hacettepe university - Hacettepe Üniversitesi İngiliz Dili ve Edebiyatı

Transkript

HACETTEPE UNIVERSITY
FACULTY OF LETTERS
DEPARTMENT OF ENGLISH
LANGUAGE AND LITERATURE
(BEYTEPE CAMPUS)
EUROPEAN CREDIT TRANSFER
SYSTEM
INFORMATION
PACKAGE
FOR THE ACADEMIC YEAR 2012-13
CONTENTS
1. GENERAL INFORMATION
1.1. Department
1.2. Socrates-Erasmus Team
1.3. Staff Members and Their Research Fields
2. STUDY AND RESEARCH AT THE DEPARTMENT
2.1. Educational and Professional Goals
2.2. Student Numbers
2.3. Major Fields of Study and Research
2.4. Educational Facilities
2.5. Degree Programmes
3. ENTRANCE REQUIREMENTS
3.1. Entrance Requirements for Undergraduate Studies
3.2. Entrance Requirements for Masters Studies
3.3. Entrance Requirements for Doctoral Studies
4. STUDENT ASSESSMENT METHODS AND GRADING SYSTEM
4.1. Student Assessment Methods
4.2. Grading System
5. STRUCTURE OF THE DEGREE PROGRAMMES IN EFFECT
5.1. The Structure of the Undergraduate Programme
5.2. The Structure of the Graduate Studies
5.3. Credit Requirements and Time Limits for the Degree Programmes
6. UNDERGRADUATE PROGRAMMES AND DESCRIPTIONS
6.1. Courses and Credits
7. GRADUATE PROGRAMMES AND DESCRIPTIONS
7.1. English Language and Literature
7.1.1. Masters in English Language and Literature
7.1.2. PhD in English Language and Literature
7.2. British Cultural Studies
7.2.1. Masters in British Cultural Studies
7.2.2. PhD in British Cultural Studies
1. GENERAL INFORMATION
1.1. The Department
Head of Department: Prof.Dr. Burçin Erol
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: Asst. Prof. Dr. Alev Karaduman
Telephone : (+90) (312) 297 84 75 E-mail : [email protected]
Department ECTS Coordinator: Asst. Prof. Dr. Alev Karaduman Telephone : (+90) (312)
297 84 75 E-mail
: [email protected]
Assistant Coordinator: Res.Asst. Hande Dirim Telephone : (+90) (312) 297 84 75 E-mail
: [email protected]
1.3. Staff Members and Their Research Fields
Professors: 3
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: 3
Huriye Reis, PhD (Liverpool) - Medieval English Literature, Seventeenth Century
English Literature, British Poetry, Literary Theory and Criticism, and British Cultural
Studies
Hande Seber, PhD (Hacettepe) - Renaissance English Literature, British Poetry, British
Cultural Studies
Aytül Özüm, PhD (Hacettepe) - British Novel, Literary Theory and Criticism, British
Cultural Studies
Assistant Professors: 2
Şebnem Kaya, PhD (Hacettepe) - British Drama, American Drama, Short Story, and
British Cultural Studies
Alev Karaduman, PhD (Hacettepe) - British Novel, British Cultural Studies , Literary
Translation
Lecturers: 1
Sinan Akıllı, PhD (Hacettepe) - British Novel, British Cultural Studies , Literary Translation
Research Assistants: 4
Pınar Taşdelen, MA (Hacettepe) - Medieval English Literature, Gender Studies, British
Poetry,
İmren Yelmiş, PhD (Hacettepe) – British Cultural Studies
Merve Sarı (Hacettepe) – British Poetry, Science Fiction
Emine Seda Çağlayan, PhD (Hacettepe) – in Progress
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 wellknown 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
85-89
75-84
70-74
65-69
60-64
55-59
A1
A2
B1
B2
C1
C2
D1
4.0
3.5
3.0
2.5
2.0
1.5
1.0
Successful, (both masters and Ph.D students)
Successful, (both masters and Ph. D students)
Successful, (both masters and Ph. D students)
Successful, (only masters students)
Successful, (only masters students)
Failed (both levels)
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
Programme
-Undergraduate studies
-Masters studies
-Doctoral studies
Credits
128
21
21
Time limits (in semesters)
minimum
maximum
8
14
4
6
8
12
6. UNDERGRADUATE PROGRAMMES AND DESCRIPTIONS
6.1. Compulsory and Elective Courses and Descriptions
COMPULSORY COURSES
FIRST YEAR
IED 134
IED 141
IED 142
IED 143
IED 151
IED 152
Study Skills and Research Techniques
Mythology
Classical Literature
Introduction to Literature
Introduction to Britain I
Introduction to Britain II
SECOND YEAR
IED 233
Speech and Communication Skills
IED 257
Life and Society in Britain
IED 258
British Popular Culture
IED 261
Introduction to Culture Studies
IED 272
British Poetry and Prose I
IED 281
Short Story
IED 282
British Novel I
ECTS
6
6
6
6
6
6
ECTS
6
6
6
6
6
6
6
THIRD YEAR
IED 337
Translation III
IED 365
British Drama I
IED 366
Shakespeare
IED 368
British Drama II
IED 373
British Poetry and Prose II
IED 376
British Poetry and Prose III
IED 387
British Novel II
IED 388
British Novel III
ECTS
6
6
6
6
6
6
6
6
FOURTH YEAR
IED 441
Literary Theory and Criticism I
IED 444
Literary Theory and Criticism II
IED 463
British Drama III
IED 466
British Drama IV
IED 475
British Poetry and Prose IV
IED 478
British Poetry and Prose V
IED 485
British Novel IV
ECTS
6
6
6
6
6
6
6
ELECTIVE COURSES
IED 131
IED 132
IED 135
IED 138
IED 146
IED 147
IED 231
IED 248
IED 280
IED 293
IED 296
IED 348
IED 357
IED 380
IED 381
IED 383
IED 384
IED 391
IED 393
IED 398
IED 447
IED 490
IED 492
IED 493
IED 497
IED 498
Writing Skills
Spoken English
Advanced English Grammar
Reading Skills II
Native Sources of British Literature
Reading Skills I
Translation I
Translation II
Readings in Children’s Literature
Survey of American History and Culture
American Drama
Translation IV
Gender Studies in Literature
Readings in Western Philosophy
Types of Non-Fictional Narrative
Contemporary English Lyrics (Song Lyrics)
Literature and Science Fiction
Letters and Diaries
Literature in Film Studies
American Poetry
Comparative Literature
Postmodern Novel
Evaluations of Drama
Comparative Drama
Translation (Texts of Law, Politics and Economics)
American Novel
ECTS
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
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
303
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)
Assessment Method(s)
Medium of Instruction
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.
Workshops (15%), two midterms (35%) and a final (50%).
English
IED 132 Spoken English
Type of Course
(Compulsory or Elective) Elective
Number of Credits
Allocated
303
ECTS Credits
6
Name of Lecturer
Ozlem Aydın
Pre-requisite(s)
none
Semester/Trimester
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
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.
(Learning Outcomes)
Recommended
Reading(s)
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
Group workshops (10 %), two midterms (40 %) and a final
(50%).
English
IED 134 Research Tehniques
Type of Course
(Compulsory or Elective) C
Number of Credits
Allocated
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
•
•
•
•
•
•
(Learning Outcomes)
Recommended
Reading(s)
Teaching Method(s)
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.
Lecturing, Group workshops, individual research.
2 Midterms %40, , Group presentations %10,
Final exam %50.
