 to the

present; • compare and contrast the works of British playwrights


content; • develop a critical approach to these plays; • comment on different aspects of Anglo-Irish plays written

in the mentioned period.


Acheson, James. British and Irish Drama since 1960. New York: St. Martin’s, 1993. Berney, K. A. Contemporary British Dramatists. London;

Detroit: St. James, 1994. Bigsby, C. W. E. Contemporary English Drama. New York: Holmes, 1981.



English


IED 475 British Poetry and Prose IV


C


3 0 3

ECTS Credits

6

Name of Lecturer


Pre-requisite(s)

None


Course Contents

• History, culture and literature of the first half of the 20th

century, • Study and analysis of the literary works that belong to

that period, • Study of technical and thematic novelties, • Poets of the World War I: poems of R.Brooke, S.Sasson,

W.Owen, • Modernist movement and the poems of T.S.Eliot, • Poems of D.H.Lawrence and W.B.Yeats, • Poetry of the 1930’s, polilitical poetry: poems of

W.H.Auden and L.Mac Neice, • 1940’s and Neo-Romanticism, poems of D.Thomas.


At the end of the semester the students will be able to recognise the historical, cultural and literary developments that took place in England in the first half of the 20th century. They will also be acquainted with major literary genres and conventions along with the technical and thematic novelties in poetry. They will be able to illustrate this knowledge through a study of the texts representative of the literary achievements of the age.


Draper, R.P. (1999). An Introduction to Twentieth-Century Poetry in English. New York: St Martins. Faulkner, Peter. (1986). A Modernist reader: Modernism in England, London: Batsford.

Stead, C. K. (1986). Pound, Yeats, Eliot, and the Modernist Movement, Basingstoke:Macmillan.


Assessment Method(s) 2 mid-term exams (40%), term paper (10%), and final exam(50)

%.


English


IED 478 British Poetry and Prose V


C


3 0 3

ECTS Credits

6

Name of Lecturer


Pre-requisite(s)

None


Course Contents

• History, culture and literature from the 1950’s to the

present, • Study and analysis of the literary works that belong to

that period, • Study of technical and thematic novelties, • The Movement poets, poems of P.Larkin, • Poems of T.Hughes and S.Heaney, • Poetry of the 1980’s ve 1990’s, poems of Duncan Bush,

Paul Durcan, Simon Armitage, Linton Kwesi Johnson, • Women poets, poems of Carol Ann Duffy, Jackie Kay,

Grace Nichols, Nuala Ni Dhomhnaill, Lavinia Greenlaw.


At the end of the semester the students will be able to recognise the historical, cultural and literary developments that took place in England in the second half of the 20th century. They will also be acquainted with major literary genres and conventions along with the technical and thematic novelties in poetry. They will be able to illustrate this knowledge through a study of the texts representative of the literary achievements of the age.


Acheson, James and Romana Huk. (1996). Contemporary British Poetry. New York: State UP. Adcock, Fleur. (1987).The Faber Book of Twentieth Century Women’s Poetry. London: Faber. Hulse, Michael, et al., eds. (1993). The New Poetry, Newcastle: Bloodaxe.



%.


English


IED 485 English Novel IV


C


3 0 3

ECTS Credits

6

Name of Lecturer


Pre-requisite(s)

_


Course Contents

• Socio-political and philosophical innovations started after the 1960s and continue till the present.

• The analysis of new theories, terms and concepts seen after the 1960s,

• The analysis of J. Winterson’s Boating for Beginners, John Fowles’s Mantissa, P. Ackroyd’s Chatterton, Malcolm Bradbury’s Changing Places ve Graham Swift’s Waterland, and practising the new theories on these novels.


At the end of the semester the students will be able to ... • Define Socio-political and philosophical innovations

started after the 1960s and continue till the present. • Explain and differentiate the features of the first half of

the 20th century from the second with reference to the new terms and theories,

• Analyse J. Winterson’s Boating for Beginners, John Fowles’s Mantissa, P. Ackroyd’s Chatterton, Malcolm Bradbury’s Changing Places and Graham Swift’s Waterland with reference to the new social, political and philosophical innovations that were given voice to in new formal and thematic changes.


Hutcheon, L. (1989) The Poetics of Postmodernism. London: Routledge. ---, (1990) The Politics of Postmodernism. London: Routledge Waugh, P. (1984) Metafiction. London: Methuen Lee, A. (1990) Realism and Power: Postmodern British Fiction.London: Routledge.

Teaching Method(s) Lectures, discussions. Assessment Method(s) Midterm I. 25%, Midterm II. 25%, Final Exam 50% Medium of Instruction English


IED 498 AMERICAN NOVEL


Elective


3 0 3

ECTS Credits

6

Name of Lecturer


Pre-requisite(s)

None


Course Contents

• American Novel in the colonial period • American Novel during the 19th century • American Novel during the 20th century • The impact of Transcendentalist, Modernist andPostmodernist movements on the development of contemporary American novel


At the end of the semester the students will be able to, identify the technical and thematic dvelopment of the novel in the U.S from its emergence in the Colonial period to the present, analyze and interpret and distiguish how the main American socio-cultural values and topics are reflected in specific novels from different time periods, and identify and critically interpret the modernist and postmodernist approaches in contemporary American novels.


Bradbury, Malcolm. (1993). The Modern American Novel, New York: Viking Press.

Federman, Raymond. (1993). Critifiction: Postmodern Essays, Albany: State University of New York Press.

Teaching Method(s) Interactive: presentation, discussion Assessment Method(s) Two midterms (%50) and Final Exam (%50) Medium of Instruction

English

7. GRADUATE PROGRAMMES AND DESCRIPTIONS 7.1. English Language and Literature GRADUATE COURSES ECTS (MA/Ph.D)

1. IED 6/703 The Idea of Utopia and Utopia in English Literature 8/10 2. IED 6/716 Contemporary Philosophical Trends 8/10 3. IED 6/720 British Women Poets 8/10 4. IED 6/721 Women Playwrights 8/10 5. IED 6/727 Comedy of Manners 8/10 6. IED 6/728 English Political Drama 8/10 7. IED 6/739 Satire 8/10 8. IED 6/743 Comparative Novel 8/10 9. IED 6/744 Comparative Drama 8/10 10. IED 6/749 Renaissance English Drama (Excluding Shakespeare) 8/10 11. IED 6/753 Medieval English Literature 8/10 12. IED 6/756 Chaucer 8/10 13. IED 6/757 Medieval English Drama 8/10 14. IED 6/760 Shakespeare’s Comedies 8/10 15. IED 6/762 Shakespeare’s History Plays 8/10 16. IED 6/764 Shakespeare’s Problem Plays 8/10 17. IED 6/766 Renaissance English Literature 8/10 18. IED 6/769 Milton 8/10 19. IED 6/773 18th Century English Novel 8/10 20. IED 6/777 19th Century English Novel 8/10 21. IED 6/781 Victorian Poetry 8/10 22. IED 6/783 20th Century English Poetry 8/10 23. IED 6/784 20th Century English Novel (till 1950s) 8/10 24. IED 6/785 English War Poets 8/10 25. IED 6/790 Contemporary British Poetry 8/10 26. IED 6/791 English Theatre from the 1950s to the Present 8/10 27. IED 6/793 Contemporary British Novel 8/10 28. IED 6/794 Popular Literature 8/10

7.1.1. Masters in English Language and Literature Course Code and Title

İED 603 The Idea of Utopia and Utopia in English Literature


E


4 0 4

ECTS Credits

8

Name of Lecturer


Pre-requisite(s)

None


Course Contents


• At the outset, the idea of utopia, its place in the European history of ideas, and the origins and development of the utopian idea are studied;

• Following this preliminary study, the myth of the Golden Age, Plato’s utopian ideas, pastoral idealism and the Arcadian idea, and the utopian ideas in Christianity are focused on;

• Within the context of this broad context, the idea of utopia in English literature and its development from Sir Thomas More to our time are studied extensively with reference to sample works;

• Moreover, dystopia as the antithesis of the utopian idea and its representation in English literature is also dwelt on comprehensively.


At the end of the semester the students will be able to acquire a broad and in-depth familiarity with the idea of utopia and its historical and conceptual extent, know about the development of the utopian idea from its origins onwards and how it has been understood in every age, become aware of various representations in literature of this idea, make critical comments and evaluations with regard to various texts based on the utopian idea, and, in particular, acquire a full knowledge of utopia in English literature and of its antithesis, dystopia, through a close study of sample texts.


Bobonich,Christopher. Plato's Utopia Recast : His Later Ethics and Politics. Oxford:Clarendon Press, 2004

Plato.The Republic. London: Penguin ,1987 Butler,Samuel, Erewhon and Erewhon Revisited. New York:

The Modern Library,1927. More,Thomas, Utopia. Cambridge:Cambridge University

Press, 2002. Claeys,Gregory.The Utopia Reader. New York: New York

University Press,1999. Ferns,Chris. Narrating Utopia: Ideology, Gender, Form in

Utopian Literature. Liverpool : Liverpool University Press, 1999.


presentations (minimum 2).

Assessment Method(s) 2 mid-term written examinations (%20 ve %20), final examination (% 20), in-class discussions (% 25), research and presentation (%10), attendance (%05)


English

Course Code and Title IED 616 CONTEMPORARY PHILOSOPHICAL TRENDS


E


4 0 4

ECTS Credits

8

Name of Lecturer


Pre-requisite(s)

None


Course Contents

• Introduction to contemporary philosophical trends • Ideas of important philosophers that effected literature • Frankfurt School thinkers • Postmodern and Post-Structuralist philosopers • Ecophilosophy and social problems


At the end of the semester the students will be able to, Recognize different philosophical approaches, identify their socio-political, and cultural effects, distinguish key philosophical concepts and theories, and interpret ideas from carious schools of thought.


Arato, Andrew and Eike Gebhardt, Eds. (1992). The Essential Frankfurt School Reader, New York: Continuum.Lechte, John. (1994). Fifty Key Contemporary Thinkers, New York: Routledge. Kellner, Douglas and Steven Best. (1991). Postmodern Theory: Critical Interrogations, New York: The Guilford Press.

Teaching Method(s) Interactive: introduction,discussion, student presentations Assessment Method(s) 2 term Papers (%45), short review essays (%15) and Final Exam

(%40) Medium of Instruction

English


IED 620 British Women Poets

Type of Course (Obligatory or Elective)

E


4 0 4

ECTS Credits

8

Name of Lecturer


Pre-requisite(s)

None


Course Contents

• Study of poems by British women’s poets from the Old

English period to the present within the context of historical, social and cultural background.

• Women’s place in the society through ages and how they are presented in the predominant literary tradition, and their place as poets in the canon.

• Anonymous lyrics ang elegies from the Old English period and Medieval Period that are atttributed to women poets. Poems of J.of Norwich ve M.Kempe,

• Women poets of the Renaissance period, poems by Queen Elizabeth I, Countess of Pembroke and Lady Mary Wroth,

• Women poets of the 17th century, poems by Margaret Cavendish,

• Women poets of the 18th century, poems by Anne Finch,• Women poets of the late 18th and the early 19th

centuries, poems by L.E.Landon and F.Hemans, • Women poets of the Victorian period, poems by

E.B.Browning, C.Rossetti, • Women poets of the 20th century, poems by Carol Ann

Duffy, Jackie Kay, Grace Nichols, Nuala Ni Dhomhnaill, Lavinia Greenlaw.


At the end of the semester the students will be able to recognise British women poets, their works and their contribution to the poetic tradition from the Old English period to the present. They will be able to illustrate this knowledge through a study of the texts representative of the literary achievements of the women poets. The students will also be able to evaluate woman’s role in life, society and literature both as an

individual and as a poet through centuries.


Barratt, Alexandra, ed. (1992).Women’s Writing in Middle Ages. London: Longman. Greer, Germaine. (1995). Slip-Shod Sibyls: Recognition, Rejection and the Women Poet. London: Viking. Pritchard, R.E. ed. (1990).Poetry by English Women: Elizabethan to Victorian. Manchester: Fyfield. Shaw, Marion, ed. (1998). An Introduction to Women’s Writing: From the Middle Ages to the Present Day. London: Prentice Hall.


Assessment Method(s) 2 formal presentations (30%), 1 mid-term exam (20%), class

participation (20%) and final exam (30%).


English


IED 621 Women Playwrights


E


4 0 4

ECTS Credits

8

Name of Lecturer


Pre-requisite(s)

None


Course Contents

• English women playwrights and their representative

plays from the 17th century to the present • Women’s social position in the plays and in the times the

plays were written • The socio-cultural and historical background of the

setting of the plays and the times they were written

• Anayses of dramatic movements, where applicable

• Feminist theories • Themes dealt with in the plays • The forms of the plays and the techniques used • Thematic and technical contributions made by women

dramatists to drama • A comparison of the output of women playwrights with

that of their male counterparts in the same period


At the end of the semester the students will be able to ... Develop play- reading strategies, analyse plays with reference to form and content, interpret plays extensively, recognise the peculiarities of the dramatic movements of the period, compare the styles of the women dramatists of the same period, evaluate the contributions made by English women playwrights to the drama in different periods, to compare the output of English women dramatists with that of their male counterpatrs in the same period and to develop an aesthetic awareness of women’s drama.


Brater, E. (1989). Feminine Focus: The New Women Playwrights. Oxford: Oxford U P. Witte, A. (1996). Guiding the Plot: Politics and Feminism in the Work of Women Playwrights. New York: P. Lang. Donkin, E. (1995). Getting into Act: Women Playwrights in London, 1776-1829. New York: Routledge.

.

Teaching Method(s) Lectures, student presentation, discussion, group work

Assessment Method(s) 3 presentation/term-papers (30%), 2 oral synopses of secondary

sources (10%), participation in class discussion (10%) and a final exam (50%).


English


IED 627 Comedy of Manners


E


4 0 4

ECTS Credits

8

Name of Lecturer


Pre-requisite(s)

None


Course Contents

• The thematic and technical characteristics of the

Restoration comedy of manners • Examples of comedies of manners in England from the

17th century to the present • The contributions of the dramatists at different times to

the genre • The changes in the thematic and technical characteristics

viewed in the genre over the centuries


At the end of the semester the students will be able to ... Develop play-reading stategies, recognise the thematic and technical features of the Restoration comedy of manners, analyse examples of comedies of manners form the 17th century to the present, observe and interpret the changes in the genre over the centuries and assess the development.


