----eng102-syllabus_criterias-spring_2016 (6)

8/17/2019 ----ENG102-SYLLABUS_CRITERIAS-SPRING_2016 (6)

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Important Note. Please check Moodle and e-mail regularly to check for additionalcourse related instructions, materials, planning, forums and the like.


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Conflict and Harmony

1. Introduction

2. Course escription and !oals

2.1" Course escription

The ce ntra l b as is of ENG 102 is to con s o lid a te s tud e nts ’ approach to t h inki ng, re a ding,s p ea ki ng and w ri ting and la ngu a g e usage, as in itia te d in ENG 101. In a dd ition, theE NG 102 course a i s to d e !e lop the s tud e nts ’ a b ilitie s to s " nth e s i#e and e !a lu a tein f o r a tion and conduct # as ic, ind e p e nd e n t re sea rch .

$or ore d e ta ile d in f o r a tion about the ob %e ct i!e s w h ich will be co!ered in ENG 102.

&e will target the acade ic language skills and goals of ENG 102 b" stud"ing and anal"sing te'tsrelated to conflict and har on". (e" the es to be studied will include how to sol!e conflict andhow to reach har on". &e’ll anal"#e strategies to sol!e conflicts and the theories on what har on"is.

The course )*onflict and +ar on" has two parts- In the first part , the concept of )conflict will be studied and the te'ts including the ain concepts, such as risoner’s /ile a, Trucking Ga e,Ga e Theor", so e conflict resolution strategies- Tit $or Tat trateg", Negotiation, arganing,Integrati!e olutions will be e'a ined and then the" will be used to sol!e so e conflicts- *onflict

between children and parents3 conflict between brothers and sisters or !ice !ersa. In the second part, the concept of har on" will be e'a ined and the te'ts related usic, plastic arts will be read

and and through the approaches of philosophers fro east and west to inner har on", socialhar on", har on" in art, that is, har on" in the uni!erse is going to be 4uestioned in this course.

5 research paper will be written. The topic of the research will be related to either confict or har on"

Bilkent University School of English Language

English and Composition IIENG 1 !" S#$ING ! 1%

Instructor: Muzafer TuncaEmail: [email protected] ce Telephone: 29 2! "#O ce $ocation: % & '("O ce )ours: Mon. (".* +(!.* , Tue. (2* +(*.* -ed: (#.* +(".* ri. ( .* +((.*


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This course is designed

to i pro!e "our acade ic and language skills, with e phasis placed on thesisdri!en writing.to achie!e this "ou will criticall" interact with, discuss and write about a widerange of te'ts that 4uestion what conflict and har on" are in different fields.

*onclusions to such 4uestions will de!elop depending on class baseddiscussions of ideas 6 concepts generated through shared interpretations of course te'ts.

7ou will also ha!e the opportunit"

to research and for ulate a written paper on a sub topic within the abo!ethe es.

o keep an open but critical ind, and be read" to read, listen, discuss, research and write aboutissues connected to the conte porar" hu an condition.

2.2" Course !oals

ENG 1 ! English and Composition II

The central basis of ENG 102 is to consolidate students’ approach to thinking, reading, speakingand writing and language usage, as initiated in ENG 101. In addition, the ENG 102 course ai s tode!elop the students’ abilities to s"nthesi#e and e!aluate infor ation and conduct basic,independent research.

$or ore detailed infor ation about the ob%ecti!es which will be co!ered in ENG 102, please click on the following link- http-66www.bilkent.edu.tr68busel6fae6eng102.ht l

2.$ %cademic &oca#ulary and the '%cademic (ord )ist* +%()"

ENG 1016102 courses are designed to help students e'pand the range and accurac" of their acade ic !ocabular". *ourse aterials contain an" of the words found on the 5cade ic&ord 9ist :the 5&9;, which is co prised of ni!ersit"’s 5&9 Gap aker allows "ou to create gap fill tests for"ourself

http://www.bilkent.edu.tr/~busel/fae/eng102.htmlhttp://www.nottingham.ac.uk/awlhighlighter.htmhttp://singafrica.londongt.org/http://www.nottingham.ac.uk/awlgapmaker.htmhttp://www.nottingham.ac.uk/awlhighlighter.htmhttp://singafrica.londongt.org/http://www.nottingham.ac.uk/awlgapmaker.htmhttp://www.bilkent.edu.tr/~busel/fae/eng102.html


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• English @ocabular" E'ercises.co http-66www.english!ocabular"e'ercises.co 6

has 2A< gap fill 5cade ic &ord 9ist e'ercises B General &ord 9ist e'ercises aswell

The 5cade ic &ord 9ist and 10 ub lists can be found at-http-66www.!ictoria.ac.n#6lals6resources6acade icwordlist6sublists .