English
IED 135 Advanced English Grammar
Type of Course
(Compulsory or Elective) E
Number of Credits
Allocated
303
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
(Learning Outcomes)
Recommended
Reading(s)
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
2 Midterms (% 50) and 1 Final (% 50).
English
İED 138 Reading Skills II
Type of Course
(Compulsory or Elective)
E
Number of Credits
Allocated
303
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
(Learning Outcomes)
Recommended
Reading(s)
•
•
•
•
•
•
•
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
2 midterms (50 %), final examination (50 %)
English
İED 141 Mythology
Type of Course
Number of Credits
Allocated
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.
(Learning Outcomes)
Recommended
Reading(s)
Teaching Method(s)
Hamilton, Edith.(1969) Mythology. Ontario:Mentor
Estin,Colette & Helene Laporte.(2002) Yunan ve Roma
Mitolojisi. Ankara: TUBİTAK
Lectures illustrated with slides and films, discussion, individual
research and/or project
2 midterms 40 %, project and /or research 10% ,final 50 %
English
Type of Course
Number of Credits
Allocated
İED 142 Classical Literature
Compulsory
303
ECTS Credits
6
Name of Lecturer
Prof.Dr. Himmet Umunç
Pre-requisite(s)
None
Semester/Trimester
1 Semester (3 hours theoretical/Week)
Course Contents
•
•
•
•
•
•
•
•
•
•
•
•
•
(Learning Outcomes)
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.
Recommended
Reading(s)
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.
2 mid-term written examinations (%25 and %25), final
examination (%40), research and presentation (%10)
English
Type of Course
Number of Credits
Allocated
IED 143 Introduction to Literature
Compulsory
303
ECTS Credits
6
Name of Lecturer
Dr.Alev BAYSAL
Pre-requisite(s)
None
Semester/Trimester
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
(Learning Outcomes)
Recommended
Reading(s)
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
Teaching Method(s)
presentations.
English
IED 146 Sources of British Literature
Type of Course
Number of Credits
Allocated
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
(Learning Outcomes)
Recommended
Reading(s)
•
•
•
Celtic culture and mythology,
Scandinavian culture and mythology,
Basic knowledge about the Bible and Christianity.
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
2 mid-term exams (40%), term paper (10%), ve final exam(50)
%.
English
İED 147 Reading Skills I
Type of Course
E
Number of Credits
Allocated
303
ECTS Credits
6
Name of Lecturer
Pre-requisite(s)
None
Semester/Trimester
Course Contents
(Learning Outcomes)
Recommended
Reading(s)
•
•
•
•
•
•
•
Vocabulary
Word formation
Multiple choice exercises
Summary writing
Comprehension exercises
In-other-words drills
Discussion
• 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
2 midterms (50 %), final examination (50 %)
English
İED 151 Introduction to Britain I
Type of Course
C
Number of Credits
Allocated
303
ECTS Credits
6
Name of Lecturer
Pre-requisite(s)
None
Semester/Trimester
Course Contents
•
•
•
•
(Learning Outcomes)
Recommended
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)
• 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,
Reading(s)
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
2 midterms (40 %), student presentation (10 %), final
examination (50 %)
English
İED 152 Introduction to Britain II
Type of Course
C
Number of Credits
Allocated
303
ECTS Credits
6
Name of Lecturer
Pre-requisite(s)
None
Semester/Trimester
Course Contents
•
•
•
(Learning Outcomes)
Recommended
Reading(s)
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)
• 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.
Teaching Method(s)
examination (50 %)
English
Code and name of course
TKD 103 Turkish Language I
Type of Course
Requisite
Credite of Course
202
ECTS Credite of Course
4
Course Lecture
Determined by Department
Pre-requiste
None
Course Lenght
Course Content
Course Objectives
(Learning outcomes)
1 semester (4 theoretical, 4 hours week).
•
•
•
•
•
•
•
Definition of language, language and culture
Languages in the world and Turkic languages
Historical development of Modern Turkish
Spelling
Phonetic
Morphology
Syntax
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
202
ECTS Credite of Course
4
Course Lecture
Determined by Department
Pre-requiste
None
Course Lenght
Course Content
Course Objectives
(Learning outcomes)
1 semester (4 theoretical, 4 hours week).
•
•
•
•
•
•
Common mistakes in usage of language
Written expression
Genres of written expression
Oral expression
Genres of oral expression
Preparation of scientific writings
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
Type of Course
Number of Credits
Allocated
IED 231 Translation I
Elective
303
ECTS Credits
6
Name of Lecturer
Dr.Alev BAYSAL
Pre-requisite(s)
None
Semester/Trimester
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
(Learning Outcomes)
Recommended
Reading(s)
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
FRANCE,
Güher
Translation as an integrated
approach
in
elt.
The Department of Teaching
Eng Ankara 2006
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
Teaching Method(s)
presentations.
English
IED 233 Speech and Communication Skills
Type of Course
(Compulsory or Elective) Compulsory
Number of Credits
Allocated
303
ECTS Credits
6
Name of Lecturer
Ozlem Aydın
Pre-requisite(s)
None
Semester/Trimester
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
(Learning Outcomes)
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.
Recommended
Reading(s)
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
Speeches (oral presentations) (60 %), final exam (40 %)
English
Type of Course
Number of Credits
Allocated
IED 248 Translation II
Elective
303
ECTS Credits
6
Name of Lecturer
Dr.Alev BAYSAL
Pre-requisite(s)
None
Semester/Trimester
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
(Learning Outcomes)
Recommended
Reading(s)
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,
Katzner,
Schaffner,
Yılmaz.
Translation methods = çeviri
metotları.
Alfa Bursa 2002
Kenneth.
The Languages of the world
Routledge London 2003
Christina.
Translation in the global
village
Multilingual
Matters
Clevedon, U.K. 2000
Teaching Method(s)
presentations.
English
İED 257 LIFE AND SOCİETY IN BRITAIN
Type of Course
Number of Credits
Allocated
303
ECTS Credits
6
Name of Lecturer
Pre-requisite(s)
Semester/Trimester
1 semester(3 hours theoretical,3 credits)
Course Contents
•
•
•
•
(Learning Outcomes)
Recommended
Reading(s)
Teaching Method(s)
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
Lectures illustrated with slides and films, discussion, individual
research and/or project
English
IED 258 British Popular Culture
Type of Course
Number of Credits
Allocated
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
•
•
•
•
•
•
(Learning Outcomes)
Recommended
Reading(s)
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.
and sports.
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.
2 Midterms %40, Group presentations %10,
Final exam %50.
English
IED 261 Introduction to Culture Studies
Type of Course
Number of Credits
Allocated
ECTS Credits
303
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
(Learning Outcomes)
Recommended
Reading(s)
•
•
•
•
•
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
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.
Two midterms (50 %), final examination (50 %)
English
IED 272 British Poetry and Prose I
Type of Course
Number of Credits
Allocated
3 0 3
ECTS Credits
6
Name of Lecturer
Pre-requisite(s)
None
Semester/Trimester
Course Contents
•
•
•
•
(Learning Outcomes)
Recommended
Reading(s)
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”)
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
Type of Course
Number of Credits
Allocated
303
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
(Learning Outcomes)
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.
Recommended
Reading(s)
May,C. (1994). The New Short Story Theories. Athens: Ohio
ry 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
2 mid-term exams (40%), presentation/term-paper (10%) and a
final exam (50%).
English
IED 282 English Novel I
Compulsory
Type of Course
303
Number of Credits
Allocated
6
ECTS Credits
Name of Lecturer
Dr.Alev BAYSAL
Pre-requisite(s)
None
Semester/Trimester
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
(Learning Outcomes)
Recommended
Reading(s)
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,
Dennis,
Teaching Method(s)
Patrick,
A companion to the Victorian
novel
Blackwell
Oxford, UK
2005
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.