Young, D.M. (1997). The Feminist Voices in Restoration Comedy. Lanham, Md.: University Press of America. McMillin, S. (1997). Restoration and Eighteenth Century Comedy. New York: W.W. Norton Co.

Hirst; D.L. (1979). Comedy of Manners. London: Methuen.





English


IED 628 English Political Drama


E


4 0 4

ECTS Credits

8

Name of Lecturer


Pre-requisite(s)

None


Course Contents

• The political background of 20th century England • 20th century English dramatists who wrote political

plays and their works, the reflection of the political milieu in drama

• The political events and persons dealt with in the plays

• Piscator’s theoretical contributions to the genre

• Brecht and the impact of Epic Theatre on the genre

• The form and technical aspect of the plays

• Agit-prop, workers’ theatre, street theatre, documentary theatre

• A comparative look at the thematic and technical

contributions made by the playwrights to the development of the genre


At the end of the semester the students will be able to ... Develop play- reading strategies, analyse plays with reference to form and content, interpret plays extensively, recognise the peculiarities of political plays of different periods, compare the stylistic approach of the dramatists, evaluate the contributions made by playwrights to the genre and to develop an aesthetic awareness of political drama.

Recommended

Reading(s) Willet, J. (1986). The Theatre of Erwin Piscator: Half a C

Politics in the Theatre. London: Eyre Methuen. Fraser, S. (1996). A Politic Theatre: The Drama of David Hare. Amsterdam: Rodopi. Garner, S.B. (1999). Trevor Griffiths: Politics, Drama, History. Ann Arbor: UMI Research.





English


İED 639 SATIRE


E


404

ECTS Credits

8

Name of Lecturer


Pre-requisite(s)

-


Course Contents

Study of the general characteristics of related genres, satire, parody, burlesque • Satire in Aristophanes • Roman satire Juvenile,Horace,Persius • Medieval English satire,Chaucer, Langland,Henryson • Dryden, Donne, Pope,Swift, Orwell



Recommended Reading(s) Highet,Gilbert. (1962)The Anatomy of Satire.New

Jersey:Princeton UP. Sutherland,James. (1967) English Satire. Cambridge:UP. Ramage,Sigbee,Fredericks.(1974) Roman Satirists and their Satire. New Jersey: Noyes P.


Assessment Method(s) 2 midterms 20 %, project and /or research 10% ,1 formal paper%20 ,final 50 % M


English


IED 643 COMPARATIVE NOVEL


E


4 0 4

ECTS Credits

8

Name of Lecturer


Pre-requisite(s)

None


Course Contents

• Introduction to comparative fiction studies • Comparing North-American and European novels from different time periods • Theories and origins of the novel genre in Europe • contemporary trends in European and North-American novels • Comparing Turkish novels with selected examples from Anglo-American, Canadian, and European novels


At the end of the semester the students will be able to, compare and contrast Turkish, European and North-American novels according to the theories of comparative fiction, name and interpret the differences and similarities among various novels from different time periods, and evaluate how literary movements have affected the novel on both sides of the Atlantic.


Bakhtin, M.M. (1981). The Dialogic Imagination, Austin:University of Texas Press.

Moretti, Franco. (1998). Atlas of the European Novel:1800-1900, New York: Verso

Miner, Earl. (1990). Comparative Poetics: An Intercultural Essay on Theories of Literature, Princeton,N.J: Princeton University Press.

Teaching Method(s) Interactive: introduction, discussion, student presentations Assessment Method(s) 2 term Papers (%45), short review essays (%15) and Final Exam


English


IED 644 Comparative Drama


E


4 0 4

ECTS Credits

8

Name of Lecturer


Pre-requisite(s)

None


Course Contents

• Representative plays written in various countries from the

19th century to 1950 • Ireland (Yeats, Synge, Shaw), America (O’Neill, Miller,

Wilder), France (Genet, Ionesco), Germany (Brecht), Italy (Pirandello), Spain (Lorca), Sweden (Strindberg), Norway (Ibsen), Switzerland (Dürenmatt), Russia ( Chekhov)

• Relevant dramatic movements • Analysis of the plays applying relevant literary theory • A comparative look at the technical and thematic

contributions of the dramatists from the United States and Ireland and across Europe to drama within the given time span


At the end of the semester the students will be able to ... Develop play- reading strategies, analyse plays with reference to form and content, interpret plays extensively, recognise the peculiarities of the dramatic movements, compare the styles of the dramatists, compare and evaluate the contributions made by the playwrights to drama and to develop an aesthetic awareness of mainly European drama written between the second half of the 19th century to 1950.


C. Schumaher.(1996). Naturalism and Symbolism in European Theatre 1850-1918. Cambridge: Cambridge U P. R. Gaskell.(1972). Drama and Research: European Theatre since Ibsen. New York: Routledge & K. Paul.

J. Gassner. (1951). A Treasury of the Theatre. New York: Simon and Schuster.

.





English


İED 649 Renaissance English Drama (Excluding Shakespeare)


E


4 0 4

ECTS Credits

8

Name of Lecturer


Pre-requisite(s)

None


Course Contents

• The rise and development of the Renaissance tragedy and comedy

• A comparative and in-depth study in form and content of the English plays written during the reigns of Elizabeth I, James I and Charles (Excluding Shakespeare’s works)


At the end of the semester, students will be able to • define the dramatic genres seen in Enland in the period

between 1485 and the mid-seventeenth century; • categorise the English plays written from 1485 to the

mid-seventeenth century; • compare and contrast the works of British playwrights


content; • develop a critical approach to these plays; • comment on different aspects of these plays.


Cairns, Christopher. The Renaissance Theatre: Texts, Performance, Design. Aldershot, Hants, England; Brookfield, Vt.: Ashgate, 1999. Hart, Jonathan. Reading the Renaissance: Culture, Poetics and Drama. New York: Garland, 1996. Sisson, Charles J. The Elizabethan Dramatists Except Shakespeare. London: Ernest Benn, 1979.

Teaching Method(s) Lectures, student presentations and in-class discussions

Assessment Method(s) 2 formal papers (40 %), participation in class discussions (20 %), final examination (40 %)


English


İED 653 Medieval English Literature


E


4 0 4

ECTS Credits

8

Name of Lecturer


Pre-requisite(s)

None


Course Contents

• Medieval English culture and society • Major literary forms, genres and writers of the

Middle Ages • Romance tradition, French and English romances • Dream poetry, conventions and examples • The debate tradition • Mystical, hagiographical writing and women writers • Letter writing and medieval letters


At the end of the semester the students will be able to recognise medieval English works and writers, to analyse the writers and their works in a comparative context, to examine and identify medieval literary conventions, to compare medieval literary conventions and writers, to recognise the relationship between medieval culture and literature and their interdependence.


Burrow, J.A. (1989) Medieval Writers and Their Work: Middle English Literature and Its Background 1100-I500. Oxford: Oxford UP. Hanavalt, Barbara. Ed.(1992). Chaucer's England: Literature in Historical Context. Minneapolis: Univ. of Minnesota Press, I992. Lawton, David.(1982). Middle English Alliterative Poetry and Its Literary Background: Seven Essays. D.S. Brewer.

Other relevant books and articles

Teaching Method(s) Lecture, presentation, discussion and text analysis

Assessment Method(s) Two papers (20%+25 %), Final exam (25 %), Class

participation and contribution (30 %)


English


İED 656 CHAUCER


E


404

ECTS Credits

8

Name of Lecturer


Pre-requisite(s)

-


Course Contents

• Study of the contemporaries and classical sources that influences Chaucer(Roman de la Rose, Dante,Virgil, etc)

• Study of early dream vision poems(Book of the Duchess,House of Fame, Parlement of Foules, Legend of Good Women)

• Canterbury Tales framed tale • Troilus and Criseyde romance


At he end of the semester the student will be able to trace the influences on Chaucer’s works in the texts, identify the genre of the texts analyse the texts, compare and contrast them with each other and other works , comment on the characteristics of the poet’s language, style,versification etc.and evaluate his contributions to English literature.


Cooper, Helen.(1989) Oxford Guides to Chaucer:GP. Oxford:UP. Windeat, Barry.(1992) Oxford Guides to Chaucer:Troilus and Criseyde. Oxford:Clarendon.

Kean ,P.M.( 1972) Chaucer and the Making of English Poetry. London: Routledge.

Teaching Method(s) Lectures illustrated with audio visual material, discussion, individual research and/or project

Assessment Method(s) 2 midterms 20 %, project and /or research 10% ,1 formal paper%20 ,final 50 % M


English


İED 657 MEDIEVAL ENGLISH DRAMA


E


404

ECTS Credits

8

Name of Lecturer


Pre-requisite(s)

-


Course Contents

• Social,political, historical background of the Middle Ages • Literature,literacy,rituals,feasts, para dramatic activities • Folk theatre, rituals,liturgical drama • Mytery and miracle plays,staging and acting • Morality plays( (Everyman,Wisdom,Castle of

Perseverance) • Reformation,renaissance humanism ,emergence of

professional drama, interludes • The Four Ps,Fulgens and Lucrese, Wit and Science, The

Three Laws. Objective of the Course (Learning Outcomes)

At the end of the semester the student will be able to identify mystery,miracle,morality plays and interludes. Give the characteristics of the se plays as well as folk plays ,liturgy and other paradramatic activities. Their staging and acting. Establish their relations with literary works and oral activities such as preaching. Comment on the staging and handling of the plot. Compare and contrast the staging and acting of medieval plays and the interludes and comment on various developments leading to Elisabethian drama.


Happe, Peter.(1999) English Drama Before Shakespeare. New York & London :Longman Beadele, Richard.(1994) The Cambridge Companion to Medieval English Theatre. Cambridge:UP. Goodman, Jennifer. (1990) British Drama Before 1660.


Assessment Method(s) 2 midterms 20 %, project and /or research 10% ,2 formal papers 20% ,final 50 % M


English


IED 660 Shakespeare’s Comedies


E


4 0 4

ECTS Credits

8

Name of Lecturer


Pre-requisite(s)

None


Course Contents


• A definition (Aristotelian, and modern) of comedy; the classical origins and types of comedy;

• The influence of classical comedy on the Renaissance understanding of comedy as a dramatic form;

• The idea and uses of comedy in Renaissance English literature and its influence on Shakespeare;

• Shakespeare’s idea and practice of comedy, and the distinctive characteristics of his comedies in general;

• A close study of, at least, 5 Shakespearean comedies textually and with reference to modern critical studies.


At the end of the semester the students will be able to acquire a working knowledge of comedy as a literary genre, recognize the development of comedy from its classical origins to the Renaissance, become familiar with the idea and practice of comedy in Renaissance English literature, understand Shakespeare’s idea and use of comedy and his contributions, thereof, to the development of comedy, enhance their critical and exegetical skills through a close textual and critical study of, at least, 5 Shakespearean comedies.


Martz, William J. Shakespeare’s Universe of Comedy. New York: D. Lewis, 1971.

Felperin, Howard. Shakespearean Romance. Princeton, NJ: Princeton UP, 1972.

Richmond, Hugh M. Shakespeare’s Sexual Comedy: A

Mirror for Lovers. Indianapolis: Bobbs Merril, 1971. Berry, Ralph. Shakespeare’s Comedies: Explorations in

Form. Princeton: Princeton UP, 1972. Lerner, Laurence, ed. Shakespeare’s Comedies: An

Anthology of Modern Criticism. Harmondsworth, Eng.: Penguin, 1967.

Gordon, George S. Shakespearean Comedy and Other Studies. London: Oxford UP, 1965.

Charlton, Henry Buckley. Shakespearean Comedy. London: Methuen, 1967.





English


İED 662 Shakespeare’s History Plays


E


4 0 4

ECTS Credits

8

Name of Lecturer


Pre-requisite(s)

None


Course Contents


• At the outset, an historical account is given of the social, political, cultural and international aspects of the period from the 1580s to the 1590s as a background of Shakespeare’s writing of history plays;

• Reference is made to the historiographical sources of the time that provided Shakespeare with material and ideas;

• Focus is put on the political, social, governmental, and judicial matters that Shakespeare problematizes in his history plays;

• All this is followed by a close textual and critical study of Shakespeare’s 10 history plays within the context outlined above.


At the end of the semester, the students will be able to acquire full familiarity with the social, political, international, and cultural aspects of the 1580 and 1590s and understand the impact of this period on Shakespeare’s writing of history plays, understand Shakespeare’s use of historiographical sources, recognize the thematic, typological, stylistic and structural qualities of Shakespeare’s 10 historical plays and appreciate them by developing a critical sense and with reference to the political, social, governmental, international and cultural circumstances of the time.

Recommended Berry, Edward I. Patterns of Decay: Shakespeare’s Early

Reading(s) Histories. Charlotteville: UP of Virginia, 1975. Blanpied, John W. Time and the Artist in Shakespeare’s

English Histories. Newark: U of Delaware P, 1983. Calderwood, James L. Metadrama in Shakespeare’s Henriad:

Richard II to Henry V. Berkeley and Los Angeles: U of California P, 1979.

Campbell, Lily B. Shakespeare’s “Histories”: Mirrors of Elizabethan Policy. San Marino, CA: Huntington Library, 1978.

Champion, Larry S. “The Noise of Threatening Drum”: Dramatic Strategy and Political Ideology in Shakespeare and the English Chronicle Plays. Newark: U of Delaware P, and London: Associated UPs, 1990.

Dollimore, Jonathan and Alan Sinfield, eds. Political Shakespeare: Essays in Cultural Materialism. 2nd ed. 1985. Manchester: Manchester UP, 1994.

Teaching Method(s) Lectures, in-class discussions, and research-based student presentations (minimum 2).

Assessment Method(s) 2 mid-term written examinations (%20 ve %20), final

examination (% 20), in-class discussions (% 25), research and presentation (%10), attendance (%05)


English


İED 664 Shakespeare’s Problem Plays


E


4 0 4

ECTS Credits

8

Name of Lecturer


Pre-requisite(s)

None


Course Contents


• At the outset, Shakespeare’s “problem” plays and their intrinsic qualities are identified, following a conceptual and critical discussion of the term “problem plays”;

• Moreover, by way of a foregrounding, the theoretical and critical but often contradictory and controversial approaches made by modern critics to Shakespeare’s problem plays are reviewed and assessed through a metacritical perspective;

• This is followed by an in-depth study of the “problem” plays, commonly identified as Troilus and Cressida (1602), All’s Well That Ends Well (1603), and Measure for Measure (1604);

• Also in this study are included Julius Caesar (1599), Hamlet (1601), Anthony and Cleopatra (1607), and Timon of Athens (1607), which have been categorized by some critics as the other problem plays.


