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
|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||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|
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,
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
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”:
İFA Youtube Kanalı, Safsata Savar Programı
Leo Murray, “Uyan Kafayı Ye, Sonra da Aklını Başına Topla”.
|Documents||Xerox copies given to students before class.|
|CONTRIBUTION OF FINAL EXAMINATION TO OVERALL GRADE||50|
|CONTRIBUTION OF IN-TERM STUDIES TO OVERALL GRADE||50|
|COURSE'S CONTRIBUTION TO PROGRAM|
|No||Program Learning Outcomes||Contribution|
|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 ALLOCATED BASED ON STUDENT WORKLOAD BY THE COURSE DESCRIPTION|
|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|
|Total Work Load||50|
|Total Work Load / 25 (h)||2|
|ECTS Credit of the Course||2|