English
IED 293 AMERICAN CULTURE AND HISTORY
Elective
Type of Course
Number of Credits
Allocated
303
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)
(Learning Outcomes)
Recommended
Reading(s)
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
Two midterms (%50) and Final Exam (%50)
English
İED 296 American Drama
Type of Course
E
Number of Credits
Allocated
303
ECTS Credits
6
Name of Lecturer
Pre-requisite(s)
None
Semester/Trimester
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
(Learning Outcomes)
Recommended
Reading(s)
• 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.
Teaching Method(s)
examination (50 %)
English
Course Code
Tıtle:
Course Type
Course Credit
and AİT 100, 103, 203 Atatürk’s Principles and the History of the Turkish
Revolution
Compulsory
2
ECTS Credits
Lecturer
Prerequisite(s)
Course Length
Course content:
Course Objectives
Reading List
Assessment methods:
Language of lecture
2
Institute members
None
One semester(2 Hours)
*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
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
-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
for each semester 2 theoretical midterms (25 %) and 1 theoretical final
examination (50%).
Turkish
Course Code and Tıtle: AİT 100, 104, 204Atatürk’s Principles and the History of the Turkish
Revolution
Compulsory
Course Type
2
Course Credit
ECTS Credits
Lecturer
Prerequisite(s)
Course Length
Course content:
Course Objectives
Reading List
Assessment methods:
Language of lecture
2
Institute members
None
One semester(2 Hours)
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)
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.
-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
for each semester 2 theoretical midterms (25 %) and 1 theoretical final
examination (50%).
Turkish
IED 337 Translation III
Type of Course
Number of Credits
Allocated
303
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
•
•
•
•
•
•
•
(Learning Outcomes)
Recommended
Reading(s)
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),
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
Midterm I 25%, Midterm II 25%, Final Exam 50%
English
IED 348 Translation IV
Type of Course
Number of Credits
Allocated
303
ECTS Credits
6
Name of Lecturer
Pre-requisite(s)
_
Semester/Trimester
Course Contents
•
•
•
•
•
•
•
•
(Learning Outcomes)
Recommended
Reading(s)
Translation methods,
Responsibilities of translator,
Difficulties in literary translation,
Translation of extracts chosen various short stories (from
Translation of texts chosen from various novels (from
Translation of extracts chosen from various poems (from
Translation of extracts chosen from various plays (from
Translation of extracts chosen from various types of nonfiction narratives (from Turkish to English and from
English to Turkish).
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)
Midterm I 25%, Midterm II 25%, Final Exam 50%
English
İED 365 British Drama I
Type of Course
C
Number of Credits
Allocated
303
ECTS Credits
6
Name of Lecturer
Pre-requisite(s)
None
Semester/Trimester
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
•
•
•
•
(Learning Outcomes)
Recommended
Reading(s)
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)
• 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)
examination (50 %)
English
IED 357 gender Studies in English Literature
Type of Course
Number of Credits
Allocated
ECTS Credits
E
303
6
Name of Lecturer
Associate Prof. Dr. Huriye Reis
Pre-requisite(s)
None
Semester/Trimester
Course Contents
•
•
•
•
•
•
(Learning Outcomes)
Recommended
Reading(s)
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
Two mid-terms (25 % each, total 50%) , final exam (50%)
English
Type of Course
Number of Credits
Allocated
İED 366 Shakespeare
Compulsory
303
ECTS Credits
6
Name of Lecturer
Pre-requisite(s)
None
Semester/Trimester
Course Contents
•
•
•
•
•
•
•
•
(Learning Outcomes)
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.
Recommended
Reading(s)
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.
Teaching Method(s)
presentations.
English
IED 368 English Drama II
Type of Course
Number of Credits
Allocated
303
ECTS Credits
6
Name of Lecturer
Pre-requisite(s)
None
Semester/Trimester
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
(Learning Outcomes)
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.
Recommended
Reading(s)
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
2 mid-term exams (40%), presentation/term-paper (10%) and a
final exam (50%).
English
IED 373 British Poetry and Prose II
Type of Course
Number of Credits
Allocated
3 0 3
ECTS Credits
6
Name of Lecturer
Pre-requisite(s)
None
Semester/Trimester
Course Contents
•
•
•
•
•
•
•
•
•
(Learning Outcomes)
Recommended
Reading(s)
History, culture and literature of the 17th century,
History, culture and literature of the 18th century,
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.
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.
Teaching Method(s)
%.
English
IED 376 British Poetry and Prose III
Type of Course
Number of Credits
Allocated
3 0 3
ECTS Credits
6
Name of Lecturer
Pre-requisite(s)
None
Semester/Trimester
Course Contents
•
•
•
•
•
•
(Learning Outcomes)
Recommended
Reading(s)
History, culture and literature of the late 18th, and the
19th centuries,
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.
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.
Teaching Method(s)
%.
English
Type of Course
Number of Credits
Allocated
IED 381 Types of Non-Fiction
Elective
303
ECTS Credits
6
Name of Lecturer
Dr.Alev BAYSAL
Pre-requisite(s)
None
Semester/Trimester
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
(Learning Outcomes)
Recommended
Reading(s)
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,
them efficiently.
Campbell,
Lawrence,
Siegel,
Matthew
Memory and memorials,
1789-1914 : literary and
cultural
perspectives
Routledge
London ;New
Yor 2000
Karen,
Penelope voyages : women
and travel in the British
literary
tradition
Cornell University Press
Ithaca, N.Y. 1994
Kristi,
Gender, genre, and identity in
women's
travel
writing
P. Lang New York 2004
Teaching Method(s)
presentations.
English
Type of Course
Number of Credits
Allocated
ECTS Credits
Name of Lecturer
Pre-requisite(s)
Semester/Trimester
Course Contents
(Learning Outcomes)
Recommended
Reading(s)
IED 387 English Novel II
Compulsory
303
6
Dr.Alev BAYSAL
None
.19th century background
.Realism, naturalism, social, philosophical, and scientific
developments,
.Victorian values and imperialism
. Major novelists of the period and their works
characteristics of the 19th century England through the in
depth analysis of the novels related to this period. Thus,
them efficiently.
Cohen,
Jenkins,
Teaching Method(s)
Monica
F.
0521591414
Professional domesticity in
the Victorian novel : women,
work,
and
hom
Cambridge, U.K. 1998
Alice,
Rereading Victorian fiction
Palgrave [Houndmills, Ba
2000
Raitt,
Suzanne.
May Sinclair : a modern
Victorian
Clarendon Press ;Oxford
Univer Oxford :Oxford
2000
presentations.
English
IED 388 English Novel III
Type of Course
Number of Credits
Allocated
303
ECTS Credits
6
Name of Lecturer
Pre-requisite(s)
_
Semester/Trimester
Course Contents
•
•
•
(Learning Outcomes)
Recommended
Reading(s)
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.
• 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.
Midterm I. 25%, Midterm II. 25%, Final Exam 50%
English
İED 398 AMERICAN POETRY
Type of Course
Number of Credits
Allocated
303
ECTS Credits
6
Name of Lecturer
Pre-requisite(s)
Semester/Trimester
Course Contents
(Learning Outcomes)
Recommended
Reading(s)
Teaching Method(s)
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
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.
Lectures illustrated with films, discussion, individual research
and/or project
English
Type of Course
Number of Credits
Allocated
İED 441 Literary Theory and Criticism I
Compulsory
303
ECTS Credits
6
Name of Lecturer
Pre-requisite(s)
None
Semester/Trimester
Course Contents
•
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 indepth 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
(Learning Outcomes)
• 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).
early 2oth century, with particular reference to Sidney,
Ben Jonson, Dryden, Johnson, the Romantics, Arnold,
and TS Eliot.