At the end of the semester, the students will be able to acquire familiarity with those plays by Shakespeare that have been categorized by modern critics as “problem plays,” have a critical understanding of the modern views about them and make their own criticial assessments; they can formulate their own critical views on Shakespeare’s “problem plays” by making a close textual and critical study of these plays, based on a comprehensive research and comparative analysis, identify the moral, judicial, social, cultural, and

conceptual problems embedded in the plays, and, thus, develop their own critical and scholarly skills.


Ure, Peter. Shakespeare: The Problem Plays. 3rd ed. London: Longman, 1970.

Shanzer, Ernest. The Problem Plays of Shakespeare: A Study of ‘Julius Caesar,’ ‘Measure for Measure,’ ‘Antony and Cleopatra.’ London: Routledge and Kegan Paul, 1963.

Lawrence, W.W. Shakespeare’s Problem Comedies. 3rd ed. Harmondsworth: Penguin, 1969.

Tillyard, E.M.W. Shakespeare’s Problem Plays. London: Chatto and Windus, 1950.

Thomas, Vivian. The Moral Universe of Shakespeare’s Problem Plays. London and Sydney: Croom Helm, 1987.

Hillman, Richard. William Shakespeare: The Problem Plays. New York: Twayne, 1993.





English


IED 666 Renaissance English Literature


E


4 0 4

ECTS Credits

8

Name of Lecturer


Pre-requisite(s)

None


Course Contents

• European Renaissance and the rise and development of Humanism,

• The influences of Petrarchism, Neo-Platonism and Reformation on Renaissance thought,

• Historical, cultural, political condition in Renaissance England,

• The study of representative poets of the Renaissance English literature and their works (excluding Spenser and drama),

• The rise and development of sonnet tradition, sonnets by Wyatt, Surrey, Sidney, Shakespeare and Lady Mary Wroth,

• The study of prose works by Ascham, Puttenham, Sidney,

• The study of other literary genres, epic, pastoral and Ovidian/mythological poetry.


At the end of the semester the students will be able to recognise European Renaissance and the rise and development of Humanism. They will be able to recognise its influences on England and Renaissance English Literature (excluding drama). They will be able to evaluate the effects of historical, cultural, political changes on literature and to illustrate this knowledge through a study of the texts representative of the literary achievements of the age.


Greenblatt, Stephen Jay ed. (1988) Representing the English Renaissance, Berkely: U of California Press. Hay, Jeff ed. (2002) The Renaissance, San Diego: Greenhaven.

Kristeller, Paul Oskar (1980) Renaissance Thought and the Arts : Collected Essays, Princeton:Princeton UP. Malcolmson, Christina ed. and int. (1998) Renaissance Poetry, Essex:Longman.





English


İED 669 Milton


E


4 0 4

ECTS Credits

8

Name of Lecturer


Pre-requisite(s)

None


Course Contents


• At the outset, in order to form a framework of reference and identify the circumstances which had a constructive impact on Milton’s literary and political ideas, a full account is given of the social, political, cultural, and literary changes and developments that came to the fore in the transition from the Elizabethan to the Stuart period;

• An historical overview of the political, social, judicial, cultural, governmental and monarchic circumstances of the period from the accession of James I to the Restoration, with particular emphasis on the policies of James I, Charles I, and Cromwell, is presented;

• Moreover, the literary developments of the period are extensively dwelt on;

• The, in the context of all these preliminary accounts and studies, Milton’s literary development, sources of ideas and concepts, dependence upon the classical and humanistic tradition, and contribution to English literature are studied in depth and discussed theoretically, critically, and historically;

• Along these studies and discussions, his early poetry, political and polemical writings, and major works Samson Agonistes, Paradise Lost and Paradise Regained are studied in depth and critically.

Objective of the Course

At the end of the semester the students will be able to establish literary, historical, political, social and cultural

(Learning Outcomes)

relationship and fully recognize the distinctive characteristics of the Stuart period; they will be fully familiar with the developments in this period and have a framework of reference to read and appreciate Milton intelligently. They can then situate Milton not only in the social, political and cultural context of the period but also in the Renaissance literary tradition as well as in the literary setting of his own time. They can also have a full and in-depth knowledge of all of Milton’s works, discuss and interpret them through a critical approach and, thus, develop their own skills of criticism and scholarship.


Parry, Graham. The Seventeenth Century: The Intellectual and Cultural Context of English Literature, 1603-1700. London: Longman, 1989.

MacCallum, Hugh. Milton and The Sons of God: The Divine Image in Milton’s Epic Poetry. Toronto: U of Toronto P, 1986.

Featheringill, Ron. The Tension between Divine Will and Human Free Will in Milton and the Classical Epic Tradition. New York: P. Lang, 1990.

Loewenstein, David. Milton and the Drama of History: Historical Vision, Iconoclasm, and the Literary Imagination. Cambridge: Cambridge UP, 1990.

Pavlock, Barbara. Eros, Imıtation, and the Epic Tradition. Ithaca: Cornell UP, 1990.

Martindale, Charles. John Milton and the Transformation of Ancient Epic. London: Croom Helm, 1986.





English


IED 673 18. Century English Novel


E


4 0 4

ECTS Credits

8

Name of Lecturer


Pre-requisite(s)

_

Semester/Trimester 1 semestre (4 hours theoretical, 4 hours a week)

Course Contents

• The analysis of socio-political changes and literary innovations in 18th century England.

• Besides Richardson, Fielding and Defoe, the analysis of the works of Margaret Cavendish, Delariviere Manley and Aphra Behn who contributed in the development of the genre in the 17th century.

• The appraisal of the works of Elizabeth Inchbald, Charlotte Lennox, Charlotte Smith, Fanny Burney, Maria Edgeworth, Amelia Opie, M. Brunton, Sarah Fielding, Mary Wollstonecraft who contributed in the development of the novel as a popular genre employing feministic themes.

• The analysis of Lady Morgan in the birth of political novel and of Mary Hays in autobiographical novel and Ann Radcliffe in the gothic novel.


At the end of the semester the students will be able to ... • define the social and political situation in 17th and 18th

century England, • observe in the early examples the birth and the

development of the genre, • Analyse not only the works of wellknown novelists such

as Defoe, Richardson, Fielding, Smolett and Sterne, but also differentiate the works of the women novelists who contributed in the birth and development of the novel from the works of the male writers.

• Understand the thematic and technical variations in various new examples of the genre.


• Ballaster, Ros (1992) Seductive Forms: Women’s Amatory Fiction from 1684 to 1740, Oxford: Clarendon.

• Craft-Fairchild, Catherine (1993) Masquerade and

Gender: Disguise and Female Identity in Eighteenth Century Fictions by Women, Pennsylvania: Pennsylvania State UP.

• Figes, Eva (1982) Sex and Subterfuge: Women Writers to 1850, London: Macmillan.

• Rogers, Katharine M. and William McCarthy eds. (1987) The Meridian Anthology of Early Women Writers, Middlesex: Penguin.

• Spender, Dale (1986) Mothers of the Novel, London: Pandora.

• Spender, Dale ed. (1992) Living by the Pen: Early British Women Writers, New York: Teacher’s College.


• Turner, Cheryl (1992) Living by the Pen: Women Writers in the 18th Century. London:Routledge.

Teaching Method(s) Lectures, discussions, individual and group works Assessment Method(s) Midterm I 20%, Midterm II 20%, presentations 20%, Final Exam

40% Medium of Instruction

English


IED 677 19th Century English Novel


Elective


4 0 4

ECTS Credits

8

Name of Lecturer

Dr.Alev BAYSAL

Pre-requisite(s)

None


Course Contents

.Social and political circumstances that affect the Victorian novel

.Relevant terms and concepts in literary criticism alongside the social issues in the Victorian period .Relationships of the individual to society and its institutions

(such as law, religion, industry and politics), problems of identity, questions of love, morality and marriage, as well as the issues of gender and class.

. Realism in the Victorian novel

.The role of the novelist investigating and articulating these issues


At the end of the semester the students will be able to establish literary, historical, political, social and cultural relationship and fully recognize the distinctive characteristics of the 19th century England through the in depth analysis of the novels related to this period. Thus, they will be able to develop their critical skills and use them efficiently.


Altick, Richard Daniel, The Presence of the present : topics of the day in the Victorian novelOhio State University Press Columbus 1991

Blake, Andrew. Reading Victorian fiction : the cultural context and ideological conteMacmillan [London] 1989

Eigner, Edwin M. Victorian criticism of the novel / edited by Edwin M. Eigner and GeorgCambridge University Press Cambridge [Camb 1985





English


IED 681 Victorian Poetry


E


4 0 4

ECTS Credits

8

Name of Lecturer


Pre-requisite(s)

None


Course Contents

• History, culture and literature of the the 19th century, and the study the literary works that belong to the period:

• Poets and the poetic tradition during the Victorian period: poems of A.Tennyson, Robert Browning, M.Arnold,

• Prose works during the Victorian period:prose works by T.Carlyle, J.Ruskin ve J.S. Mill, M.Arnold,


• Victorian women poets: poems of L.E.Landon, F.Hemans, E.B.Browning and C.Rossetti.


At the end of the semester the students will be able to recognise the history, culture and literature of the the 19th century. They will also be acquainted with major literary genres and conventions of the Victorian period. Their research and argumentation skills will be enhanced through a study and analysis of the works by the represantative writers of the period.



Harrison, Antony H. (1998). Victorian Poets and the Politics of Culture : Discourse and Ideology, Charlottesville : University Press of Virginia. Christ, Carol T. et al., eds. (1995). Victorian Literature and the Victorian Visual Imagination, Berkeley : University of California Press.





English


İED 683 20th Century English Poetry


E


4 0 4

ECTS Credits

8

Name of Lecturer


Pre-requisite(s)

None


Course Contents

• Transition from the 19th century to the twentieth

century, the shift in the understanding of poetry • Poetry of the first quarter of the twentieth century,

Georgians, the war poets and Thomas Hardy • Modernism, T. S. Eliot and the modernist poets • The poetry of Yeats and D. H. Lawrence • Political poetry of the 1930s, the Auden generation • Neo-romantic poetry of the 1940s, Dylan Thomas.


At the end of the semester the students will be able to examine the major developments in the twentieth century English poetry, to analyse the contributions of modernism and the changes it makes in poetry, to examine in a comparative context the influence of modernism on the poetry of the 1930s and the 1940s, to recognise and apply the knowledge of poetic developments in reading poems of the twentieth century English poets.


Childs, Peter. (1999). The Twentieth Century in Poetry: A Critical Survey. Routledge.

Featherstone, Simon. (1995). War Poetry: An Introductory Reader. Routledge. Perkins, David. (1987). A History of Modern Poetry: Modernism and After. Harvard: Belknap.


Teaching Method(s) Lecture, presentations, discussion and analysis of poems. Assessment Method(s) Two presentations (20 %+25 %) Contribution and class

participation (30 %), final (25 %)


English


IED 684 20. Century English Novel (till 1950s)


E


4 0 4

ECTS Credits

8

Name of Lecturer


Pre-requisite(s)

_


Course Contents

• The analysis of the philosophical, social and scientific changes and theories in the first half of the 20th century and their impact on the modernist novel,

• The analysis of the ideas and innovations of the writers and philosophers such as Bergson, Jung, Freud, W. James, Woolf and Joyce.

• The definiton of the Modernist elements of the novels chosen for the course,

• The analysis of the experimental techniques in the novels of the significant novelists such as James Joyce, Virginia Woolf, D.H. Lawrence, E.M. Forster, Ford Madox Ford and George Orwell,

• The stylistic and thematic features of the novelists in the 1930s and 1050s, who attampted to revive realistic features in the novel genre.

• The novels chosen for the course: Conrad The Nigger of Narcissus ve Lord Jim, Ford The Good Soldier and Parade’s End, D.H. Lawrence Lady Chatterley’s Lover and Rainbow, Woolf Three Guineas and The Waves, Joyce Ulysses and A Portrait of the Artist as a Young Man, Beckett Trilogy, Waugh A Handful of Dust, Orwell Animal Farm and 1984.


At the end of the course, the students will be able to, • Classify and define the innovative philosophies and ideas

of Bergson, Jung, Freud, W. James, Woolf and Joyce who lived in the first half the 20th century,

• Observe technical and thematic changes in the novels chosen for the course as modernist examples of the novel genre and they are able to analyze and explain the modernist elements of the novels.



Childs, Peter.(2000) Modernism. London: Routledge. Teaching Method(s) Lectures, discussions, individual and group works Assessment Method(s) Midterm I 20%, Midterm II 20%, presentations 20%, Final

Exam %40 Medium of Instruction

English


IED 685 English War Poets


E


4 0 4

ECTS Credits

8

Name of Lecturer


Pre-requisite(s)

None


Course Contents

• War as a topic in literature, • The causes and characteristics of World War I, Britain’s

social and political attitude towards the war, critical controversies about English war poetry,

• The leading World War I poets and their poems: Rupert Brooke, Julian Grenfell, Charles H. Sorley, Wilfred Owen, Siegfried Sassoon, Robert Graves, Edmund C. Blunden, Edward Thomas, Ivor Gurney, Isaac Rosenberg, David Jones, Herbert Read, Robert Nichols, F.W. Harvey, Arthur G. West,

• The women poets and their poems: Vera Brittain, Jessie Pope ve Winifred Letts,

• The World War II poets and their poems: Elizabeth Jennings, Keith Douglas, Hamish Henderson, John Wedge, Charles Robinson and Henry Reed, the.

• Poets who have written about the Falkland War: David Morgan, R.J. Latham.


At the end of the semester the students will be able to recognise “English war poetry,” which holds a special place in 20th-century English poetry in view of the poets’ representation of war through variant feelings and thoughts by relying upon their own individual observations and experiences of a war environment. Moreover, through a study of the poems on World War II and on Falkland War, the students will be able to understand and appreciate the special importance that war poetry has within 20th-century English poetry. Their research and argumentation skills will be enhanced through a further study of the social, political and cultural aspects.

Recommended Banarjee, A. (1976). Spirit above Wars: A Study of the

Reading(s) English Poetry of the Two World Wars, London: Macmillan. Crawford, F. D. (1988). British Poets of the Great War, Selinsgrove: Susquehanna UP. Johnston, John H. (1964). English Poetry of the First World War: A Study in the Evolution of Lyric and Narrative Form, Princeton: Princeton UP.





