Course Language:
Türkçe
Course Objectives:
The aim of this course is to teach students the distinguishing features of the innovative literary group (“Edebiyat-ı Cedîde”) of 19th century Ottoman Turkish literature called “Servet Fünûn” and definite works of their prominent members. Giving students the historical back ground is also one of the main objectives of this lecture.
Course Content:
Structural changes in form and content in poetry and prose during the period. Biographies of prominent figures. Analysis of major works in all genres.
Course Methodology:
1. Lecture 2. Case study 3. Discussion 4. Demonstration 5. Group work 6. Microteaching 7. Problem solving
Course Evaluation Methods:
A. Classical exam B. Multiple-choice test C. Incomplete D. True-False E. Oral exam F. Portfolio G. Performance type H. Report
Vertical Tabs
Course Learning Outcomes
| Learning Outcomes | Teaching Methods | Assessment Methods |
| Knows the importance of “Servet-i Fünûn” period in history of Turkish literature. | 1,2 | A |
| Knows about the prominent figures of “Servet-i Fünûn” period and their biographies. | 1,2 | A |
| Knows about the major works of prominent figures of “Servet-i Fünûn” period like Rübab-ı Şikeste, “Elhan-ı Şita”, Aşk-ı Memnû, Eylül. | 1,2 | A |
| Learns the features of “Servet-i Fünûn” poetry and prose and all the aspects of its form and content. | 1,2 | A |
Course Flow
| Week | Topics | Study Materials |
| 1 | Transitions from late Tanzimat to “Servet-i Fünûn” period. Historical context. The notion of “cedîd” (new). | |
| 2 | Writers of Servet-i Fünûn journal and their major themes in literature. Tevfik Fikret and his Rübab-ı Şikeste (The Broken Lute) | Related readings. |
| 3 | Thematic analysis of Rübab-ı Şikeste I: Contradiction between fantasy and reality, depression, desire to escape or search for an utopia. | Related readings. |
| 4 | Thematic analysis of Rübab-ı Şikeste II: The idea of animism, social contradictions, youth, mercy for oppressed. | Related readings. |
| 5 |
Thematic analysis of Rübab-ı Şikeste III: Political themes, anger.
Cenab Şehabettin, his poetry and prose. |
Related readings. |
| 6 | Analysis of “Elhan-ı Şita” and other poems. Analysis of Afak-ı Irak and his writings. | Related readings. |
| 7 | Analysis of selective poems from other poets of “Servet-i Fünûn”. | Related readings. |
| 8 | Mid-term. | Related readings. |
| 9 | Halid Ziya Uşaklıgil and analysis of Maî ve Siyah. | Related readings. |
| 10 | Analysis of Maî ve Siyah as an allegory of “Servet-i Fünûn” poetry. | Related readings. |
| 11 | Analysis of Aşk-ı Memmû I. | Related readings. |
| 12 |
Analysis of Aşk-ı Memmû II.
Mehmed Rauf and his masterpiece: Eylül |
Related readings. |
| 13 | Analysis of Eylül | Related readings. |
| 14 | Hüseyin Cahit Yalçın and introduction to his complete works. | Related readings. |
Recommended Sources
| Required |
Tevfik Fikret : Rübab-ı Şikeste
Cenap Şehabettin, Bütün Şiirleri Cenap Şehabettin : Haz. İnci Enginün Halit Ziya Uşaklıgil : Mai ve Siyah Halit Ziya Uşaklıgil : Aşk-ı Memnu Mehmet Rauf : Eylül Hüseyin Cahit Yalçın : H,kayeler İnci Enginün . Tanzimat’tan Cumhuriyete Türk |
| Recommended |
Mehmet Kaplan: Tevfik Fikret
Mehmet Kaplan : Şiir Tahlilleri I Mehmet Kaplan : Türk Edebiyatı Üzerine Araştırmalar I Şemsettin Kutlu : Servet-i Fünun Şiiri Antolojisi Berna Moran : Türk Romanına Eleştirel Bir Bakış Fethi Naci : 100 Yılda 100 Roman Nihat Sami Banarlı Resimli Türk Edebiyatı Tarihi |
Material Sharing
| Documents | Additional course notes delivered by the lecturer. |
Assessment
| IN-TERM STUDIES | NUMBER | PERCENTAGE |
| Mid-term | 1 | 40 |
| FINAL | 1 | 60 |
| CONTRIBUTION OF FINAL EXAMINATION TO OVERALL GRADE | 40 | |
| CONTRIBUTION OF IN-TERM STUDIES TO OVERALL GRADE | 60 | |
| Total | 100 |
| COURSE CATEGORY | Expertise/Field Courses |
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
| Activities | Quantity |
Duration (Hour) |
Total Workload (Hour) |
| Course Duration (Including the exam week: 16x Total course hours) | 15 | 3 | 45 |
| Hours for off-the-classroom study (Pre-study, practice) | 15 | 7 | 105 |
| Mid-terms | 1 | 2 | 2 |
| Final | 1 | 3 | 3 |
| Total Work Load | 155 | ||
| Total Work Load / 25 (h) | 6.2 | ||
| ECTS Credit of the Course | 7 |