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| IDE6985 | IDE6985 Composition in English for Academic Disciplines | 3+0+0 | ECTS:7.5 | | Year / Semester | Spring Semester | | Level of Course | Third Cycle | | Status | Elective | | Department | DEPARTMENT of WESTERN LANGUAGES and LITERATURE | | Prerequisites and co-requisites | None | | Mode of Delivery | | | Contact Hours | 14 weeks - 3 hours of lectures per week | | Lecturer | Doç. Dr. Ali Şükrü ÖZBAY | | Co-Lecturer | | | Language of instruction | | | Professional practise ( internship ) | None | | | | The aim of the course: | | They will also engage in contextualized textual activities, matching form and meaning for specific rhetorical purposes. Students will be expected to gather appropriate sources, organize information, and compose various models of academic essays and research papers with a focus on their phraseological frames and semantic prosodic forms by using computational linguistic tools such as LancsBox, Sketch Engine, AntConc? etc. |
| Programme Outcomes | CTPO | TOA | | Upon successful completion of the course, the students will be able to : | | | | PO - 1 : | learn the principles and practice of current approaches and methods in teaching English for Academic Purposes | | | | PO - 2 : | read and analyse documents from specific disciplines
synthesize results from multiple perspectives
| | | | PO - 3 : | produce disciplinarily appropriate writing from their research
translate their research activities into written reports.
| | | | PO - 4 : | conform to the expectations of the English-speaking academic community. | | | | PO - 5 : | use advanced computerized corpus tools for linguistic or literary (stylistic) analysis. | | | | PO - 6 : | evaluate textual data from multi-dimensional perspectives.
gain awareness towards intellectual and discourse communities
| | | | PO - 7 : | analyse intellectual and discourse communities | | | | PO - 8 : | doing rhetorical analysis of discipline-specific academic texts | | | | PO - 9 : | ways to produce knowledge in academic texts of various disciplines | | | | PO - 10 : | focus on academic textual argument
create web-enhanced discussions
| | | | CTPO : Contribution to programme outcomes, TOA :Type of assessment (1: written exam, 2: Oral exam, 3: Homework assignment, 4: Laboratory exercise/exam, 5: Seminar / presentation, 6: Term paper), PO : Learning Outcome | | |
| This course is designed for students at the graduate level who are preparing to engage in scholarly activity in academic disciplines such as Language, Linguistics and Literature. Through reading and writing selected rhetorical models of academic discourse (research articles), students will become able to analyse and use the organizational structure of various models of academic texts as well lexical structures and their semantic components |
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| Course Syllabus | | Week | Subject | Related Notes / Files | | Week 1 | Research Writing in the Academic Disciplines
What is academic writing and how can we study it? | | | Week 2 | Intellectual and Discourse Communities
What genres of text are included in academic writing?
| | | Week 3 | ANALYZING INTELLECTUAL AND DISCOURSE COMMUNITIES
Ways that you can you reflect upon and demonstrate improved control over
the conventions of academic writing in English? | | | Week 4 | RHETORICAL ANALYSIS OF ACADEMIC TEXTS
Text functions found within academic research articles | | | Week 5 | RHETORICAL ANALYSIS OF ACADEMIC TEXTS
Text functions found within academic research articles | | | Week 6 | Application of the Concept of Discourse Communities to Research Writing | | | Week 7 | Current Perspectives and Discussions | | | Week 8 | Establishing Authority in Academic Writing by Taking Control of Your Research Sources | | | Week 9 | Integrating Sources into Your Own Writing | | | Week 10 | PUTTING THE WRITER BACK INTO WRITING | | | Week 11 | Composition for Academic Disciplines | | | Week 12 | Composition for Academic Disciplines | | | Week 13 | The Making of Knowledge in Academic Disciplines | | | Week 14 | ANALYZING INTELLECTUAL AND DISCOURSE COMMUNITIES
Ways that you can you reflect upon and demonstrate improved control over
the conventions of academic writing in English?
Revised content! | | | Week 15 | ANALYZING INTELLECTUAL AND DISCOURSE COMMUNITIES
Ways that you can you reflect upon and demonstrate improved control over
the conventions of academic writing in English?
Revised content! | | | Week 16 | General Revision | | | |
| 1 | Kuhn, Thomas. 1962. The Structure of Scientific Revolutions. University of Chicago Press, Chicago, Illinois. Melzer, Dan. 2003. ?Assignments Across the Curriculum: A Survey of College Writing.? Language and Learning Across the Disciplines. (6.1): 86- 110. | | | |
| Method of Assessment | | Type of assessment | Week No | Date | Duration (hours) | Weight (%) | | Mid-term exam | 8 | | 2 | 30 | | Project | 11 | | 2 | 20 | | End-of-term exam | 15 | | 2 | 50 | | |
| Student Work Load and its Distribution | | Type of work | Duration (hours pw) | No of weeks / Number of activity | Hours in total per term | | Yüz yüze eğitim | 3 | 14 | 42 | | Arasınav için hazırlık | 12 | 7 | 84 | | Arasınav | 2 | 1 | 2 | | Proje | 10 | 1 | 10 | | Dönem sonu sınavı için hazırlık | 2 | 1 | 2 | | Dönem sonu sınavı | 2 | 1 | 2 | | Total work load | | | 142 |
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