English


İED 690 Contemporary British Poetry


E


4 0 4

ECTS Credits

8

Name of Lecturer


Pre-requisite(s)

None


Course Contents

• Poetic movements and poets in the second half of the

twentieth century in Britain • The mid-century poetry, Movement poets • Developments in British poetry in the 1970s • Contemporary British poetry, the poetry of the 1980s and

onwards. • Postmodern poetry and political social poetry of the

contemporary period. • Plurality in contemporary British poetry


At the end of the semester the students will be able to explain modernism and its place in British poetry, to examine the developments and changes in British poetry after the 1950s and the movement poetry, to analyse and compare the contribution of Ted Hughes and Seamus Heaney to British poetry, to analyse contemporary British poets and the changes they introduce to poetry, to recognise the postmodern, social political contemporary British poetry and its plurality.


Allnutt, Gillian. (1988). The New British poetry, 1968-88. London:Grafton Boks. Day, Gary. (1997). British poetry from the 1950s to the 1990s : politics and art. London:Macmillan.

Parker, Jonathan. (1995). Poetry in Britain and Ireland since 1970. London: British Council.


Teaching Method(s) Lecture, analysis, discussion, comparison and presentation

Assessment Method(s) Two papers/presentations( 20 %+25 %), Class participation and

contribution (30 %), Final (25 %) Medium of Instruction

English


IED 691 English Theatre from the 1950s to the Present


E


4 0 4

ECTS Credits

8

Name of Lecturer


Pre-requisite(s)

None


Course Contents

• Postwar English dramatists and their representative plays

• Dramatic movements of the period • Themes dealt with in the plays • Forms and techniques used in the plays • Application of relevant literary theory in analysing the

plays • Thematic and technical contributions made by the

playwrights to the drama of the period Objective of the Course (Learning Outcomes)

At the end of the semester the students will be able to ...

Develop play- reading strategies, analyse plays with reference to form and content, interpret plays extensively, recognise the peculiarities of the dramatic movements, compare the styles of the dramatists, compare and evaluate the contributions made by the playwrights to drama and to develop an aesthetic awareness of English drama form the 1950s to the present.


Guralnick, E.S. (1996). Guralnick,E.S.(1996). S Sight Unseen: Beckett, Pinter,

Stoppard and other Contemporary Dramatists. Ohio: Ohio U P.

Berney, K. Berney, K.A. (1994). Contemporary British

Dramatists. London: St. James Press.

Teaching Method(s) Lectures, student presentation, discussion, group work Assessment Method(s) 3 presentation/term-papers (30%), 2 oral synopses of secondary



English

Zeifman, H. (1993). Contemporary British Drama 1970-1990. London: Macmillan.


IED 693 Contemporary British Novel


E


4 0 4

ECTS Credits

8

Name of Lecturer


Pre-requisite(s)

_


Course Contents

• The literary movements and social changes in the 1950s, • Social, cultural and political changes in the 1960s, • The literary movements and social changes in the 1970s, • Postmodern literary theories, • Cultural changes and the social structure of the 1970s,

1980s and 1990s, the debate between the History and the novel genre, fabulation, metafiction, historiographic metafictionmultiplicity, postmodern parody, postmodern conceptualisation of character and author

• Novels:1950s: Kingsley Amis. Lucky Jim, Malcolm Bradbury. Eating People Is Wrong, Graham Greene. The End of the Affair; 1970s till present: John Banville. Dr. Copernicus, Julian Barnes. Flaubert's Parrot, John Fowles. Daniel Martin, A Maggot, William Golding. Paper Men, D.M. Thomas, Lying Together, Graham Swift. Waterland, Peter Ackroyd. Hawksmoor, The Trial of Elizabeth Cree, Penelope Lively. Cleopatra's Sister, Penelope Fitzgerald. The Blue Flower, Jeanette Winterson. Boating For Beginners, The Gut Symmetries, Jim Crace. The Gift of Stones, Patricia Duncker. Hallucinating Foucault, Derek Beaven. Newton's Niece, Ben Okri. Astonishing the Gods,Robert Irwin. The Arabian Nightmare


At the end of the semestre, the students will be able to, • Classify and differentiate the postmodern concepts,

movements and cultural changes from those that took place earlier in the century,

• Define the postmodern features of the novel, • Analyse and appreciate the postmodern novels from the

perspective of postmodern theories and movements.



Teaching Method(s) Lectures, discussions, individual and group works Assessment Method(s) Midterm I 20%, Midterm II 20%, presentations %20, Final

Exam 40% Medium of Instruction

English

Dersin Kodu ve Adı

İED 694 POPULAR LITERATURE


E


404

ECTS Credits

8

Name of Lecturer


Pre-requisite(s)

-


Course Contents

The study of popılar literature genres such as science fiction,fantasy, horror annd detective stories. Tolkein Hobbit, Wells Time Machine, Verne Journey to the Moon, R Graves I Cladius, Rowling Harry Potter and the Philosopher’s Stone, Lewis Chronicles of Narnia, Baigent& Leigh Holy Blood Holy Grail.


At the end of the semester the student will be able to identify The various genre of popular literature,summarise their characteristics,compare and contrast works with each other and with works of the cannon and evaluate them.


Cawelti,John.(1976) Adventure, Mystery, Romance. UP Chicago. Herbert,Rosemary,ed.(1999) The Oxford Companion to Crime and Mystery. Oxford:UP.




English

7.1.2. PhD in English Language and Literature Course Code and Title

İED 703 The Idea of Utopia and Utopia in English Literature


E


4 0 4

ECTS Credits

10

Name of Lecturer


Pre-requisite(s)

None


Course Contents


• At the outset, the idea of utopia, its place in the European history of ideas, and the origins and development of the utopian idea are studied;

• Following this preliminary study, the myth of the Golden Age, Plato’s utopian ideas, pastoral idealism and the Arcadian idea, and the utopian ideas in Christianity are focused on;

• Within the context of this broad context, the idea of utopia in English literature and its development from Sir Thomas More to our time are studied extensively with reference to sample works;

• Moreover, dystopia as the antithesis of the utopian idea and its representation in English literature is also dwelt on comprehensively.


At the end of the semester the students will be able to acquire a broad and in-depth familiarity with the idea of utopia and its historical and conceptual extent, knows about the development of the utopian idea from its origins onwards and how it has been understood in every age, becomes aware of various representations in literature of this idea, makes critical comments and evaluations with regard to various texts based on the utopian idea, and, in particular, acquires a full knowledge of utopia in English literature and of its antithesis, dystopia, through a close study of sample texts.


Bobonich,Christopher. Plato's Utopia Recast : His Later Ethics and Politics. Oxford:Clarendon Press, 2004

Plato.The Republic. London: Penguin ,1987 Butler,Samuel, Erewhon and Erewhon Revisited. New York: The Modern Library,1927. More,Thomas, Utopia. Cambridge:Cambridge University Press, 2002. Claeys,Gregory.The Utopia Reader. New York: New York University Press,1999. Ferns,Chris. Narrating Utopia: Ideology, Gender, Form in Utopian Literature. Liverpool : Liverpool University Press, 1999.

Teaching Method(s) Lectures, in-class discussions, and comprehensively research-based student presentations (minimum 3).



English

Course Code and Title IED 716 CONTEMPORARY PHILOSOPHICAL TRENDS


E


4 0 4

ECTS Credits

10

Name of Lecturer


Pre-requisite(s)

None


Course Contents

• Introduction to contemporary philosophical trends • Ideas of important philosophers that effected literature • Frankfurt School thinkers • Postmodern and Post-Structuralist philosopers • Ecophilosophy and social problems


At the end of the semester the students will be able to, Recognize different philosophical approaches, identify their socio-political, and cultural effects, distinguish key philosophical concepts and theories, and interpret ideas from carious schools of thought.


Arato, Andrew and Eike Gebhardt, Eds. (1992). The Essential Frankfurt School Reader, New York: Continuum.Lechte, John. (1994). Fifty Key Contemporary Thinkers, New York: Routledge. Kellner, Douglas and Steven Best. (1991). Postmodern Theory: Critical Interrogations, New York: The Guilford Press.



English

Course Code and Title IED 718 CULTURE AND ENVIRONMENT IN BRITAIN


E


4 0 4

ECTS Credits

10

Name of Lecturer


Pre-requisite(s)

None


Course Contents

• Introduction to ecophilosophy and environmental ethics • Deep Ecology Movement • Eco-cultural studies and its impact on society and environment • Biocentrism, and key environmental concepts • Ecophilosophy and social problems • British approaches to the green issues


At the end of the semester the students will be able to, Recognize environmental problems and discuss solutions on global climate change and its social and cultural effects with respect to British cultural studies, describe environmental concepts, examine the relationship between the environment and culture, and analyze critical ecological issues.


Simmons, I.G. (1993). Interpreting Nature: Cultural

Constructions of the Environment, New York: Routledge. Pepper, David. (1984). The Roots of Modern

Environmentalism, London: Routledge. Sessions, George. (1995). Deep Ecology for the 21st Century,

Boston: Shambhala. White, Daniel R. (1998). Postmodern Ecology, Albany: State

University of New York Press.



English


IED 720 British Women Poets


E


4 0 4

ECTS Credits

10

Name of Lecturer


Pre-requisite(s)

None


Course Contents

• Study of poems by British women’s poets from the Old

English period to the present within the context of historical, social and cultural background.

• Women’s place in the society through ages and how they are presented in the predominant literary tradition, and their place as poets in the canon.

• Anonymous lyrics ang elegies from the Old English period and Medieval Period that are atttributed to women poets. Poems of J.of Norwich ve M.Kempe,

• Women poets of the Renaissance period, poems by Queen Elizabeth I, Countess of Pembroke and Lady Mary Wroth,

• Women poets of the 17th century, poems by Margaret Cavendish,

• Women poets of the 18th century, poems by Anne Finch,• Women poets of the late 18th and the early 19th

centuries, poems by L.E.Landon and F.Hemans, • Women poets of the Victorian period, poems by

E.B.Browning, C.Rossetti, • Women poets of the 20th century, poems by Carol Ann

Duffy, Jackie Kay, Grace Nichols, Nuala Ni Dhomhnaill, Lavinia Greenlaw.


At the end of the semester the students will be able to recognise British women poets, their works and their contribution to the poetic tradition from the Old English period to the present. They will be able to illustrate this knowledge through a study of the texts representative of the literary achievements of the women poets. The students will also be able to evaluate woman’s role in life, society and literature both as an

individual and as a poet through centuries.


Barratt, Alexandra, ed. (1992).Women’s Writing in Middle Ages. London: Longman. Greer, Germaine. (1995). Slip-Shod Sibyls: Recognition, Rejection and the Women Poet. London: Viking. Pritchard, R.E. ed. (1990).Poetry by English Women: Elizabethan to Victorian. Manchester: Fyfield. Shaw, Marion, ed. (1998). An Introduction to Women’s Writing: From the Middle Ages to the Present Day. London: Prentice Hall.





English


IED 721 Women Playwrights


E


4 0 4

ECTS Credits

10

Name of Lecturer


Pre-requisite(s)

None


Course Contents

• English women playwrights and their representative

plays from the 17th century to the present • Women’s social position in the plays and in the times the

plays were written • The socio-cultural and historical background of the

setting of the plays and the times they were written

• Anayses of dramatic movements, where applicable

• Feminist theories • Themes dealt with in the plays • The forms of the plays and the techniques used • Thematic and technical contributions made by women

dramatists to drama • A comparison of the output of women playwrights with

that of their male counterparts in the same period


At the end of the semester the students will be able to ... Develop play- reading strategies, analyse plays with reference to form and content, interpret plays extensively, recognise the peculiarities of the dramatic movements of the period, compare the styles of the women dramatists of the same period, evaluate the contributions made by English women playwrights to drama in different periods, to compare the output of English women dramatists with that of their male counterpatrs in the same period and to develop an aesthetic awareness of women’s drama.


Brater, E. (1989). Feminine Focus: The New Women Playwrights. Oxford: Oxford U P. Witte, A. (1996). Guiding the Plot: Politics and Feminism in the Work of Women Playwrights. New York: P. Lang. Donkin, E. (1995). Getting into Act: Women Playwrights in London, 1776-1829. New York: Routledge.





English


IED 727 Comedy of Manners


E


4 0 4

ECTS Credits

10

Name of Lecturer


Pre-requisite(s)

None


Course Contents

• The thematic and technical characteristics of the

Restoration comedy of manners • Examples of comedies of manners in England from the

17th century to the present • The contributions of the dramatists at different times to

the genre • The changes in the thematic and technical characteristics

viewed in the genre over the centuries


At the end of the semester the students will be able to ... Develop play-reading stategies, recognise the thematic and technical features of the Restoration comedy of manners, analyse examples of comedies of manners form the 17th century to the present, observe and interpret the changes in the genre over the centuries and assess the development.


Young, D.M. (1997). The Feminist Voices in Restoration Comedy. Lanham, Md.: University Press of America. McMillin, S. (1997). Restoration and Eighteenth Century Comedy. New York: W.W. Norton Co.

Hirst; D.L. (1979). Comedy of Manners. London: Methuen.





English


IED 728 English Political Drama


E


4 0 4

ECTS Credits

10

Name of Lecturer


Pre-requisite(s)

None


Course Contents

• The political background of 20th century England • 20th century English dramatists who wrote political

plays and their Works; reflection of the political milieu in drama

• The political events and persons dealt with in the plays • Piscator’s theoretical contributions to the genre

• Brecht and the impact of Epic Theatre on the genre

• The form and technical aspect of the plays

• Agit-prop, workers’ theatre, street theatre, documentary

theatre

• A comparative look at the thematic and technical contributions made by the playwrights to the development of the genre


At the end of the semester the students will be able to ... Develop play- reading strategies, analyse plays with reference to form and content, interpret plays extensively, recognise the peculiarities of political plays of different periods, compare the stylistic approach of the dramatists, evaluate the contributions made by playwrights to the genre and to develop an aesthetic awareness of political drama.

Recommended

Reading(s) Willet, J. (1986). The Theatre of Erwin Piscator: Half a Century

in the Theatre. London: Eyre Methuen. Fraser, S. (1996). A Politic Theatre: The Drama of David Hare. Amsterdam: Rodopi. Garner, S.B. (1999). Trevor Griffiths: Politics, Drama, History. Ann Arbor: UMI Research.





