A general information about language in general and world languages, the historical evolution of Turkish and its relationship with other languages, phonetical and morphological characteristics of Modern Turkish, applying/practicing rules of orthography and punctuation
Vertical Tabs
Course Learning Outcomes
| Learning Outcomes | Teaching Methods | Assessment Methods |
| 1-Aims at helping students use punctuation marks and orthography correctly | 1, 3,4 | A |
| 2-Aims at helping students understand basic features of language and criteria for classifying languages | 1, 3,4 | A |
| 3-Aims at helping students remember the evolution of Turkish | 1,3,4 | A |
|
4-Aims at teaching students features of Turkish and how to apply them
5-Aims at improving students’ skills in written and oral narration |
1,3,4 | A |
Course Flow
| COURSE CONTENT | ||
| Week | Topics | Study Materials |
| 1 | Introduction, Discussion of the course and syllabus. | Related readings |
| 2 | Definition of language, features of language, language-consciousness, language-culture relationship. | Related readings |
| 3 | Languages and language families in the world. The place and adventure of Turkish among these languages. Orkhon Inscriptions. | Related readings |
| 4 | Orkhon Inscriptions review | Related readings |
| 5 | Written language applications (1): Sentence, "tweet", paragraph, text. | Related readings |
| 6 | Written language applications (2): Petition, report, official report (accident report). | Related readings |
| 7 | Midterm Exam | Related readings |
| 8 | Determining the debate teams. Discussion of the Safsatalar: Aklın Kırk Haramisi. Basic Concepts: Logic, Proposition, Premise, Inference, Argument, Formation. Fallacy and Its Types: Formal Fallacies and Informal Fallacies. Ad Hominem, Ad Verecundiam, Bandwagon, Ad Populum, Straw-Man. | Related readings |
| 9 | Ad Ignorantiam, Slippery Slope, Post Hoc Ergo Propter Hoc / Hence, then so, Uncertainty Fallacies, Category Fallacies, False Analogy, Black or White Fallacy (Black & White), Petitio Principii. | Related readings |
| 10 | Debate | Related readings |
| 11 | Debate | Related readings |
| 12 | Debate | Related readings |
| 13 | Debate | Related readings |
| 14 | Debate | Related readings |
Recommended Sources
| RECOMMENDED SOURCES | |
| Required |
Aksan, Doğan. “Anadili”. Türk Dili,31/285. s. 423-434. 1975.
Aksan, Doğan. Her Yönüyle Dil, Ana Çizgileriyle Dilbilim. 3 cilt , Ankara. 1987. Aksan, Doğan, Türkiye Türkçesinin Dünü, Bugünü, Yarını, Ankara, Bilgi Yayınevi. 2000. Alpay, Yalın. Yalanın Siyaseti: Yalanın Meşrulaştırılması, Hakikatin Önemsizleşmesi ve Hileli Akıl Yürütme Teknikleri… İstanbul: Destek Yayınları, 2017. Eden, Sinan. İklim Krizi ve Yaptırmamak. İstanbul: Doruk Yayınları, 2015. Ergin, Muharrem. Orhun Abideleri. İstanbul: Boğaziçi Yayınları, 2017. Uyar, Tevfik. Safsatalar: Aklın Kırk Haramisi. İstanbul: Destek Yayınları, 2019. Tekin, Talât. Orhon Yazıtları: Kül Tigin, Bilge Kağan, Tunyukuk. İstanbul: Bilgesu Yayıncılık, 2017. Tokar, Brian. İklim Adaletine Doğru. Çev. Sezgin Ata. İstanbul: Öteki Yayınevi, 2014. Kuran, Evrim. Telgraftan Tablete: Türkiye’nin Dört Kuşağı. İstanbul: Destek Yayınları, 2018. McKibben Bill. Doğanın Sonu. Çev. Berna Göl ve İlksen Mavituna. İstanbul: Everest Yayınları, 2015. Russel, Bertrand. Aylaklığa Övgü. Çev. Mete Ergin. İstanbul: Cem Yayınevi, 2018. Vassaf, Gündüz. Cehenneme Övgü: Gündelik Hayatta Totalitarizm. Çev. Zehra Gençosman ve Ömer Madra. İstanbul: İletişim Yayınları, 2019. “Crash Course YouTube Kanalı”, “How To Argue – Philosophical Reasoning”: “Crash Course YouTube Kanalı”, “How To Argue – Induction & Abduction”: https://defterarkasi.com/2017/09/24/ad-hominem-nedir-ne-degildir/ İFA Youtube Kanalı, Safsata Savar Programı https://www.youtube.com/watch?v=b1Z9sJhCrPk&list=PL4sLdg6opbB6hikq23... https://yalansavar.org/2014/08/26/safsatalar/2 https://yalansavar.org/yalansavar-safsatalar-listesi/ https://yalansavar.org/2016/03/28/podcast-4-safsatalar-ve-sofistler/ Leo Murray, “Uyan Kafayı Ye, Sonra da Aklını Başına Topla”. |