Recommended
Reading(s)
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.
Teaching Method(s)
presentations.
English
IED 444 CONTEMPORARY LITERARY THEORY AND
CRITICISM II
Compulsory
Type of Course
Number of Credits
Allocated
303
ECTS Credits
6
Name of Lecturer
Pre-requisite(s)
None
Semester/Trimester
One Semester
Course Contents
• Introduction to contemporary literary theory and criticism
• The New Criticism, Russian Formalism, Structuralism, PostStructuralism, the New Historicism, Hermeneutics, ReaderResponse 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
(Learning Outcomes)
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
Recommended
Reading(s)
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)
English
İED 447 COMPARATIVE LITERATURE
Type of Course
Number of Credits
Allocated
303
ECTS Credits
6
Name of Lecturer
Pre-requisite(s)
Semester/Trimester
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
(Learning Outcomes)
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
Recommended
Reading(s)
Blackham,H.J.(1985) The Fable as Literature. London:
Athalon
Teaching Method(s)
and/or project
English
IED 448 POSTCOLONIAL BRITISH LITERATURE
Compulsory
Type of Course
Number of Credits
Allocated
303
ECTS Credits
6
Name of Lecturer
Pre-requisite(s)
None
Semester/Trimester
One Semester
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
(Learning Outcomes)
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.
Recommended
Reading(s)
-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)
English
İED 463 British Drama III
Type of Course
C
Number of Credits
Allocated
303
ECTS Credits
6
Name of Lecturer
Pre-requisite(s)
None
Semester/Trimester
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
(Learning Outcomes)
Recommended
Reading(s)
• define the representative dramatic movements seen in
Britain from the 1950s to 1980;
• categorise the British plays written between the 1950s
and 1980;
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.
Teaching Method(s)
examination (50 %)
English
İED 466 British Drama IV
Type of Course
C
Number of Credits
Allocated
303
ECTS Credits
6
Name of Lecturer
Pre-requisite(s)
None
Semester/Trimester
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
(Learning Outcomes)
Recommended
Reading(s)
• define the representative dramatic genres seen in Britain
from 1980 to the present;
• categorise the British plays written from 1980 to the
present;
content;
• 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.
Teaching Method(s)
examination (50 %)
English
Type of Course
Number of Credits
Allocated
IED 475 British Poetry and Prose IV
C
3 0 3
ECTS Credits
6
Name of Lecturer
Pre-requisite(s)
None
Semester/Trimester
Course Contents
•
•
•
•
•
•
•
•
(Learning Outcomes)
Recommended
Reading(s)
History, culture and literature of the first half of the 20th
century,
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.
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.
Teaching Method(s)
2 mid-term exams (40%), term paper (10%), and final exam(50)
%.
English
IED 478 British Poetry and Prose V
Type of Course
Number of Credits
Allocated
3 0 3
ECTS Credits
6
Name of Lecturer
Pre-requisite(s)
None
Semester/Trimester
Course Contents
•
•
•
•
•
•
•
(Learning Outcomes)
Recommended
Reading(s)
History, culture and literature from the 1950’s to the
present,
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.
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.
Teaching Method(s)
%.
English
IED 485 English Novel IV
Type of Course
Number of Credits
Allocated
303
ECTS Credits
6
Name of Lecturer
Pre-requisite(s)
_
Semester/Trimester
Course Contents
•
•
•
(Learning Outcomes)
Recommended
Reading(s)
Teaching Method(s)
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.
• 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.
Lectures, discussions.
Midterm I. 25%, Midterm II. 25%, Final Exam 50%
English
IED 498 AMERICAN NOVEL
Type of Course
(Compulsory or Elective) Elective
Number of Credits
Allocated
303
ECTS Credits
6
Name of Lecturer
Pre-requisite(s)
None
Semester/Trimester
One Semester
Course Contents
(Learning Outcomes)
• 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
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.
Recommended
Reading(s)
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
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
İED 603 The Idea of Utopia and Utopia in English Literature
Type of Course
E
Number of Credits
Allocated
404
ECTS Credits
8
Name of Lecturer
Pre-requisite(s)
None
Semester/Trimester
Course Contents
•
•
•
•
•
(Learning Outcomes)
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.
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.
Recommended
Reading(s)
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)
presentations (minimum 2).
2 mid-term written examinations (%20 ve %20), final
examination (% 20), in-class discussions (% 25), research
and presentation (%10), attendance (%05)
English
IED 616 CONTEMPORARY PHILOSOPHICAL TRENDS
Type of Course
E
Number of Credits
Allocated
404
ECTS Credits
8
Name of Lecturer
Pre-requisite(s)
None
Semester/Trimester
One Semester
Course Contents
(Learning Outcomes)
Recommended
Reading(s)
• Introduction to contemporary philosophical trends
• Ideas of important philosophers that effected literature
• Frankfurt School thinkers
• Postmodern and Post-Structuralist philosopers
• Ecophilosophy and social problems
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
2 term Papers (%45), short review essays (%15) and Final Exam
(%40)
English
IED 620 British Women Poets
Type of Course
(Obligatory or Elective)
E
Number of Credits
Allocated
4 0 4
ECTS Credits
8
Name of Lecturer
Pre-requisite(s)
None
Semester/Trimester
Course Contents
•
•
•
•
•
•
•
•
•
(Learning Outcomes)
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.
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
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.
Recommended
Reading(s)
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.
Teaching Method(s)
2 formal presentations (30%), 1 mid-term exam (20%), class
participation (20%) and final exam (30%).
English
IED 621 Women Playwrights
Type of Course
Number of Credits
Allocated
404
ECTS Credits
8
Name of Lecturer
Pre-requisite(s)
None
Semester/Trimester
Course Contents
(Learning Outcomes)
•
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
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.
Recommended
Reading(s)
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
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
Type of Course
Number of Credits
Allocated
404
ECTS Credits
8
Name of Lecturer
Pre-requisite(s)
None
Semester/Trimester
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
(Learning Outcomes)
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.
Recommended
Reading(s)
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.
Teaching Method(s)
exam (50%).
English
IED 628 English Political Drama
Type of Course
Number of Credits
Allocated
404
ECTS Credits
8
Name of Lecturer
Pre-requisite(s)
None
Semester/Trimester
Course Contents
•
•
•
•
(Learning Outcomes)
Recommended
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
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.
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.
Teaching Method(s)
exam (50%).
English
İED 639 SATIRE
Type of Course
Number of Credits
Allocated
404
ECTS Credits
8
Name of Lecturer
Pre-requisite(s)
Semester/Trimester
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
(Learning Outcomes)
Recommended
Reading(s)
Teaching Method(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.
and/or project
2 midterms 20 %, project and /or research 10% ,1 formal
paper%20 ,final 50 % M
English
IED 643 COMPARATIVE NOVEL
Type of Course
E
Number of Credits
Allocated
404
ECTS Credits
8
Name of Lecturer
Pre-requisite(s)
None
Semester/Trimester
One Semester
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 AngloAmerican, Canadian, and European novels
(Learning Outcomes)
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.
Recommended
Reading(s)
Bakhtin, M.M. (1981). The Dialogic Imagination,
Austin:University of Texas Press.
Moretti, Franco. (1998). Atlas of the European Novel:18001900, 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
(%40)
English
IED 644 Comparative Drama
Type of Course
Number of Credits
Allocated
404
ECTS Credits
8
Name of Lecturer
Pre-requisite(s)
None
Semester/Trimester
Course Contents
•
•
•
•
•
(Learning Outcomes)
Recommended
Reading(s)
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
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
European Theatre 1850-1918. Cambridge: Cambridge U P.
in
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.
.
Teaching Method(s)
exam (50%).