English


İED 739 SATIRE


E


404

ECTS Credits

10

Name of Lecturer


Pre-requisite(s)

-


Course Contents

Study of the general characteristics of related genres, satire, parody, burlesque • Satire in Aristophanes • Roman satire • Medieval English satire,Chaucer, Langland,Henryson • Dryden, Donne, Pope,Swift, Orwell




Highet,Gilbert. (1962)The Anatomy of Satire.New Jersey:Princeton UP. Sutherland,James. (1967) English Satire. Cambridge:UP. Ramage,Sigbee,Fredericks.(1974) Roman Satirists and their Satire. New Jersey: Noyes P.


Assessment Method(s) 2 midterms 20 %, 3 project and /or research 10% ,2 formal parers, final 50 % P


English

Course Code and Title IED 743 COMPARATIVE NOVEL


E


4 0 4

ECTS Credits

10

Name of Lecturer


Pre-requisite(s)

None


Course Contents

• Introduction to comparative fiction studies • Comparing North-American and European novels from different time periods • Theories and origins of the novel genre in Europe • contemporary trends in European and North-American novels • Comparing Turkish novels with selected examples from Anglo-American, Canadian, and European novels


At the end of the semester the students will be able to, compare and contrast Turkish, European and North-American novels according to the theories of comparative fiction, name and interpret the differences and similarities among various novels from different time periods, and evaluate how literary movements have affected the novel on both sides of the Atlantic.


Bakhtin, M.M. (1981). The Dialogic Imagination, Austin:University of Texas Press.

Moretti, Franco. (1998). Atlas of the European Novel:1800-1900, New York: Verso

Miner, Earl. (1990). Comparative Poetics: An Intercultural Essay on Theories of Literature, Princeton,N.J: Princeton University Press.

Teaching Method(s) Interactive: introduction,discussion, student presentations Assessment Method(s) 3 term Papers (%45), short review essays (%15) and Final

Exam (%40) Medium of Instruction

English


IED 744 Comparative Drama


E


4 0 4

ECTS Credits

10

Name of Lecturer


Pre-requisite(s)

None


Course Contents

• Representative plays written in various countries from the

19th century to 1950 • Ireland (Yeats, Synge, Shaw), America (O’Neill, Miller,

Wilder), France (Genet, Ionesco), Germany (Brecht), Italy (Pirandello), Spain (Lorca), Sweden (Strindberg), Norway (Ibsen), Switzerland (Dürenmatt), Russia ( Chekhov)

• Relevant dramatic movements • Analysis of the plays applying relevant literary theory • A comparative look at the technical and thematic

contributions of the dramatists from the United States and Ireland and across Europe to drama within the given time span


At the end of the semester the students will be able to ... Develop play- reading strategies, analyse plays with reference to form and content, interpret plays extensively, recognise the peculiarities of the dramatic movements, compare the styles of the dramatists, compare and evaluate the contributions made by the playwrights to drama and to develop an aesthetic awareness of mainly European drama written between the second half of the 19th century to 1950.


C. Schumaher.(1996). Naturalism and Symbolism in European Theatre 1850-1918. Cambridge: Cambridge U P. R. Gaskell.(1972). Drama and Research: European Theatre since Ibsen. New York: Routledge & K. Paul.

J. Gassner. (1951). A Treasury of the Theatre. New York: Simon and Schuster.

.





English


İED 749 Renaissance English Drama (Excluding Shakespeare)


E


4 0 4

ECTS Credits

10

Name of Lecturer


Pre-requisite(s)

None


Course Contents

• The rise and development of the Renaissance tragedy and comedy

• A comparative and in-depth study in form and content of the English plays written during the reigns of Elizabeth I, James I and Charles (Excluding Shakespeare’s works)


At the end of the semester, students will be able to • define the dramatic genres seen in Enland in the period

between 1485 and the mid-seventeenth century; • categorise the English plays written from 1485 to the

mid-seventeenth century; • compare and contrast the works of British playwrights


content; • develop a critical approach to these plays; • comment on different aspects of these plays.


Cairns, Christopher. The Renaissance Theatre: Texts, Performance, Design. Aldershot, Hants, England; Brookfield, Vt.: Ashgate, 1999. Hart, Jonathan. Reading the Renaissance: Culture, Poetics and Drama. New York: Garland, 1996. Sisson, Charles J. The Elizabethan Dramatists Except Shakespeare. London: Ernest Benn, 1979.

Teaching Method(s) Lectures, student presentations and in-class discussions

Assessment Method(s) 4 formal papers (40 %), participation in class discussions (20 %), final examination (40 %)



İED 753 Medieval English Literature


E


4 0 4

ECTS Credits

10

Name of Lecturer


Pre-requisite(s)

None


Course Contents

• Medieval English culture and society • Major literary forms, genres and writers of the

Middle Ages • Romance tradition, French and English romances • Dream poetry, conventions and examples • The debate tradition • Mystical, hagiographical writing and women writers • Letter writing and medieval letters


At the end of the semester the students will be able to recognise medieval English works and writers, to analyse the writers and their works in a comparative context, to examine and identify medieval literary conventions, to compare medieval literary conventions and writers, to recognise the relationship between medieval culture and literature and their interdependence.


Burrow, J.A. (1989) Medieval Writers and Their Work: Middle English Literature and Its Background 1100-I500. Oxford: Oxford UP. Hanavalt, Barbara. Ed.(1992). Chaucer's England: Literature in Historical Context. Minneapolis: Univ. of Minnesota Press, I992. Lawton, David.(1982). Middle English Alliterative Poetry and Its Literary Background: Seven Essays. D.S. Brewer.


Teaching Method(s) Lecture, presentation, discussion and text analysis

Assessment Method(s) Two papers (20%+25 %), Final exam (25 %), Class

participation and contribution (30 %)


English


İED 756 CHAUCER


E


404

ECTS Credits

10

Name of Lecturer


Pre-requisite(s)

-


Course Contents

• Study of the contemporaries and classical sources that influences Chaucer(Roman de la Rose, Dante,Virgil, etc)

• Study of early dream vision poems(Book of the Duchess,House of Fame, Parlement of Foules, Legend of Good Women)

• Canterbury Tales framed tale • Troilus and Criseyde romance


At he end of the semester the student will be able to trace the influences on Chaucer’s works in the texts, identify the genre of the texts analyse the texts, compare and contrast them with each other and other works , comment on the characteristics of the poet’s language, style,versification etc.and to evaluate his contributions to English literature.


Cooper, Helen.(1989) Oxford Guides to Chaucer:GP. Oxford:UP. Windeat, Barry.(1992) Oxford Guides to Chaucer:Troilus and Criseyde. Oxford:Clarendon. Kean ,P.M.( 1972) Chaucer and the Making of English Poetry. London: Routledge.

Teaching Method(s) Lectures illustrated withaudio visual material, discussion, individual research and/or project

Assessment Method(s) 2 midterms 20 %, 3 project and /or research 10% ,2 formal parer, final 50 % P



İED 757 MEDIEVAL ENGLISH DRAMA


E


404

ECTS Credits

10

Name of Lecturer


Pre-requisite(s)

-


Course Contents

• Social,political, historical background of the Middle Ages • Literature,literacy,rituals,feasts, para dramatic activities • Folk theatre, rituals,liturgical drama • Mytery and miracle plays,staging and acting • Morality plays( (Everyman,Wisdom,Castle of

Perseverance) • Reformation,renaissance humanism ,emergence of

professional drama, interludes • The Four Ps,Fulgens and Lucrese, Wit and Science, The

Three Laws. Objective of the Course (Learning Outcomes)

At the end of the semester the student will be able to identify mystery,miracle,morality plays and interludes. Give the characteristics of the se plays as well as folk plays ,liturgy and other paradramatic activities. Their staging and acting. Establish their relations with literary works and oral activities such as preaching. Comment on the staging and handling of the plot. Compare and contrast the staging and acting of medieval plays and the interludes and comment on various developments leading to Elisabethian drama.


Happe, Peter.(1999) English Drama Before Shakespeare. New York & London :Longman Beadele, Richard.(1994) The Cambridge Companion to Medieval English Theatre. Cambridge:UP. Goodman, Jennifer. (1990) British Drama Before 1660.


Assessment Method(s) 2 midterms 20 %, project and /or research 10% ,2 formal papers 20% ,final 50 % P



IED 760 Shakespeare’s Comedies


E


4 0 4

ECTS Credits

10

Name of Lecturer


Pre-requisite(s)

None


Course Contents


• A definition (Aristotelian, and modern) of comedy; the classical origins and types of comedy;

• The influence of classical comedy on the Renaissance understanding of comedy as a dramatic form;

• The idea and uses of comedy in Renaissance English literature and its influence on Shakespeare;

• Shakespeare’s idea and practice of comedy, and the distinctive characteristics of his comedies in general;

• A close study of, at least, 5 Shakespearean comedies textually and with reference to modern critical studies.


At the end of the semester the students will be able to acquire a working knowledge of comedy as a literary genre, recognize the development of comedy from its classical origins to the Renaissance, become familiar with the idea and practice of comedy in Renaissance English literature, understand Shakespeare’s idea and use of comedy and his contributions, thereof, to the development of comedy, enhance their critical and exegetical skills through a close textual and critical study of, at least, 5 Shakespearean comedies.


Martz, William J. Shakespeare’s Universe of Comedy. New York: D. Lewis, 1971. Felperin, Howard. Shakespearean Romance. Princeton, NJ: Princeton UP, 1972. Richmond, Hugh M. Shakespeare’s Sexual Comedy: A Mirror

for Lovers. Indianapolis: Bobbs Merril, 1971. Berry, Ralph. Shakespeare’s Comedies: Explorations in Form. Princeton: Princeton UP, 1972. Lerner, Laurence, ed. Shakespeare’s Comedies: An Anthology of Modern Criticism. Harmondsworth, Eng.: Penguin, 1967. Gordon, George S. Shakespearean Comedy and Other Studies.London: Oxford UP, 1965. Charlton, Henry Buckley. Shakespearean Comedy. London: Methuen, 1967.

Teaching Method(s) Lectures, in-class discussions, and comprehensively research-

based student presentations (minimum 3).




English


İED 762 Shakespeare’s History Plays


E


4 0 4

ECTS Credits

10

Name of Lecturer


Pre-requisite(s)

None


Course Contents


• At the outset, an historical account is given of the social, political, cultural and international aspects of the period from the 1580s to the 1590s as a background of Shakespeare’s writing of history plays;

• Reference is made to the historiographical sources of the time that provided Shakespeare with material and ideas;

• Focus is put on the political, social, governmental, and judicial matters that Shakespeare problematizes in his history plays;

• All this is followed by a close textual and critical study of Shakespeare’s 10 history plays within the context outlined above.


At the end of the semester, the students will be able to acquire full familiarity with the social, political, international, and cultural aspects of the 1580 and 1590s and understand the impact of this period on Shakespeare’s writing of history plays, understand Shakespeare’s use of historiographical sources, recognize the thematic, typological, stylistic and structural qualities of Shakespeare’s 10 historical plays and appreciate them by developing a critical sense and with reference to the political, social, governmental, international and cultural circumstances of the time.


Berry, Edward I. Patterns of Decay: Shakespeare’s Early Histories. Charlotteville: UP of Virginia, 1975.

Blanpied, John W. Time and the Artist in Shakespeare’s English Histories. Newark: U of Delaware P, 1983. Calderwood, James L. Metadrama in Shakespeare’s Henriad: Richard II to Henry V. Berkeley and Los Angeles: U of California P, 1979. Campbell, Lily B. Shakespeare’s “Histories”: Mirrors of Elizabethan Policy. San Marino, CA: Huntington Library, 1978. Champion, Larry S. “The Noise of Threatening Drum”: Dramatic Strategy and Political Ideology in Shakespeare and the English Chronicle Plays. Newark: U of Delaware P, and London: Associated UPs, 1990. Dollimore, Jonathan and Alan Sinfield, eds. Political Shakespeare: Essays in Cultural Materialism. 2nd ed. 1985. Manchester: Manchester UP, 1994.





English


İED 764 Shakespeare’s Problem Plays


E


4 0 4

ECTS Credits

10

Name of Lecturer


Pre-requisite(s)

None


Course Contents


• At the outset, Shakespeare’s “problem” plays and their intrinsic qualities are identified, following a conceptual and critical discussion of the term “problem plays”;

• Moreover, by way of a foregrounding, the theoretical and critical but often contradictory and controversial approaches made by modern critics to Shakespeare’s problem plays are reviewed and assessed through a metacritical perspective;

• This is followed by an in-depth study of the “problem” plays, commonly identified as Troilus and Cressida (1602), All’s Well That Ends Well (1603), and Measure for Measure (1604);

• Also in this study are included Julius Caesar (1599), Hamlet (1601), Anthony and Cleopatra (1607), and Timon of Athens (1607), which have been categorized by some critics as the other problem plays.


At the end of the semester, the students will be able to acquire familiarity with those plays by Shakespeare that have been categorized by modern critics as “problem plays,” have a critical understanding of the modern views about them and make their own criticial assessments; they can formulate their own critical views on Shakespeare’s “problem plays” by making a close textual and critical study of these plays, based on a comprehensive research and comparative analysis, identify the moral, judicial, social, cultural, and conceptual problems embedded in the plays, and, thus, develop their own critical and

scholarly skills.


Ure, Peter. Shakespeare: The Problem Plays. 3rd ed. London: Longman, 1970. Shanzer, Ernest. The Problem Plays of Shakespeare: A Study of ‘Julius Caesar,’ ‘Measure for Measure,’ ‘Antony and Cleopatra.’ London: Routledge and Kegan Paul, 1963. Lawrence, W.W. Shakespeare’s Problem Comedies. 3rd ed. Harmondsworth: Penguin, 1969. Tillyard, E.M.W. Shakespeare’s Problem Plays. London: Chatto and Windus, 1950. Thomas, Vivian. The Moral Universe of Shakespeare’s Problem Plays. London and Sydney: Croom Helm, 1987. Hillman, Richard. William Shakespeare: The Problem Plays. New York: Twayne, 1993.





English


IED 766 Renaissance English Literature


E


4 0 4

ECTS Credits

10

Name of Lecturer


Pre-requisite(s)

None


Course Contents

• European Renaissance and the rise and development of Humanism,

• The influences of Petrarchism, Neo-Platonism and Reformation on Renaissance thought,

• Historical, cultural, political condition in Renaissance England,

• The study of representative poets of the Renaissance English literature and their works (excluding Spenser and drama),

• The rise and development of sonnet tradition, sonnets by Wyatt, Surrey, Sidney, Shakespeare and Lady Mary Wroth,

• The study of prose works by Ascham, Puttenham, Sidney,

• The study of other literary genres, epic, pastoral and Ovidian/mythological poetry.