Material Sharing
| MATERIAL SHARING | |
| Documents | Xerox copies given to students before class. |
Assessment
| ASSESSMENT | ||
| IN-TERM STUDIES | NUMBER | PERCENTAGE |
| Mid-terms | 1 | 50 |
| Quizzes | ||
| Attendance | ||
| FINAL | 1 | 50 |
| Total | 100 | |
| CONTRIBUTION OF FINAL EXAMINATION TO OVERALL GRADE | 50 | |
| CONTRIBUTION OF IN-TERM STUDIES TO OVERALL GRADE | 50 | |
| Total | 100 | |
Course’s Contribution to Program
| COURSE'S CONTRIBUTION TO PROGRAM | |||||||
| No | Program Learning Outcomes | Contribution | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | To have the necessary knowledge about “History of Turkish Language” as a part of teaching Turkish language and literature curriculum in high schools. | X | |||||
| 2 | To have the necessary knowledge about “Turkey Turkish” and “Modern Turkish Grammar” as a part of Turkish language and literature teaching in high schools. | X | |||||
| 3 | To have the necessary knowledge about historical lexicology and philological evolution of Turkish language. | X | |||||
| 4 | To have the necessary knowledge about the stages of acculturation and oral / written sources of Turkish language. | X | |||||
| 5 | To have the necessary knowledge about modern Turkish dialects and their literatures. | X | |||||
| 6 | To have the necessary knowledge about “History of Turkish Literature” as a part of Turkish language and literature teaching in high schools. | X | |||||
| 7 | To have the necessary knowledge about all major figures of Turkish literature (writer, poet, critic, academic, etc.) as a part of Turkish language and literature teaching in high schools. | X | |||||
| 8 | To have the necessary knowledge about oral / written sources of medieval and early modern Turkish literature. | X | |||||
| 9 | To have the necessary knowledge about modern Turkish literature from Tanzimat to Republic period throughout the history. | X | |||||
| 10 | To instruct students to synthesize the dynamics of Turkish modernization with the content of Turkish Language and Literature teaching and to have critical attitudes with historiography of Turkish literature. | X | |||||
| 11 | To instruct students to make critical readings of worldwide / national classics listed by Ministry of National Education . | X | |||||
| 12 | To instruct students to synthesize their common knowledge of literary genres, forms and literary history with the theoretical frameworks about construction of national history. | X | |||||
| 13 | To have ability to design original materials for field education and develop new projects. | X | |||||
| 14 | To have the necessary knowledge about paleography, research and presentation techniques using in Humanities. | X | |||||
| 15 | To have a critical and comparative perspective about Turkish literature among world literatures. | X | |||||
ECTS
| ECTS ALLOCATED BASED ON STUDENT WORKLOAD BY THE COURSE DESCRIPTION | |||
| Activities | Quantity |
Duration (Hour) |
Total Workload (Hour) |
| Course Duration (Including the exam week: 15x Total course hours) | 15 | 2 | 30 |
| Hours for off-the-classroom study (Pre-study, practice) | 15 | 1 | 15 |
| Mid-terms | 1 | 2 | 2 |
| Term Paper | 1 | 1 | 1 |
| Final examination | 1 | 2 | 2 |
| Total Work Load | 50 | ||
| Total Work Load / 25 (h) | 2 | ||
| ECTS Credit of the Course | 2 | ||