English
İED 649 Renaissance English Drama (Excluding Shakespeare)
Type of Course
E
Number of Credits
Allocated
404
ECTS Credits
8
Name of Lecturer
Pre-requisite(s)
None
Semester/Trimester
Course Contents
•
•
(Learning Outcomes)
Recommended
Reading(s)
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)
• 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;
content;
• 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)
2 formal papers (40 %), participation in class discussions (20 %),
final examination (40 %)
English
İED 653 Medieval English Literature
Type of Course
Number of Credits
Allocated
404
ECTS Credits
8
Name of Lecturer
Pre-requisite(s)
None
Semester/Trimester
Course Contents
(Learning Outcomes)
Recommended
Reading(s)
•
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
Two papers (20%+25 %), Final exam (25 %), Class participation
and contribution (30 %)
English
İED 656 CHAUCER
Type of Course
Number of Credits
Allocated
404
ECTS Credits
8
Name of Lecturer
Pre-requisite(s)
Semester/Trimester
Course Contents
•
•
•
•
(Learning Outcomes)
Recommended
Reading(s)
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
2 midterms 20 %, project and /or research 10% ,1 formal
paper%20 ,final 50 % M
English
İED 657 MEDIEVAL ENGLISH DRAMA
Type of Course
Number of Credits
Allocated
404
ECTS Credits
8
Name of Lecturer
Pre-requisite(s)
Semester/Trimester
Course Contents
•
•
•
•
•
•
•
(Learning Outcomes)
Recommended
Reading(s)
Teaching Method(s)
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.
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.
2 midterms 20 %, project and /or research 10% ,2 formal papers
20% ,final 50 % M
English
IED 660 Shakespeare’s Comedies
Type of Course
E
Number of Credits
Allocated
404
ECTS Credits
8
Name of Lecturer
Pre-requisite(s)
None
Semester/Trimester
Course Contents
•
•
•
•
•
•
(Learning Outcomes)
Recommended
Reading(s)
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.
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.
Methuen, 1967.
Teaching Method(s)
English
İED 662 Shakespeare’s History Plays
Type of Course
E
Number of Credits
Allocated
404
ECTS Credits
8
Name of Lecturer
Pre-requisite(s)
None
Semester/Trimester
Course Contents
•
•
•
•
•
(Learning Outcomes)
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
Reading(s)
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.
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)
English
İED 664 Shakespeare’s Problem Plays
Type of Course
E
Number of Credits
Allocated
404
ECTS Credits
8
Name of Lecturer
Pre-requisite(s)
None
Semester/Trimester
Course Contents
•
•
•
•
•
(Learning Outcomes)
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.
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.
Recommended
Reading(s)
Ure, Peter. Shakespeare: The Problem Plays. 3rd ed.
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.
Teaching Method(s)
English
IED 666 Renaissance English Literature
Type of Course
Number of Credits
Allocated
4 0 4
ECTS Credits
8
Name of Lecturer
Pre-requisite(s)
None
Semester/Trimester
Course Contents
•
•
•
•
•
•
•
(Learning Outcomes)
Recommended
Reading(s)
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.
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
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.
Teaching Method(s)
English
İED 669 Milton
Type of Course
E
Number of Credits
Allocated
404
ECTS Credits
8
Name of Lecturer
Pre-requisite(s)
None
Semester/Trimester
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.
(Learning Outcomes)
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.
Recommended
Reading(s)
Parry, Graham. The Seventeenth Century: The Intellectual
and Cultural Context of English Literature, 1603-1700.
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.
Teaching Method(s)
English
IED 673 18. Century English Novel
Type of Course
Number of Credits
Allocated
404
ECTS Credits
8
Name of Lecturer
Pre-requisite(s)
_
Semester/Trimester
1 semestre (4 hours theoretical, 4 hours a week)
Course Contents
•
•
•
•
(Learning Outcomes)
Recommended
Reading(s)
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.
• 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
•
•
•
•
•
•
•
Teaching Method(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.
Midterm I 20%, Midterm II 20%, presentations 20%, Final Exam
40%
English
Type of Course
Number of Credits
Allocated
IED 677 19th Century English Novel
Elective
404
ECTS Credits
8
Name of Lecturer
Dr.Alev BAYSAL
Pre-requisite(s)
None
Semester/Trimester
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
(Learning Outcomes)
Recommended
Reading(s)
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,
Blake,
Richard
Daniel,
The Presence of the present :
topics of the day in the
Victorian
novel
Ohio State University Press
Columbus 1991
Andrew.
Reading Victorian fiction :
the cultural context and
ideological
conte
Macmillan
[London]
1989
Eigner,
Edwin
M.
Victorian criticism of the
novel / edited by Edwin M.
Eigner
and
Georg
Cambridge [Camb 1985
Teaching Method(s)
presentations.
English
IED 681 Victorian Poetry
Type of Course
Number of Credits
Allocated
4 0 4
ECTS Credits
8
Name of Lecturer
Pre-requisite(s)
None
Semester/Trimester
Course Contents
•
•
•
•
•
(Learning Outcomes)
Recommended
Reading(s)
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,
A.C.Swinburne,
Victorian women poets: poems of L.E.Landon,
F.Hemans, E.B.Browning and C.Rossetti.
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.
Teaching Method(s)
English
İED 683 20th Century English Poetry
Type of Course
Number of Credits
Allocated
404
ECTS Credits
8
Name of Lecturer
Pre-requisite(s)
None
Semester/Trimester
Course Contents
•
•
•
•
•
•
(Learning Outcomes)
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.
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.
Recommended
Reading(s)
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.
Two presentations (20 %+25 %) Contribution and class
participation (30 %), final (25 %)
English
IED 684 20. Century English Novel (till 1950s)
Type of Course
Number of Credits
Allocated
404
ECTS Credits
8
Name of Lecturer
Pre-requisite(s)
_
Semester/Trimester
Course Contents
•
•
•
•
•
•
(Learning Outcomes)
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.
Recommended
Reading(s)
Teaching Method(s)
Penguin.
Childs, Peter.(2000) Modernism. London: Routledge.
Midterm I 20%, Midterm II 20%, presentations 20%, Final
Exam %40
English
IED 685 English War Poets
Type of Course
Number of Credits
Allocated
4 0 4
ECTS Credits
8
Name of Lecturer
Pre-requisite(s)
None
Semester/Trimester
Course Contents
•
•
•
•
•
•
(Learning Outcomes)
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.
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
Reading(s)
Banarjee, A. (1976). Spirit above Wars: A Study of the
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.
Teaching Method(s)
English
İED 690 Contemporary British Poetry
E
Type of Course
Number of Credits
Allocated
ECTS Credits
404
8
Name of Lecturer
Pre-requisite(s)
None
Semester/Trimester
Course Contents
•
•
•
•
•
•
(Learning Outcomes)
Recommended
Reading(s)
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
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
Two papers/presentations( 20 %+25 %), Class participation and
contribution (30 %), Final (25 %)
English
IED 691 English Theatre from the 1950s to the Present
Type of Course
Number of Credits
Allocated
404
ECTS Credits
8
Name of Lecturer
Pre-requisite(s)
None
Semester/Trimester
•
Course Contents
•
•
•
•
•
develop an aesthetic awareness of English drama form the
1950s to the present.
(Learning Outcomes)
Recommended
Reading(s)
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
Guralnick, E.S. (1996).
S
Sight Unseen: Beckett, Pinter, Stoppard and other
Contemporary Dramatists. Ohio: Ohio U P.
K.
Berney, K.A. (1994). Contemporary British Dramatists.
London: St. James Press.
Zeifman, H. (1993). Contemporary British Drama
1970-1990. London: Macmillan.