At the end of the semester the students will be able to recognise European Renaissance and the rise and development of Humanism. They will be able to recognise its influences on England and Renaissance English Literature (excluding drama). They will be able to evaluate the effects of historical, cultural, political changes on literature and to illustrate this knowledge through a study of the texts representative of the literary achievements of the age.


Greenblatt, Stephen Jay ed. (1988) Representing the English Renaissance, Berkely: U of California Press. Hay, Jeff ed. (2002) The Renaissance, San Diego: Greenhaven.

Kristeller, Paul Oskar (1980) Renaissance Thought and the Arts : Collected Essays, Princeton:Princeton UP. Malcolmson, Christina ed. and int. (1998) Renaissance Poetry, Essex:Longman.





English


İED 769 Milton


E


4 0 4

ECTS Credits

10

Name of Lecturer


Pre-requisite(s)

None


Course Contents


• At the outset, in order to form a framework of reference and identify the circumstances which had a constructive impact on Milton’s literary and political ideas, a full account is given of the social, political, cultural, and literary changes and developments that came to the fore in the transition from the Elizabethan to the Stuart period;

• An historical overview of the political, social, judicial, cultural, governmental and monarchic circumstances of the period from the accession of James I to the Restoration, with particular emphasis on the policies of James I, Charles I, and Cromwell, is presented;

• Moreover, the literary developments of the period are extensively dwelt on;

• The, in the context of all these preliminary accounts and studies, Milton’s literary development, sources of ideas and concepts, dependence upon the classical and humanistic tradition, and contribution to English literature are studied in depth and discussed theoretically, critically, and historically;

• Along these studies and discussions, his early poetry, political and polemical writings, and major works Samson Agonistes, Paradise Lost and Paradise Regained are studied in depth and critically.

Objective of the Course

At the end of the semester the students will be able to establish literary, historical, political, social and cultural relationship and

(Learning Outcomes)

fully recognize the distinctive characteristics of the Stuart period; they will be fully familiar with the developments in this period and have a framework of reference to read and appreciate Milton intelligently. They can then situate Milton not only in the social, political and cultural context of the period but also in the Renaissance literary tradition as well as in the literary setting of his own time. They can also have a full and in-depth knowledge of all of Milton’s works, discuss and interpret them through a critical approach and, thus, develop their own skills of criticism and scholarship.


Parry, Graham. The Seventeenth Century: The Intellectual and Cultural Context of English Literature, 1603-1700. London:Longman, 1989. MacCallum, Hugh. Milton and The Sons of God: The Divine Image in Milton’s Epic Poetry. Toronto: U of Toronto P, 1986. Featheringill, Ron. The Tension between Divine Will and Human Free Will in Milton and the Classical Epic Tradition. New York: P. Lang, 1990. Loewenstein, David. Milton and the Drama of History: Historical Vision, Iconoclasm, and the Literary Imagination. Cambridge: Cambridge UP, 1990. Pavlock, Barbara. Eros, Imıtation, and the Epic Tradition. Ithaca: Cornell UP, 1990. Martindale, Charles. John Milton and the Transformation of Ancient Epic. London: Croom Helm, 1986.





English


IED 773 18. Century English Novel


E


4 0 4

ECTS Credits

10

Name of Lecturer


Pre-requisite(s)

_

Semester/Trimester 1 semestre (4 hours theoretical, 4 hours a week)

Course Contents

• The analysis of socio-political changes and literary innovations in 18th century England.

• Besides Richardson, Fielding and Defoe, the analysis of the works of Margaret Cavendish, Delariviere Manley and Aphra Behn who contributed in the development of the genre in the 17th century.

• The appraisal of the works of Elizabeth Inchbald, Charlotte Lennox, Charlotte Smith, Fanny Burney, Maria Edgeworth, Amelia Opie, M. Brunton, Sarah Fielding, Mary Wollstonecraft who contributed in the development of the novel as a popular genre employing feministic themes.

• The analysis of Lady Morgan in the birth of political novel and of Mary Hays in autobiographical novel and Ann Radcliffe in the gothic novel.


At the end of the semester the students will be able to ... • define the social and political situation in 17th and 18th

century England, • observe in the early examples the birth and the

development of the genre, • Analyse not only the works of wellknown novelists such

as Defoe, Richardson, Fielding, Smolett and Sterne, but also differentiate the works of the women novelists who contributed in the birth and development of the novel from the works of the male writers.

• Understand the thematic and technical variations in various new examples of the genre.


• Ballaster, Ros (1992) Seductive Forms: Women’s Amatory Fiction from 1684 to 1740, Oxford: Clarendon.

• Craft-Fairchild, Catherine (1993) Masquerade and

Gender: Disguise and Female Identity in Eighteenth Century Fictions by Women, Pennsylvania: Pennsylvania State UP.

• Figes, Eva (1982) Sex and Subterfuge: Women Writers to 1850, London: Macmillan.

• Rogers, Katharine M. and William McCarthy eds. (1987) The Meridian Anthology of Early Women Writers, Middlesex: Penguin.

• Spender, Dale (1986) Mothers of the Novel, London: Pandora.



• Turner, Cheryl (1992) Living by the Pen: Women Writers in the 18th Century. London:Routledge.



English


IED 781 Victorian Poetry


E


4 0 4

ECTS Credits

10

Name of Lecturer


Pre-requisite(s)

None


Course Contents

• History, culture and literature of the the 19th century, and the study the literary works that belong to the period:

• Poets and the poetic tradition during the Victorian period: poems of A.Tennyson, Robert Browning, M.Arnold,

• Prose works during the Victorian period:prose works by T.Carlyle, J.Ruskin ve J.S. Mill, M.Arnold,


• Victorian women poets: poems of L.E.Landon, F.Hemans, E.B.Browning and C.Rossetti.


At the end of the semester the students will be able to recognise the history, culture and literature of the the 19th century. They will also be acquainted with major literary genres and conventions of the Victorian period. Their research and argumentation skills will be enhanced through a study and analysis of the works by the represantative writers of the period.



Harrison, Antony H. (1998). Victorian Poets and the Politics of Culture : Discourse and Ideology, Charlottesville : University Press of Virginia. Christ, Carol T. et al., eds. (1995). Victorian Literature and the Victorian Visual Imagination, Berkeley : University of California Press.





English


İED 783 20th Century English Poetry


E


4 0 4

ECTS Credits

10

Name of Lecturer


Pre-requisite(s)

None

Semester/Trimester 1 semester (4 hours theoretical, 4 hours in total)

Course Contents

• Transition from the 19th century to the twentieth

century, the shift in the understanding of poetry • Poetry Of The First Quarter Of The Twentieth

Century, Georgians, the war poets and Thomas Hardy

• Modernism, T. S. Eliot and the modernist poets • The poetry of Yeats and D. H. Lawrence • Political poetry of the 1930s, the Auden generation • Neo-romantic poetry of the 1940s, Dylan Thomas.


At the end of the semester the students will be able to examine the major developments in the twentieth century English poetry, to analyse the contributions of modernism and the changes it makes in poetry, to examine in a comparative context the influence of modernism on the poetry of the 1930s and the 1940s, to recognise and apply the knowledge of poetic developments in reading poems of the twentieth century English poets.


Childs, Peter. (1999). The Twentieth Century in Poetry: A Critical Survey. Routledge.

Featherstone, Simon. (1995). War Poetry: An Introductory Reader. Routledge. Perkins, David. (1987). A History of Modern Poetry: Modernism and After. Harvard: Belknap.


Teaching Method(s) Lecture, presentations, discussion and analysis of poems. Assessment Method(s) Two presentations (20 %+25 %) Contribution and class

participation (30 %), final (25 %)


English


IED 784 20. Century English Novel (till 1950s)


E


4 0 4

ECTS Credits

10

Name of Lecturer


Pre-requisite(s)

_


Course Contents

• The analysis of the philosophical, social and scientific changes and theories in the first half of the 20th century and their impact on the modernist novel,

• The analysis of the ideas and innovations of the writers and philosophers such as Bergson, Jung, Freud, W. James, Woolf and Joyce.

• The definiton of the Modernist elements of the novels chosen for the course,

• The analysis of the experimental techniques in the novels of the significant novelists such as James Joyce, Virginia Woolf, D.H. Lawrence, E.M. Forster, Ford Madox Ford and George Orwell,

• The stylistic and thematic features of the novelists in the 1930s and 1050s, who attampted to revive realistic features in the novel genre.

• The novels chosen for the course: Conrad The Nigger of Narcissus ve Lord Jim, Ford The Good Soldier and Parade’s End, D.H. Lawrence Lady Chatterley’s Lover and Rainbow, Woolf Three Guineas and The Waves, Joyce Ulysses and A Portrait of the Artist as a Young Man, Beckett Trilogy, Waugh A Handful of Dust, Orwell Animal Farm and 1984.


At the end of the course, the students will be able to, • Classify and define the innovative philosophies and ideas

of Bergson, Jung, Freud, W. James, Woolf and Joyce who lived in the first half the 20th century,

• Observe technical and thematic changes in the novels chosen for the course as modernist examples of the novel genre and they are able to analyze and explain the modernist elements of the novels.



Childs, Peter.(2000) Modernism. London: Routledge. Teaching Method(s) Lectures, discussions, individual and group works Assessment Method(s) Midterm I 20%, Midterm II 20%, presentations 20%, Final

Exam %40 Medium of Instruction

English


IED 785 English War Poets


E


4 0 4

ECTS Credits

10

Name of Lecturer


Pre-requisite(s)

None


Course Contents

• War as a topic in literature, • The causes and characteristics of World War I, Britain’s

social and political attitude towards the war, critical controversies about English war poetry,

• The leading World War I poets and their poems: Rupert Brooke, Julian Grenfell, Charles H. Sorley, Wilfred Owen, Siegfried Sassoon, Robert Graves, Edmund C. Blunden, Edward Thomas, Ivor Gurney, Isaac Rosenberg, David Jones, Herbert Read, Robert Nichols, F.W. Harvey, Arthur G. West,

• The women poets and their poems: Vera Brittain, Jessie Pope ve Winifred Letts,

• The World War II poets and their poems: Elizabeth Jennings, Keith Douglas, Hamish Henderson, John Wedge, Charles Robinson and Henry Reed, the.

• Poets who have written about the Falkland War: David Morgan, R.J. Latham.


At the end of the semester the students will be able to recognise “English war poetry,” which holds a special place in 20th-century English poetry in view of the poets’ representation of war through variant feelings and thoughts by relying upon their own individual observations and experiences of a war environment.Moreover, through a study of the poems on World War II and on Falkland War, the students will be able to understand and appreciate the special importance that war poetry has within 20th-century English poetry. Their research and argumentation skills will be enhanced through a further study of the social, political and cultural aspects.

Recommended Banarjee, A. (1976). Spirit above Wars: A Study of the

Reading(s) English Poetry of the Two World Wars, London: Macmillan. Crawford, F. D. (1988). British Poets of the Great War, Selinsgrove: Susquehanna UP. Johnston, John H. (1964). English Poetry of the First World War: A Study in the Evolution of Lyric and Narrative Form, Princeton: Princeton UP.





English


İED 790 Contemporary British Poetry


E


4 0 4

ECTS Credits

10

Name of Lecturer


Pre-requisite(s)

None


Course Contents

• Poetic movements and poets in the second half of the

twentieth century in Britain • The mid-century poetry, Movement poets • Developments in British poetry in the 1970s • Contemporary British poetry, the poetry of the 1980s and

onwards. • Postmodern poetry and political social poetry of tthe

contemporary period. • Plurality in contemporary British poetry


At the end of the semester the students will be able to explain modernism and its place in British poetry, to examine the developments and changes in British poetry after the 1950s and the movement poetry, to analyse and compare the contribution of Ted Hughes and Seamus Heaney to British poetry, to analyse contemporary British poets and the changes they introduce to poetry, to recognise the postmodern, social political contemporary British poetry and its plurality.


Allnutt, Gillian. (1988). The New British poetry, 1968-88. London:Grafton Boks. Day, Gary. (1997). British poetry from the 1950s to the 1990s : politics and art. London:Macmillan.

Parker, Jonathan. (1995). Poetry in Britain and Ireland since 1970. London: British Council.


Teaching Method(s) Lecture, analysis, discussion, comparison and presentation

Assessment Method(s) Two papers/presentations( 20 %+25 %), Class participation and

contribution (30 %), Final (25 %) Medium of Instruction

English


IED 791 English Theatre from the 1950s to the Present


E


4 0 4

ECTS Credits

10

Name of Lecturer


Pre-requisite(s)

None


Course Contents

• Postwar English dramatists and their representative plays

• Dramatic movements of the period

• Themes dealt with in the plays• Forms and techniques used in

the plays • Application of relevant

literary theory in analysing the plays • Thematic and technical

contributions made by the playwrights to the drama of the period


At the end of the semester the students will be able to ...

Develop play- reading strategies, analyse plays with reference to form and content, interpret plays extensively, recognise the peculiarities of the dramatic movements, compare the styles of the dramatists, compare and evaluate the contributions made by the playwrights to drama and to develop an aesthetic awareness of English drama form the 1950s to the present.


Guralnick, E.S. (1996). Guralnick,E.S.(1996). S Sight Unseen: Beckett, Pinter,

Stoppard and other Contemporary Dramatists. Ohio: Ohio U P.

Berney, K. Berney, K.A. (1994). Contemporary British

Dramatists. London: St. James Press.

Zeifman, H. (1993). Contemporary British Drama 1970-1990. London: Macmillan.





English


IED 793 Contemporary British Novel


E


4 0 4

ECTS Credits

10

Name of Lecturer


Pre-requisite(s)

_


Course Contents

• The literary movements and social changes in the 1950s, • Social, cultural and political changes in the 1960s, • The literary movements and social changes in the 1970s, • Postmodern literary theories, • Cultural changes and the social structure of the 1970s,

1980s and 1990s, the debate between the History and the novel genre, fabulation, metafiction, historiographic metafictionmultiplicity, postmodern parody, postmodern conceptualisation of character and author

• Novels:1950s: Kingsley Amis. Lucky Jim, Malcolm Bradbury. Eating People Is Wrong, Graham Greene. The End of the Affair; 1970s till present: John Banville. Dr. Copernicus, Julian Barnes. Flaubert's Parrot, John Fowles. Daniel Martin, A Maggot, William Golding. Paper Men, D.M. Thomas, Lying Together, Graham Swift. Waterland, Peter Ackroyd. Hawksmoor, The Trial of Elizabeth Cree, Penelope Lively. Cleopatra's Sister, Penelope Fitzgerald. The Blue Flower, Jeanette Winterson. Boating For Beginners, The Gut Symmetries, Jim Crace. The Gift of Stones, Patricia Duncker. Hallucinating Foucault, Derek Beaven. Newton's Niece, Ben Okri. Astonishing the Gods,Robert Irwin. The Arabian Nightmare


At the end of the semestre, the students will be able to, • Classify and differentiate the postmodern concepts,

movements and cultural changes from those that took place earlier in the century,

• Define the postmodern features of the novel, • Analyse and appreciate the postmodern novels from the

perspective of postmodern theories and movements.



