What is “genre”? What is a literary genre? Historical evoluation of literary genres. Epic, comedy, tragedy, essay, novel, short story, poetry.
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Course Learning Outcomes
| Learning Outcomes | Teaching Methods | Assessment Methods |
| Questions the notion of “genre”. To determine the dominant place of literary genres among the narrative modes. | 1,2 | A |
| Knows about literary genres and theirs well known classics. | 1,2 | A |
| Reads some important examples of world literature: İliad, Dede Korkud Oğuznâmeleri, Tryannus Oedipus, Hamlet, Peace, Don Quijote, Robinson Cruise, “Murders in the Rue Mourge” and etc. | 1,2 | A |
| Understands how basic literary genres differs from literary forms as a mode of emplotment intrinsic to all narrative modes. | 1,2 | A |
Course Flow
| Week | Topics | Study Materials |
| 1 | Introduction: What is “genre”? What is a “literary genre”? | |
| 2 | Oral and Written Cultures. Historical Genres. | Related readings |
| 3 | EPIC | Related readings |
| 4 | TRAJEDY | Related readings |
| 5 | COMEDY | Related readings |
| 6 | NOVEL (I) | Related readings |
| 7 | NOVEL (II) | Related readings |
| 8 | NOVEL (III) | Related readings |
| 9 | MID-TERM | Related readings |
| 10 | SHORT STORY | Related readings |
| 11 | ESSAY | Related readings |
| 12 | POETRY (I) | Related readings |
| 13 | POETRY (II) | Related readings |
| 14 | General Revision | Related readings |
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Recommended Sources
| Required |
Aristophanes. Eşek Arıları, Kadınlar Savaşı ve Diğer Oyunlar. Çev. Sabahattin Eyüpoğlu ve Azra Erhat. İstanbul: İş Bankası Kültür Yayınları, 2010.
Aristoteles. Poetika (Şiir Sanatı Üstüne). Çev. Samih Rifat. İstanbul: K Kitaplığı, 2003. Moliere (Jean Baptiste Poquelin). Cimri. Çev. Leman Yılmaz. İstanbul: Remzi Kitabevi, 2010. Montaigne. Denemeler. Çev. Sebahattin Eyüpoğlu. İstanbul: İş Bankası Kültür Yayınları, 2011. Semih Tezcan, Hendrik Boeschoten, haz. Dede Korkut Oğuznameleri. İstanbul: Yapı Kredi Yayınları, 2001. Parla, Jale. Don Kişot’tan Bugüne Roman. İstanbul: İletişim Yayınları, 2002. Saavedra, Miguel de Cervantes. La Mancha’lı Yaratıcı Asilzade Don Quıjote. Çev. Roza Hakmen. İstanbul: Yapı Kredi Yayınları, 2004. Shakespeare, William. Hamlet. Çev. Sabahattin Eyüpoğlu. İstanbul: İş Bankası Kültür Yayınları, 2011. Sophokles. Kral Oidipus. Çev. Güngör Dilmen. İstanbul: Mitos Boyut Yayınları, 2002. |
| Recommended |
Bakhtin, Mikhail. Karnavaldan Romana: Edebiyat Teorisinden Dil Felsefesine Seçme Yazılar Der. Sibel Irzık. Çev. Cem Soydemir. İstanbul: Ayrıntı Yayınları, 2001.
Bates, H. E. Kısa Öykü: Yazınsal Bir Tür Olarak. Çev. Gökçen Ezber. İstanbul: Bilge Kültür Sanat, 2005. Berk, İlhan. Poetika / Logos: Şiirin Doğası Üzerine Yazılar. İstanbul: Dünya Yayıncılık, 2005. Homeros, İlyada. İstanbul: Can Yayınları, 2001. Ong, Walter J. Sözlü ve Yazılı Kültür: Sözün Teknolojileşmesi. Çev. Sema Postacıolu Banon. İstanbul: Metis Yayınları, 2010. Onega, Susana ve Garcia Landa, José Angel. Anlatıbilime Giriş. Çev. Yurdanur Salman ve Deniz Hakyemez. İstanbul: Adam Yayınları, 2002. May, Charles E. Edgar Allen Poe: Öykü Üzerine Bir İnceleme. Çev. Hivren Demir Atay. İstanbul: Boğaziçi Üniversitesi Yayınları, 2010. Nabokov, Vladimir. Nikolay Gogol. Çev. Yiğit Yavuz. İstanbul: İletişim Yayınları, 2012. Pamuk, Orhan. Saf ve Düşünceli Romancı. İstanbul: İletişim Yayınları, 2010. Todorov, Tzvetan. Fantastik: Edebi Türe Yapısal Bir Yaklaşım. İstanbul: Metis Yayınları, 2004. Terzioğlu, Öykü. Nâzım Hikmet ve Sömürgecilik Karşıtlığının Poetikası. Ankara: Phoenix Yayınevi, 2009. Watt, Ian. Romanın Yükselişi: Defoe, Richardson ve Fielding Üzerine İncelemeler. Çev. Ferit Burak Aydar. İstanbul: Metis Yayınları, 2010. |
Material Sharing
Assessment
| IN-TERM STUDIES | NUMBER | PERCENTAGE |
| Mid-terms | 1 | 25 |
| Quizzes | 1 | 15 |
| Attendance | 1 | 10 |
| 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 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 | 4 | 60 |
| Mid-terms | 1 | 3 | 3 |
| Quiz | 1 | 1 | 1 |
| Final examination | 1 | 3 | 3 |
| Total Work Load | 112 | ||
| Total Work Load / 25 (h) | 4.48 | ||
| ECTS Credit of the Course | 5 |