Teaching Method(s)
exam (50%).
English
IED 693 Contemporary British Novel
Type of Course
Number of Credits
Allocated
404
ECTS Credits
8
Name of Lecturer
Pre-requisite(s)
_
Semester/Trimester
Course Contents
•
•
•
•
•
•
(Learning Outcomes)
The literary movements and social changes in the 1950s,
Social, cultural and political changes in the 1960s,
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.
Recommended
Reading(s)
Teaching Method(s)
Routledge.
London: Routledge.
Midterm I 20%, Midterm II 20%, presentations %20, Final
Exam 40%
English
Dersin Kodu ve Adı
İED 694 POPULAR LITERATURE
Type of Course
Number of Credits
Allocated
404
ECTS Credits
8
Name of Lecturer
Pre-requisite(s)
Semester/Trimester
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.
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.
(Learning Outcomes)
Recommended
Reading(s)
Teaching Method(s)
Cawelti,John.(1976) Adventure, Mystery, Romance. UP
Chicago.
Herbert,Rosemary,ed.(1999) The Oxford Companion to Crime
and Mystery. Oxford:UP.
20% ,final 50 % M
English
7.1.2. PhD in English Language and Literature
İED 703 The Idea of Utopia and Utopia in English Literature
Type of Course
E
Number of Credits
Allocated
404
ECTS Credits
10
Name of Lecturer
Pre-requisite(s)
None
Semester/Trimester
Course Contents
•
•
•
•
•
(Learning Outcomes)
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.
Recommended
Reading(s)
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 researchbased student presentations (minimum 3).
examination (% 20), in-class discussions (% 25), research and
presentation (%10), attendance (%05)
English
IED 716 CONTEMPORARY PHILOSOPHICAL TRENDS
Type of Course
Number of Credits
Allocated
ECTS Credits
404
10
Name of Lecturer
Pre-requisite(s)
None
Semester/Trimester
One Semester
Course Contents
(Learning Outcomes)
Recommended
Reading(s)
• Introduction to contemporary philosophical trends
• Ideas of important philosophers that effected literature
• Frankfurt School thinkers
• Postmodern and Post-Structuralist philosopers
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)
(%40)
English
IED 718 CULTURE AND ENVIRONMENT IN BRITAIN
Type of Course
E
Number of Credits
Allocated
404
ECTS Credits
10
Name of Lecturer
Pre-requisite(s)
None
Semester/Trimester
One Semester
Course Contents
(Learning Outcomes)
Recommended
Reading(s)
• Introduction to ecophilosophy and environmental ethics
• Deep Ecology Movement
• Eco-cultural studies and its impact on society and environment
• Biocentrism, and key environmental concepts
• British approaches to the green issues
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.
Teaching Method(s)
(%40)
English
IED 720 British Women Poets
Type of Course
Number of Credits
Allocated
4 0 4
ECTS Credits
10
Name of Lecturer
Pre-requisite(s)
None
Semester/Trimester
Course Contents
•
•
•
•
•
•
•
•
•
(Learning Outcomes)
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.
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
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.
Recommended
Reading(s)
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.
Teaching Method(s)
English
IED 721 Women Playwrights
Type of Course
Number of Credits
Allocated
404
ECTS Credits
10
Name of Lecturer
Pre-requisite(s)
None
Semester/Trimester
Course Contents
(Learning Outcomes)
•
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
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.
Recommended
Reading(s)
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)
exam (50%).
English
IED 727 Comedy of Manners
Type of Course
Number of Credits
Allocated
404
ECTS Credits
10
Name of Lecturer
Pre-requisite(s)
None
Semester/Trimester
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
(Learning Outcomes)
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.
Recommended
Reading(s)
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.
Teaching Method(s)
exam (50%).
English
IED 728 English Political Drama
Type of Course
(Compulsory or
Elective)
Number of Credits
Allocated
E
404
ECTS Credits
10
Name of Lecturer
Pre-requisite(s)
None
Semester/Trimester
Course Contents
•
•
•
•
Objective of the
Course
(Learning Outcomes)
Recommended
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
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.
Reading(s)
Willet, J. (1986). The Theatre of Erwin Piscator: Half a Century of
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.
Teaching Method(s)
Assessment Method(s) 4 presentation/term-papers (30%), 3 oral synopses of secondary
exam (50%).
Medium of
Instruction
English
İED 739 SATIRE
Type of Course
Number of Credits
Allocated
404
ECTS Credits
10
Name of Lecturer
Pre-requisite(s)
Semester/Trimester
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
(Learning Outcomes)
Recommended
Reading(s)
Teaching Method(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.
and/or project
2 midterms 20 %, 3 project and /or research 10% ,2 formal
parers, final 50 % P
English
IED 743 COMPARATIVE NOVEL
Type of Course
E
Number of Credits
Allocated
404
ECTS Credits
10
Name of Lecturer
Pre-requisite(s)
None
Semester/Trimester
One Semester
Course Contents
(Learning Outcomes)
• 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 AngloAmerican, Canadian, and European novels
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.
Recommended
Reading(s)
Bakhtin, M.M. (1981). The Dialogic Imagination,
Austin:University of Texas Press.
Moretti, Franco. (1998). Atlas of the European Novel:18001900, New York: Verso
Miner, Earl. (1990). Comparative Poetics: An Intercultural
Essay on Theories of Literature, Princeton,N.J: Princeton
University Press.
Teaching Method(s)
3 term Papers (%45), short review essays (%15) and Final
Exam (%40)
English
IED 744 Comparative Drama
Type of Course
Number of Credits
Allocated
404
ECTS Credits
10
Name of Lecturer
Pre-requisite(s)
None
Semester/Trimester
Course Contents
•
•
•
•
•
(Learning Outcomes)
Recommended
Reading(s)
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
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
European Theatre 1850-1918. Cambridge: Cambridge U P.
in
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.
.
Teaching Method(s)
exam (50%).
English
İED 749 Renaissance English Drama (Excluding Shakespeare)
Type of Course
E
Number of Credits
Allocated
404
ECTS Credits
10
Name of Lecturer
Pre-requisite(s)
None
Semester/Trimester
Course Contents
•
•
(Learning Outcomes)
Recommended
Reading(s)
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)
• 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;
content;
• 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)
English
İED 753 Medieval English Literature
Type of Course
Number of Credits
Allocated
404
ECTS Credits
10
Name of Lecturer
Pre-requisite(s)
None
Semester/Trimester
Course Contents
(Learning Outcomes)
Recommended
Reading(s)
•
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
Two papers (20%+25 %), Final exam (25 %), Class participation
and contribution (30 %)
English
İED 756 CHAUCER
Type of Course
Number of Credits
Allocated
404
ECTS Credits
10
Name of Lecturer
Pre-requisite(s)
Semester/Trimester
Course Contents
•
•
•
•
(Learning Outcomes)
Recommended
Reading(s)
Teaching Method(s)
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.
Lectures illustrated withaudio visual material, discussion,
2 midterms 20 %, 3 project and /or research 10% ,2 formal parer,
final 50 % P
English
İED 757 MEDIEVAL ENGLISH DRAMA
Type of Course
Number of Credits
Allocated
404
ECTS Credits
10
Name of Lecturer
Pre-requisite(s)
Semester/Trimester
Course Contents
•
•
•
•
•
•
•
(Learning Outcomes)
Recommended
Reading(s)
Teaching Method(s)
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.
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.
20% ,final 50 % P
English
IED 760 Shakespeare’s Comedies
Type of Course
E
Number of Credits
Allocated
404
ECTS Credits
10
Name of Lecturer
Pre-requisite(s)
None
Semester/Trimester
Course Contents
•
•
•
•
•
•
(Learning Outcomes)
Recommended
Reading(s)
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.