Teaching Method(s) Lectures, discussions, individual and group works Assessment Method(s) Midterm I 20%, Midterm II 20%, presentations %20, Final

Exam 40% Medium of Instruction

English


İED 794 POPULAR LITERATURE


E


404

ECTS Credits

10

Name of Lecturer


Pre-requisite(s)

-


Course Contents

The study of popılar literature genres such as science fiction,fantasy, horror annd detective stories. • Tolkein Hobbit, Wells Time Machine, Verne Journey to

the Moon, R Graves I Cladius, Rowling Harry Potter and the Philosopher’s Stone, Lewis Chronicles of Narnia, Baigent& Leigh Holy Blood Holy Grail.


At the end of the semester the student will be able to identify The various genre of popular literature,summarise their characteristics,compare and contrast works with each other and with works of the cannon and evaluate them.


. Cawelti,John.(1976) Adventure, Mystery, Romance. UP Chicago. Herbert,Rosemary,ed.(1999) The Oxford Companion to Crime and Mystery. Oxford:UP.




English

7.2. British Cultural Studies GRADUATE COURSES ECTS

1. IKA 601 Introduction to British Cultural Studies 8 2. IKA 602 Society and the Individual in Britain 8 3. IKA 603 British History and Politics 8 4. IKA 604 Nationality and National Identities in Britain 8 5. IKA 605 Multiculturalism 8 6. IKA 606 Women’s Studies 8 7. IKA 607 Introduction to Media Studies 8 8. IKA 608 Language, Culture and Society in Britain 8 9. IKA 610 Culture and Literature in Britain 8 10. IKA 613 Cinema and Culture in Britain 8 11. IKA 615 British Colonial Culture and Literature 8 12. IKA 616 Postcolonial British Literature and Culture 8 13. IKA 701 Literature, Politics and Culture in Britain 10 14. IKA 705 Class and Gender 10 15. IKA 706 British Postcolonial Literature 10 16. IKA 708 Contemporary British Politics and Economy 10 17. IKA 710 Cultural Theory and Criticism 10 18. IKA 712 Comparative Literatures and Cultures 10 19. IKA 715 British Colonial Culture and Literature 10 20. IKA 718 Culture and Environment in Britain 10

21. 7.2.1. Masters in British Cultural Studies Course Code and Title

IKA 601 Introduction to British Cultural Studies


E


4 0 4

ECTS Credits

8

Name of Lecturer


Pre-requisite(s)

None

Semester/Trimester 1 Semester (4 hours theoretical, 4 hours a week in total)

Course Contents

• Definition and history of British Cultural Studies

• Definition(s) of culture, high culture, popular culture • Major principles,terms, theories and interests of British

Cultural Studies • Representation and discourse and ideology • Relationship between culture, discourse, hegemony and

ideology • Consumer culture and the media • Multiculturalism • Postcolonialism


At the end of the semester the students will be able to define and explain the development of British Cultural Studies,. They identify the place of British Cultural Studies in cultural studies and explain its main principles. They define ideology, discourse, representation and apply the theories of these in visual and written texts and contexts. They analyse and criticise cultural representations in given texts and develop a critical and analytical approach.


Turner, Graeme. (1990). British Cultural Studies: An Introduction. Boston: Unwin Hyman.

During, Simon. (1989).A Cultural Studies Reader. London: Routledge.

Barker, Chris. (2000) Cultural Studies: Theory and Practice. London: Sage Publications.

Teaching Method(s) Lecture, presentation, textual analysis and discussion.

Assessment Method(s) Contribution and class participation (25 %),

presentations/papers (50 %), final exam/research paper (25 % )


English


IKA 602 Society and the Individual in Britain


E


4 0 4

ECTS Credits

8

Name of Lecturer


Pre-requisite(s)

None


Course Contents

• Social structure and institutions in contemporary

Britain • Relationship between society and the individual in

contemporary Britain • The individual and gender, the individual and social

class, the individual and education, the individual and the state, the individual and work in contemporary Britain.

• Development of the individual’s relationship with the world and the society

• Britain’s multicultural, multi-racial and multinational structure and the individual

• British culture and the individual • Representations of British society and culture and the

individual in the media and literature


At the end of the semester the students will be able to examine the social structure of contemporary British society, to examine the relevant texts in this context, to analyse the institutional and political system in Britain and its relation to the individual, to analyse the representations of the relationship between the individual and contemporary British society in relation to gender, education,class etc. in the media and literature.


Abercrombie, Nicholas and Alan Warde,. (2000). Contemporary British Society: a new introduction to sociology. Oxford: Polity Pres.

Abercrombie, Nicholas. (2001). Contemporary British Society: Reader. Cambridge:Polity Press. Crick, Bernard R. (1991). National identities : the constitution of the United Kingdom. Oxford: Blackwell Publishers

Teaching Method(s) Lecture, presentations (papers), analysis and discussion of visual and written material.

Assessment Method(s) Two papers ( 50 %),Contribution and class participation (20 %), Final (30 %).


English


İKA 603 British History and Politics


E


4 0 4

ECTS Credits

8

Name of Lecturer


Pre-requisite(s)

None


Course Contents

• Britain as a multi-national state • The British monarchy • The constitution • Parliament • The cabinet and the government • The political parties and the electoral system • Local administrations • The law courts and the judicial system • The law enforcement system • The Church of England


At the end of the semester, students will be able to • conduct scholarly research in the fields of British history

and politics; • look at British history and politics from the point of view

of institutional development; • explain the origins, historical evolution and functions of

these institutions; • approach British history and politics from a critical point

of view; • discuss British history and politics.


Moran, Michael. Politics and Society: An Introduction. London: Macmillan, 1989. Geldart, William. Introduction to English Law. Oxford: Oxford UP, 1991. Smith, Malcolm. British Plolitics, Society and the State since the Late Nineteenth Century. London: Macmillan, 1990.

Teaching Method(s) Lectures, student presentations and in-class discussions Assessment Method(s) 2 formal papers (40 %), participation in class discussions (20 %),

final examination (40 %) Medium of Instruction

English


IKA 604 Nationality and national Identities in Britain


E


4 0 4

ECTS Credits

8

Name of Lecturer


Pre-requisite(s)

None


Course Contents

• Definiton(s) of national identity • British and English national identity • Scottish national identity and its development • Irish national Identity and its development • Welsh national identity and its development • The relationship between national identity and social

class, gender and religion in contemporary Britain


At the end of the semester the students will be able to understand the definition of national identity and the national identity theories, to recognise the multiplicity of national identities in Britain, to recognise the difference between Britishness and Englishness, to examine the Scottish, Irish and Welsh national identities and their historical development, to analyse the relationship between national identity and religion, social class, gender and politics in contemporary Britain.


Crick, Bernard. Ed. (1991). National Identities. The Constitution of the United Kingdom. Blackwell. Miller, David. (1995). On Nationality. Oxford: Clarendon Press.

Other relevant books and articles.

Teaching Method(s) Lecture, presentations, discussion and analysis of texts. Assessment Method(s) Two presentations (25 %+ 25 %), class participation (25 %),

Final (25 %). Medium of Instruction

English


IKA 605 Multiculturalism


E


4 0 4

ECTS Credits

8

Name of Lecturer


Pre-requisite(s)

_


Course Contents

• This course is mainly concerned with the transformation of Britain from a mainly white society into a multicultural society through the influx of immigrants chiefly from the former colonies, and the effect that this transformation has had on the indigenous white population.

• The course deals with different theories of multiculturalism about the issues of class, race, ethnicity, religion and continental and analytical feminism.

• With each of these theoretical perspectives, paradigmatic examples and generalizations are foregrounded.

• The course highlights the progressive change that each minority group, such as Asian, Afro-Carrebian, African, and West Indian, displays within the frame of certain cultural terms such as culture, indigenous culture, subculture, nationality, race, ethnicity, religion, identity, hybridity, hyphenated identity, difference, diversity, assimilation, integration, acculturation, transculturation, melting pot, cultural mosaics plurality and multiculturalism.

çokkültürlülük gibi terimlerin çerçevesinde inceler. Objective of the Course (Learning Outcomes)

At the end of this course, the students will be able to • Define multiculturalism in England and exemplify it in a

variety of situations. • Explain multiculturalism as a concept and a cultural

theory in its historical development by referring to the social, political and literary examples in the 20th and 21th centuries.


• Modood, Tariq. (1992) Not Easy Being British: Colour, Culture and Citizenship. Stoke-on-Trent: Runnymede

Trust. • -----. (1997) The Politics of Multiculturalism in the New

Europe: Racism, Identity and Community. New York: Zed.

• Modood, Tariq. (1997) Ethnic Minorities in Britain:Diversity and Disadvantage. London: Policy Studies Institute.

• Amirthanayagam, Guy. (2000) The Marriage of Continenets: Multiculturalism in Modern Literature. University Press of America: Lanham, Md.

• Angus, Ian H. (1997) A Border Within: National Identity, Cultural Plurality, and Wilderness. McGill-Queen’s University Press: Montreal.

• Baumann, Gerd. (1998) The Multicultural Riddle: Rethinking National, Ethnic, and Religious. Routledge, New York.

• Bennett, David. (1999) Multicultural States: Rethinking Difference and Identity. Routledge: London.

• Clarck, Gordon, ed. (1993) Multiculturalism, Difference and Postmodernism. Melbourne: Longman Uheshire.



English


IKA 606 Women’s Studies


E


4 0 4

ECTS Credits

8

Name of Lecturer


Pre-requisite(s)

None


Course Contents

• Women’s status in England with reference to the socio-economic and political background form the Renaissance to the present

• Women’s rights in different periods • Illustrations of women’s status in fiction and drama • Illustrations of women’s status in non-literary media such

as women’s magazines, men’s magazines, TV, anecdotes, cartoons, etc.

• Feminisms and Feminist theory


At the end of the semester the students will be able to ... Recognise and interpret reflections of women’s status in English literary and non-literary media, analyse differences with regard to specific periods, assess the changing status of women over the ages, apply Feminist theory to texts.


Wandor, M. (1983). On Gender and Writing. London: Pandora Press. Philips, D. (1998). Brave New Causes: Women in British Postwar Fictions. London: Leicester U P.

Bryson, V. (1999). Feminist Debates: Issues of Theory and Political Practice. London: Macmillan.





English

Dersin Kodu ve Adı

İED 607 INTODUCTION TO MEDIA STUDIES


E


404

ECTS Credits

8

Name of Lecturer


Pre-requisite(s)

-


Course Contents

• Introduction to various types of Media in Britain and Turkey,TV, Newspapers and Magazines, Radio, their policies and ideologies. News and Advertisement production policies. Sensure and control mechanisms.


At the end of the semester the student will be able to summarise various types of media:news papers, magazines, TV and Radio channels. Comment on their policies and ideologies . Compare and contrast various mediums and these mediums in Turkey and Britain. Comment on sensure and control policies and evaluate newsmaking and advertisements.


Collins,Richard.( ) Media, Culture and Society. Du Gay, Paul,ed.( ) Production of Culture/Culture of Production. Ciler,Dursun. TV Haberlerinde İdeoloji




English


IKA 608 Language, Culture and Society in Britain


Elective


4 0 4

ECTS Credits

8

Name of Lecturer

Dr.Alev BAYSAL

Pre-requisite(s)

None


Course Contents

.Making meaning, representing things

.Key concepts: culture, popular culture, social classes, language, gender etc .Language and representative theories . Mimetic theories of representation .Contemporary British Society .Post-war British Society .Multi-ethnic Society .Changes in Family Life . Irish, Welsh and Scottish Question


At the end of the semester the students will be able to acquire a broad and in-depth familiarity with the idea of “language”, “culture” and “society” in post-war Britain with social emphasis on dialects, accents, social life, ethnicity, race, gender and class. Thus, students will be able to develop their critical skills and use them efficiently.


BARKER, Chris. Cultural Studies: Theory and Practice.

London:Oxford, 2003 SMITH, Philip. Cultural Theory. London: Oxford,2001 STORRY, Mike (ed) . British Cultural Identities. New

York:Routledge, 2002.





English


IKA 610 Culture and Literature in Britain


E


4 0 4

ECTS Credits

8

Name of Lecturer


Pre-requisite(s)

None


Course Contents

• 20th century English low culture, popular culture, ethnic culture,multiculturalism, colonial and postcolonial culture

• Relevant cultural theory • Illustrations of the above-mentioned topics in fiction and

drama


At the end of the semester the students will be able to ... Recognise the peculiarities of a variety of cultures in England, relate relevant cultural theory, observe and illustrate the reflections of culture in literary work, compare and interpret aspects and practices of different cultures.


Bloom, C. (1993). Literature and Culture in Modern

Britain. London: Longman. Milner, A. (1996). Literature, Culture and Society. London:

UCL Press. Mudrick, M. (1970). On Culture and Literature.

Pittsburgh: Horizon Press.





English

Dersin Kodu ve Adı

İED 613 CINEMA AND CULTURE IN BRITAIN


E


404

ECTS Credits

8

Name of Lecturer


Pre-requisite(s)

-


Course Contents

This course is a close study of British films from different periods as representations of British culture and society. Special emphasis will be put on the adaptations of British literary texts. The course also includes a comparison and contrast in terms of text scripts and the works of some of the major writers in English literature which have been adapted for the cinema.


At the end of the semester the student will be able to summarise various types of media:news papers, magazines, TV and Radio channels. Comment on their policies and ideologies . Compare and contrast various mediums and these mediums in Turkey and Britain. Comment on sensure and control policies and evaluate newsmaking and advertisements.


Collins,Richard.( ) Media, Culture and Society. Du Gay, Paul,ed.( ) Production of Culture/Culture of Production. Ciler,Dursun. TV Haberlerinde İdeoloji




English

Course Code and Title IKA 615 BRITISH COLONIAL CULTURE AND

LITERATURE


E


4 0 4

ECTS Credits

8

Name of Lecturer


Pre-requisite(s)

None


Course Contents

• History of British colonialism • British imperialism • Education, language, social and cultural problems in British colonies • The impact of colonialism on indigenous environments • Representations of colonialism in British literature • Key colonialist concepts


At the end of the semester the students will be able to, recognize British colonies from the 17th to the 20th century, analyze the social and cultural effects of colonization on indigeneous cultures, interpret the ideological and literary dimensions of British imperialism, and define and interpret them in selected literary texts, and explain key concepts related to the process of colonial expansion of Britian.


Dirks, Nicholas B. Ed. (1995). Colonialism and Culture, Ann Arbor: The University of Michigan Press. Thomas, Nicholas. (1994). Colonialism’s Culture: Anthropology, Travel and Government, Princeton, N.J.: princeton University Press. Memmi, Albert. (1967). The Colonizer and the Colonized, Boston: Beacon Press.


(%40) Medium of Instruction English

Course Code and Title IKA 616 POSTCOLONIAL BRITISH CULTURE AND

LITERATURE


E


4 0 4

ECTS Credits

8

Name of Lecturer


Pre-requisite(s)

None


Course Contents

• Introduction to Postcolonial Theory • Key concepts in Colonialism and Postcolonialism • Political and social developments in former British colonies • Neocolonialism, and orientalism • Cultural imperialism and ideological dimensions • Identity, language, gender issues in postcolonial literature


At the end of the semester the students will be able to, identify postcolonial literaures and cultures, recognize the socio-cultural dimensions of neocolonialism and cultural imperialism, interpret postcolonial texts on the effects of British imperialism, and define key concepts related to postcolonial theory and practice.


Ashcroft, Bill, et al., Eds. (1989). The Empire Writes Back: Theory and Practice in Post-Colonial Literatures,

London: Routledge. Tiffin, Chris and Alan Lawson.( 1994). De-scribing Empire:

Post-colonialism and Textuality. London: Routledge. Mongia, P., Ed.(1996). Contemporary Postcolonial Theory, London: Arnold



English

7.2.2. PhD in British Cultural Studies Course Code and Title

IKA 701 Literature, Politics and Culture in Britain


E


4 0 4

ECTS Credits

10

Name of Lecturer


Pre-requisite(s)

None

Semester/Trimester 1 Semester (4 theoretical, 4 hours a week in total)

Course Contents

• The political and cultural background of the post-war Britain

• The relationship between literature, culture and politics

• Reflection of political and socio-cultural developments in literature

• Class and gender in the literature of the 1950s and 1960s and later.

• Reading novel, plays and poetry in relation to culture, literature and politics in a variety of texts from different periods in Britain


At the end of the semester the students will be able to understand the relationship between culture, literature and politics, to examine and understand the theories of the relationship between culture and literature, to analyse novels, poetry and plays in the context of the relationship between culture, literature and politics, to apply, in this context, apply his/her knowledge in different contexts, to understand that culture and literature construct each other in a mutually dependent way and contibute to the development of each other.


Abercrombie, Nicholas. (2001). Contemporary British Society: Reader. Cambridge: Polity Press Addison, Paul. (1995) Now the war is Over: A Social History of Britain 1945-1951. London: Pimlico.

Sinfield, Alan. (1997). Literature, Politics and Culture in Postwar Britain.London: Athlone Press. Other relevant books and articles

Teaching Method(s) Lectures, presentations, discussion and text analysis

Assessment Method(s) Two midterms (25%+ 25%), Class discussions and contributions

(25 %), Final exam/paper (25 %)


English


IKA 705 Class and Gender


E


4 0 4

ECTS Credits

10

Name of Lecturer


Pre-requisite(s)

None


Course Contents

• Social classes in English society from the 18th century to

the present • Gender in English society from the 18th century to the

present • Interaction of different genders • Interaction among social classes • Interaction of class and gender in forming identity • Evaluation of issues related to class and gender with

regard to the socio-cultural and political background of different ages

• Illustrations of class and gender in English fiction and drama


At the end of the semester the students will be able to ... Recognise the peculiarities of different classes and gender in England since the 18th century to the present, observe the interaction of classes and gender in a selection of English novels, short stories and plays, interpret these interactions and evaluate them with reference to their socio-cultural and political background and develop a comparative and critical view point regarding these concepts.


Batlseer, J. (1985). Rewriting English: Cultural Politics of Gender and Class. London: Methuen. Kimmel, M. (2003). The Gendered Society Reader. New York: Oxford U P. Alcoff, L. (2003). Identities: Race, Class, Gender and Nationality. Malden, MA: Blackwell Pub.





English

Course Code and Title IKA 706 BRITISH POSTCOLONIAL CULTURE


E


4 0 4

ECTS Credits

10

Name of Lecturer


Pre-requisite(s)

None


Course Contents

• Postcolonial Theorists • Orientalism and its social effects • Postcolonial social and political structures • The impact of imperialism on the cultures of former British colonies • Problems of immigration • Multiculturalism


At the end of the semester the students will be able to, explain the changes in the social structures of nations after decoloniaztion, recognize their cultures, interpret cultural imperialism in a postcolonial context, and analyze postcolonial theoy.


Childs, Peter and Patrick Williams. (1997). An Introduction to Post-Colonial Theory, London: Longman.

Moore-Gilbert, Bart. Ed. (1997). Postcolonial Criticism, London: Longman.

Ashcroft, Bill, et al. (1998). Key Concepts in Post-Colonial Studies. London: Routledge



English


İKA 708 Contemporary British Politics and Economy


E


4 0 4

ECTS Credits

10

Name of Lecturer


Pre-requisite(s)

None


Course Contents


• At the outset, a comprehensive overview of the social, political, economic and international developments in post-war Britain is given;

• The post-war “welfare state” policies, the policies of the Conservatives in power from the early 1950s and their social and economic effects, the Cold War, which was becoming a serious international threat in the 1950s, and its the effects of on the British economy and politics, and the social, political, economic, and international developments in Britain in the 1960s, which was also a period of the Labour government, are studied comprehensively and in a historical perspective;

• All this is followed by a close study of the political, economic, social and international developments in Britain in the 1970s, with particular emphasis on the oil crisis, the political activities of the trade unions, and the Conservative-Labour conflicts;

• Then, the Thatcher era, beginning in 1979, and the radical economic policies, international developments, and social changes in Britain during this era (privatization, retrenchment of public expenditure, the Falkland crisis and war, statutory and political restrictions imposed on trade union activities, radical measures to control the working life, and so forth) are studied extensively and in depth;

• The Britain-EU relations are also focused on • A full review of the social, political, economic, and

cultural developments in the post-Thatcherite period and under the Blair governments down to the present

constitutes the final chapter of the Course.


At the end of the semester, the students will be able to acquire a full perspective of the changing political, economic, and social circumstances in Britain from the post-war period down to the present Blair administration, become fully familiar with the domestic and international developments during this long period of time, evaluate the effects and outcomes of government changes, Conservative and Labour economic and international policies, know about the impact on politics and the economy of trade union activities and other social groups, and, thus, have a working and critical knowledge of Britain’s contemporary politics and economy.


R.M. Punnet (1987), British Government and Politics N.F.R. Crafts et al. (ed.), The British Economy Since 1945 Peter Jenkins (1990), Mrs. Thatcher’s Revolution: The

Ending of the Socialist Era M. Beloff and G. Peele (1985), The Government of the

United Kingdom: Political Authority in A Changing Society

H. Drucker et al. (1986), Developments in British Politics B. Jones and D. Kavanagh (1983), British Politics Today Ian Budge et al. (1983; rpt., 1988), The Changing British

Political System: Into the 1990s Bill Coxall and Lynton Robins (1989), Contemporary British

Politics: An Introduction Alan Ball (1971), Modern Politics and Government Ivan Reid (1989), Social Differences in Britain Frank O’Gorman (1986), British Conservatism Philip Gabriel and Andrew Maslen (1986), British Politics Dennis Kavanagh (1987), Thatcherism and British Politics:

The End of Consensus Michael Moran (1985; rpt., 1989) Politics and Society: An

Introduction Dennis Kavanagh and Anthony Seldon (ed.; 1989), The

Thatcher Effect Teaching Method(s) Lectures, in-class discussions, and comprehensively research-




English


İKA 710 Cultural Theory and Criticism


E


4 0 4

ECTS Credits

10

Name of Lecturer


Pre-requisite(s)

Yok

Semester/Trimester 1 Yarıyıl (4 saat (kuramsal)/hafta)

Course Contents


• The term “culture” and its sub-categories such as “high culture,” “popular culture,” and/or “mass culture,” are defined, analyzed and discussed theoretically and historically in all aspects;

• The dimensions and philosophical essentials of cultural theory and criticism are focused on with reference to contemporary theoreticians;

• Then, within this framework of reference are studied, with illustrations from relevant texts, a wide range of cultural concepts and terms such as class, gender, identity, marginality, otherness, stereotyping, subjectivity, alienation, exile, power, politics, colonialism, postcolonialism, mimicry, hegemony, Orientalism, popular culture, and so on.


At the end of the semester, the students will be able to define and discuss the term “culture” and its sub-categories such as “high culture,” “popular culture,” and/or “mass culture, understand the philosophical and other aspects of cultural theory and criticism, have a critical understanding of the ideas and arguments of contemporary cultural theoreticians, develop their own critical and analytical skills, illustrate the cultural terms and concepts through the use of relevant literary material and texts, and, especially know about in depth such concepts as colonialism, postcolonialism, and Orientalism.

Recommended Anthony Giddens et al., eds. Polity Reader in Cultural

Reading(s) Theory. Cambridge: Polity,1994. Collier, Peter, and Helga Geyer-Ryan. Literary Theory

Today. Cambridge: Polity, 1990. During, Simon, ed. The Cultural Studies Reader. 2nd ed.

London and New York: Routledge, 1993. Grossberg, Lawrence. Bringing It All back Home: Essays on

Cultural Studies. Durham, NC, and London: Duke UP, 1997.

LaCapra, Dominick. Soundings in Critical Theory. Ithaca and London: Cornell UP, 1989.

Leitch, Vincent B. Cultural Criticism, Literary Theory, Poststructuralism. New York: Columbia UP, 1992.

Storey, John, ed. What is Cultural Studies? A Reader. London: Arnold,1996.

Said, Edward W.. Orientalism (1979). Said, Edward W., Culture and Imperialism (1993).





English


İKA 712 COMPARATIVE LITERATURES AND CULTURES


E


404

ECTS Credits

10

Name of Lecturer


Pre-requisite(s)

-


Course Contents

Comparative study of issues of adultery,divorce and slaverey and the rights of the coloured in different cultures and their reflection in literary works. Flaubert Emma Bovary,Tolstoy Anna Karenina, Uşaklıgil Aşk-I Memnu. Samiş Paşazade Sezai Sergüzeşt, Baldwin Blues for Mister Charlie, Langston Hughes, Sonia Sanchez.


At the end of the semester the student will be able to comment on the cultural differences and reactions to adultery, divorce and slavery in different culture, compare and contrast them and comment on similarities and differences of perception and representation.


Bernheiner, C.(1995) Comparative Literature in the Age of Multiculturalism Marotti, A.F.(1993) Reading with a Difference:Gender Race and Cultural Identity Mudrick, Marvin.(1970) On Culture and Literature




English

Course Code and Title IKA 715 BRITISH COLONIAL CULTURE AND

LITERATURE


E


4 0 4

ECTS Credits

10

Name of Lecturer


Pre-requisite(s)

None


Course Contents

• History of British colonialism • British imperialism • Education, language, social and cultural problems in British colonies • The impact of colonialism on indigenous environments • Representations of colonialism in British literature • Key colonialist concepts


At the end of the semester the students will be able to, recognize British colonies from the 17th to the 20th century, analyze the social and cultural effects of colonization on indigeneous cultures, interpret the ideological and literary dimensions of British imperialism, and define and interpret them in selected literary texts, and explain key concepts related to the process of colonial expansion of Britian.


Dirks, Nicholas B. Ed. (1995). Colonialism and Culture, Ann Arbor: The University of Michigan Press. Thomas, Nicholas. (1994). Colonialism’s Culture: Anthropology, Travel and Government, Princeton, N.J.: princeton University Press. Memmi, Albert. (1967). The Colonizer and the Colonized, Boston: Beacon Press.



English

Course Code and Title IKA 718 CULTURE AND ENVIRONMENT IN BRITAIN


E


4 0 4

ECTS Credits

10

Name of Lecturer


Pre-requisite(s)

None


Course Contents

Main contents of the course will include discussing Deep Ecology, ecofeminst approaches, environmentalist ethics, ecological consciousness, nature/culture dualism, anthropocentrism and ecocentrism, ecocritical ideas and texts, ecosophy, past and present cultural interpretations of non-human nature, Western attitudes to the major environmentalist issues, and recent philosophical debates on various environmentalist positions. Emphasis will be put on the enviromental themes in nonfictional essays, novels and poetry to examine how cultural attitudes towards the environment are formed. The methodology of ecocriticism will be used in examining culture-nature relations.


The aim of this course is to explore the contemporary multicultural perspectives in Britain on the issue of how culture and nature are beneficently and maleficently intertwined through a broad range of ecocritical texts and nature writings which focus on the relationship between human beings, culture and the environment. The course aims at developing an ecologically oriented approach in the intepretation of the discourses of the Humanities and to develop the students' ability to critically interpret the environmentalist issues in cultural and literary texts and discourses with high awareness towards possible solutions.


George Sessions (ed). Deep Ecology for the 21st Century (1995)Arne Naess . Ecology, Community and Lifestyle (1989)Peter C. List. Radical Environmentalism (1992)Carolyn Merchant. The Death of Nature (1983)I. G. Simmons. Interpreting Nature: Cultural Constructions of the Environment (1993)Arran E. Gare. Postmodernism and the Environmental Crisis (1995)Cheryll

Glotfelty and Harold Fromm (eds). The Ecocriticism Reader (1996)Patrick D. Murphy. Literature, Nature, and Other: Ecofeminist Critiques. (1995)Graeme Turner. British Cultural Studies (1990)



English

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HACETTEPE UNIVERSITY FACULTY OF LETTERS · PDF fileAlev Baysal, PhD (Hacettepe) - British Novel, British Cultural Studies , Literary Translation Cristante, Nevio, PhD (METU)- Research