Methuen, 1967.
Teaching Method(s)
English
İED 762 Shakespeare’s History Plays
Type of Course
E
Number of Credits
Allocated
404
ECTS Credits
10
Name of Lecturer
Pre-requisite(s)
None
Semester/Trimester
Course Contents
•
•
•
•
•
(Learning Outcomes)
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
Reading(s)
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.
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)
English
İED 764 Shakespeare’s Problem Plays
Type of Course
E
Number of Credits
Allocated
404
ECTS Credits
10
Name of Lecturer
Pre-requisite(s)
None
Semester/Trimester
Course Contents
•
•
•
•
•
(Learning Outcomes)
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.
Recommended
Reading(s)
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.
Teaching Method(s)
English
IED 766 Renaissance English Literature
Type of Course
Number of Credits
Allocated
4 0 4
ECTS Credits
10
Name of Lecturer
Pre-requisite(s)
None
Semester/Trimester
Course Contents
•
•
•
•
•
•
•
(Learning Outcomes)
Recommended
Reading(s)
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.
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
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.
Teaching Method(s)
English
İED 769 Milton
Type of Course
E
Number of Credits
Allocated
404
ECTS Credits
10
Name of Lecturer
Pre-requisite(s)
None
Semester/Trimester
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.
(Learning Outcomes)
Recommended
Reading(s)
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 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.
Teaching Method(s)
English
IED 773 18. Century English Novel
Type of Course
Number of Credits
Allocated
404
ECTS Credits
10
Name of Lecturer
Pre-requisite(s)
_
Semester/Trimester
1 semestre (4 hours theoretical, 4 hours a week)
Course Contents
•
•
•
•
(Learning Outcomes)
Recommended
Reading(s)
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.
• 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
•
•
•
•
•
•
•
Teaching Method(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.
40%
English
IED 781 Victorian Poetry
Type of Course
Number of Credits
Allocated
4 0 4
ECTS Credits
10
Name of Lecturer
Pre-requisite(s)
None
Semester/Trimester
Course Contents
•
•
•
•
•
(Learning Outcomes)
Recommended
Reading(s)
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,
A.C.Swinburne,
Victorian women poets: poems of L.E.Landon,
F.Hemans, E.B.Browning and C.Rossetti.
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.
Teaching Method(s)
English
İED 783 20th Century English Poetry
E
Type of Course
Number of Credits
Allocated
ECTS Credits
404
10
Name of Lecturer
Pre-requisite(s)
None
Semester/Trimester
Course Contents
1 semester (4 hours theoretical, 4 hours in total)
•
•
•
•
•
•
(Learning Outcomes)
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.
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.
Recommended
Reading(s)
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.
Two presentations (20 %+25 %) Contribution and class
participation (30 %), final (25 %)
English
IED 784 20. Century English Novel (till 1950s)
Type of Course
Number of Credits
Allocated
404
ECTS Credits
10
Name of Lecturer
Pre-requisite(s)
_
Semester/Trimester
Course Contents
•
•
•
•
•
•
(Learning Outcomes)
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.
Recommended
Reading(s)
Teaching Method(s)
Penguin.
Childs, Peter.(2000) Modernism. London: Routledge.
Midterm I 20%, Midterm II 20%, presentations 20%, Final
Exam %40
English
IED 785 English War Poets
Type of Course
Number of Credits
Allocated
4 0 4
ECTS Credits
10
Name of Lecturer
Pre-requisite(s)
None
Semester/Trimester
Course Contents
•
•
•
•
•
•
(Learning Outcomes)
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.
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
Reading(s)
Banarjee, A. (1976). Spirit above Wars: A Study of the
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.
Teaching Method(s)
English
İED 790 Contemporary British Poetry
Type of Course
Number of Credits
Allocated
404
ECTS Credits
10
Name of Lecturer
Pre-requisite(s)
None
Semester/Trimester
Course Contents
•
•
•
•
•
•
(Learning Outcomes)
Recommended
Reading(s)
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
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
Two papers/presentations( 20 %+25 %), Class participation and
contribution (30 %), Final (25 %)
English
IED 791 English Theatre from the 1950s to the Present
Type of Course
Number of Credits
Allocated
404
ECTS Credits
10
Name of Lecturer
Pre-requisite(s)
None
Semester/Trimester
Course Contents
•
•
•
•
•
•
(Learning Outcomes)
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
develop an aesthetic awareness of English drama form the
1950s to the present.
Recommended
Reading(s)
Guralnick, E.S. (1996).
S
Sight Unseen: Beckett, Pinter, Stoppard and other
Contemporary Dramatists. Ohio: Ohio U P.
K.
Berney, K.A. (1994). Contemporary British Dramatists.
London: St. James Press.
Zeifman, H. (1993). Contemporary British Drama
1970-1990. London: Macmillan.
Teaching Method(s)
exam (50%).
English
IED 793 Contemporary British Novel
Type of Course
Number of Credits
Allocated
404
ECTS Credits
10
Name of Lecturer
Pre-requisite(s)
_
Semester/Trimester
Course Contents
•
•
•
•
•
•
(Learning Outcomes)
Social, cultural and political changes in the 1960s,
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.
Recommended
Reading(s)
Teaching Method(s)
Routledge.
London: Routledge.
Midterm I 20%, Midterm II 20%, presentations %20, Final
Exam 40%
English
İED 794 POPULAR LITERATURE
Type of Course
Number of Credits
Allocated
404
ECTS Credits
10
Name of Lecturer
Pre-requisite(s)
Semester/Trimester
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.
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.
(Learning Outcomes)
Recommended
Reading(s)
Teaching Method(s)
. Cawelti,John.(1976) Adventure, Mystery, Romance. UP
Chicago.
Herbert,Rosemary,ed.(1999) The Oxford Companion to Crime
and Mystery. Oxford:UP.
20% ,final 50 % P
English
7.2. British Cultural Studies
GRADUATE COURSES
1. IKA 601
Introduction to British Cultural Studies
2. IKA 602
Society and the Individual in Britain
3. IKA 603
British History and Politics
4. IKA 604
Nationality and National Identities in Britain
5. IKA 605
Multiculturalism
6. IKA 606
Women’s Studies
7. IKA 607
Introduction to Media Studies
8. IKA 608
Language, Culture and Society in Britain
9. IKA 610
Culture and Literature in Britain
10. IKA 613
Cinema and Culture in Britain
11. IKA 615
British Colonial Culture and Literature
12. IKA 616
Postcolonial British Literature and Culture
13. IKA 701
Literature, Politics and Culture in Britain
14. IKA 705
Class and Gender
15. IKA 706
British Postcolonial Literature
16. IKA 708
Contemporary British Politics and Economy
17. IKA 710
Cultural Theory and Criticism
18. IKA 712
Comparative Literatures and Cultures
19. IKA 715
British Colonial Culture and Literature
20. IKA 718
Culture and Environment in Britain
ECTS
8
8
8
8
8
8
8
8
8
8
8
8
10
10
10
10
10
10
10
10
21.
7.2.1. Masters in British Cultural Studies
IKA 601 Introduction to British Cultural Studies
Type of Course
Number of Credits
Allocated
ECTS Credits
404
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
•
•
•
•
•
(Learning Outcomes)
Recommended
Reading(s)
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
Introduction. Boston: Unwin Hyman.
Cultural
Studies:
During, Simon. (1989).A Cultural Studies Reader. London:
An
Routledge.
Barker, Chris. (2000) Cultural Studies: Theory and Practice.
London: Sage Publications.
Teaching Method(s)
Lecture, presentation, textual analysis and discussion.
Contribution and class participation (25 %),
presentations/papers (50 %), final exam/research paper (25 % )
English
IKA 602 Society and the Individual in Britain
Type of Course
Number of Credits
Allocated
ECTS Credits
404
8
Name of Lecturer
Pre-requisite(s)
None
Semester/Trimester
Course Contents
•
•
•
•
•
•
•
(Learning Outcomes)
Recommended
Reading(s)
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
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.
Two papers ( 50 %),Contribution and class participation (20 %),
Final (30 %).
English
İKA 603 British History and Politics
Type of Course
E
Number of Credits
Allocated
404
ECTS Credits
8
Name of Lecturer
Pre-requisite(s)
None
Semester/Trimester
Course Contents
(Learning Outcomes)
Recommended
Reading(s)
•
•
•
•
•
•
•
•
•
•
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
• 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)
English
IKA 604 Nationality and national Identities in Britain
Type of Course
Number of Credits
Allocated
404
ECTS Credits
8
Name of Lecturer
Pre-requisite(s)
None
Semester/Trimester
Course Contents
(Learning Outcomes)
•
•
•
•
•
•
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
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.
Recommended
Reading(s)
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.
Two presentations (25 %+ 25 %), class participation (25 %),
Final (25 %).
English
IKA 605 Multiculturalism
Type of Course
Number of Credits
Allocated
404
ECTS Credits
8
Name of Lecturer
Pre-requisite(s)
_
Semester/Trimester
Course Contents
•
•
•
•
(Learning Outcomes)
Recommended
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.
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,
Reading(s)
•
•
•
•
•
•
•
Teaching Method(s)
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. McGillQueen’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.
40%
English
IKA 606 Women’s Studies
Type of Course
Number of Credits
Allocated
404
ECTS Credits
8
Name of Lecturer
Pre-requisite(s)
None
Semester/Trimester
Course Contents
•
•
•
•
•
Women’s status in England with reference to the socioeconomic 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
(Learning Outcomes)
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.
Recommended
Reading(s)
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.
Teaching Method(s)
exam (50%).
English
Dersin Kodu ve Adı
İED 607 INTODUCTION TO MEDIA STUDIES
Type of Course
Number of Credits
Allocated
404
ECTS Credits
8
Name of Lecturer
Pre-requisite(s)
Semester/Trimester
Course Contents
(Learning Outcomes)
Recommended
Reading(s)
Teaching Method(s)
•
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
20% ,final 50 % M
English
Type of Course
Number of Credits
Allocated
IKA 608 Language, Culture and Society in Britain
Elective
404
ECTS Credits
8
Name of Lecturer
Dr.Alev BAYSAL
Pre-requisite(s)
None
Semester/Trimester
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
(Learning Outcomes)
Recommended
Reading(s)
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.
Teaching Method(s)
presentations.
English
IKA 610 Culture and Literature in Britain
Type of Course
Number of Credits
Allocated
404
ECTS Credits
8
Name of Lecturer
Pre-requisite(s)
None
Semester/Trimester
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
(Learning Outcomes)
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.
Recommended
Reading(s)
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.
Teaching Method(s)
exam (50%).
English
Dersin Kodu ve Adı
İED 613 CINEMA AND CULTURE IN BRITAIN
Type of Course
Number of Credits
Allocated
404
ECTS Credits
8
Name of Lecturer
Pre-requisite(s)
Semester/Trimester
Course Contents
(Learning Outcomes)
Recommended
Reading(s)
Teaching Method(s)
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
20% ,final 50 % M
English
IKA 615 BRITISH COLONIAL CULTURE AND
LITERATURE
Type of Course
E
Number of Credits
Allocated
404
ECTS Credits
8
Name of Lecturer
Pre-requisite(s)
None
Semester/Trimester
One Semester
Course Contents
(Learning Outcomes)
Recommended
Reading(s)
• 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
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.
Teaching Method(s)
(%40)
English
IKA 616 POSTCOLONIAL BRITISH CULTURE AND
LITERATURE
Type of Course
E
Number of Credits
Allocated
404
ECTS Credits
8
Name of Lecturer
Pre-requisite(s)
None
Semester/Trimester
One Semester
Course Contents
(Learning Outcomes)
Recommended
Reading(s)
• 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
identify postcolonial literaures and cultures, recognize the sociocultural 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
Teaching Method(s)
(%40)
English
7.2.2. PhD in British Cultural Studies
Type of Course
Number of Credits
Allocated
IKA 701 Literature, Politics and Culture in Britain
E
404
ECTS Credits
10
Name of Lecturer
Pre-requisite(s)
None
Semester/Trimester
1 Semester (4 theoretical, 4 hours a week in total)
Course Contents
•
•
•
•
•
(Learning Outcomes)
Recommended
Reading(s)
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
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.
Teaching Method(s)
Lectures, presentations, discussion and text analysis
Two midterms (25%+ 25%), Class discussions and contributions
(25 %), Final exam/paper (25 %)
English
IKA 705 Class and Gender
Type of Course
Number of Credits
Allocated
404
ECTS Credits
10
Name of Lecturer
Pre-requisite(s)
None
Semester/Trimester
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
(Learning Outcomes)
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.
Recommended
Reading(s)
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.
Teaching Method(s)
exam (50%).
English
IKA 706 BRITISH POSTCOLONIAL CULTURE
Type of Course
E
Number of Credits
Allocated
404
ECTS Credits
10
Name of Lecturer
Pre-requisite(s)
None
Semester/Trimester
One Semester
Course Contents
(Learning Outcomes)
Recommended
Reading(s)
• 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
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
Teaching Method(s)
(%40)
English
İKA 708 Contemporary British Politics and Economy
Type of Course
E
Number of Credits
Allocated
404
ECTS Credits
10
Name of Lecturer
Pre-requisite(s)
None
Semester/Trimester
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.
(Learning Outcomes)
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.
Recommended
Reading(s)
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)
English
Type of Course
Number of Credits
Allocated
İKA 710 Cultural Theory and Criticism
E
404
ECTS Credits
10
Name of Lecturer
Pre-requisite(s)
Yok
Semester/Trimester
Course Contents
1 Yarıyıl (4 saat (kuramsal)/hafta)
•
•
•
•
(Learning Outcomes)
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
Reading(s)
Anthony Giddens et al., eds. Polity Reader in Cultural
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).
Teaching Method(s)
English
İKA 712 COMPARATIVE LITERATURES AND CULTURES
Type of Course
Number of Credits
Allocated
404
ECTS Credits
10
Name of Lecturer
Pre-requisite(s)
Semester/Trimester
Course Contents
(Learning Outcomes)
Recommended
Reading(s)
Teaching Method(s)
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
20% ,final 50 % P
English
IKA 715 BRITISH COLONIAL CULTURE AND
LITERATURE
Type of Course
E
Number of Credits
Allocated
404
ECTS Credits
10
Name of Lecturer
Pre-requisite(s)
None
Semester/Trimester
One Semester
Course Contents
(Learning Outcomes)
Recommended
Reading(s)
• 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
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.
Teaching Method(s)
(%40)
English
IKA 718 CULTURE AND ENVIRONMENT IN BRITAIN
Type of Course
E
Number of Credits
Allocated
404
ECTS Credits
10
Name of Lecturer
Pre-requisite(s)
None
Semester/Trimester
One Semester
Course Contents
(Learning Outcomes)
Recommended
Reading(s)
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.
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)
Teaching Method(s)
(%40)
English

hacettepe university - Hacettepe Üniversitesi İngiliz Dili ve Edebiyatı

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ISTANBUL AYDIN UNIVERSITY 2014

IED 348 (01)

English ECTS - Eğitim Fakültesi

Assist. Prof. Dr. Şebnem KAYA Department of English