$or ore links to 5&9 related pages and e'ercises, please !isit the $acult" 5cade icEnglish &ebsite and enhance "our acade ic !ocabular".

http-66www.bilkent.edu.tr68busel6fae6!oce'ercises.ht l

$. Course e uirements and %ssessment

$.1 %ssessment Plans

!raded Component (eighting

ssay Cne drafted essa" 2/0

esearch Pro ect /0 +in total"

?esearch roposal +1/0"

5nnotated ibliograph" : 30"

$inal ?esearch aper +230"

4eacher %ssigned 4asks+4%4s"

1


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essay task< uestion is essential in this paper. $urther infor ation on essa" will be gi!ento students during the course. =ou ;ill #e re uired to use one e7ternal source of youro;n choice in addition to the re uired te7ts . Please Note>

• 4he first draft started in class. If you miss this you must petition ?ia Merke@i ?rakMudurlugu ;ithin 5N ( A of missing the in-class ;riting .

• Essa" drafts ust be co pleted in class. Instructors should sign the paper that wasco pleted in class. The 1 st draft should also be t"ped and sub itted to the instructor alongwith the handwritten !ersion :signed b" the instructor;. No significant changes fro thein class writing are accepted, unless first discussed and agreed with the instructor. If thereare a%or differences between the in class !ersion and the t"ped 1 st draft, the student a"

be asked to re write a portion of the new !ersion, or to !erball" %ustif" the new content.

&cademic Essay

7ou 8ill read a ariet0 o/ te ts durin; the semester< and 8ill be re=uired to8rite a process+based academic essa0 based on course readin;s. The essa0 isdra/ted. 6rior to 8ritin; 0our essa0< 0ou 8ill be asked to do a number o/ tasksin preparation. I/ 0ou ha e not completed all o/ the tasks>sta;es prior to theessa0 8ritin; da0< 0ou ma0 ha e di cult0 completin; 0our essa0 in the ;i entime.

The ?rst dra/t o/ the essa0 8ill be completed in class in a 8orkshop+st0leen ironment. 7ou 8ill ha e three " +minute blocks in 8hich to complete0our ?rst dra/t. 0 the end o/ the three blocks< 0ou are e pected toha e produced a A/ull ?rst dra/tB. irst dra/ts should be seen as 8orks inpro;ress that 8ill be impro ed upon in the dra/t1s4 /ollo8in; teacher/eedback. %t the end o/ the three blocks 0ou 8ill be allo8ed to take 0ouressa0 home to ?nalize>edit> polish>t0pe it. Co si;ni?cant chan;es /romthe in+class 8ritin; are accepted< unless ?rst discussed and a;reed 8ith0our instructor. 7ou 8ill ha e the opportunit0 to re ise 0our essa0thorou;hl0 /ollo8in; 0our instructorDs 8ritten and oral /eedback.

% detailed assi;nment prompt 8ill be ;i en prior to the assi;nment.E planation o/ both the task /ormat and task criteria 8ill also be pro ided inboth 8ritten and oral 1durin; class4 /orm. 6lease note< that the ultimateresponsi'ilty for understanding assignment re(uirements lies )ithyou < the student. *ailure to do )hat is asked for 'y the course instuctor

may lead to assignment failure+

6lease note that the essa0 is dra/ted, this means that if you do not hand in a,rst draft" your ,nal draft )ill N-. BE G$&/E/+ -hen handin; in 0our?nal dra/t< 0ou must submit both the hand8ritten and the t0ped ersion.

inal dra/ts must sho8 e idence o/ si;ni?cant re ision based on both in+class8ritin; 8orkshops and indi idual tutorials.


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inal dra/ts o/ 0our essa0 must be t0ped. 6lease use (2+/ont< double+space

0our 8ork< and /ormat 0our essa0 as per the citation /ormat 0our teacher hasassi;ned.

I/ there are an0 concerns that the 8ork submitted is not the studentDs o8n8ork< the teacher reser es the ri;ht to in ite the student to discuss>re8ritetheir essa0. I/ upon discussion o/ the paper< it appears that the student is notthe author o/ the paper< the student 8ill be asked to re8rite the essa0 in thepresence o/ the instructor.

/eadlines0 7ou are e pected to meet deadlines and turn in 8ork on time. Inthe case o/ /ailure to turn in a pro ect>essa0>task on time< " percent 8ill bededucted on a dail0 basis. &ssignments more than days late )ill not

'e accepted and )ill automatically receive a 2ero+ Outlines and dra/tsrepresent sta;es o/ the 8ritin; process and 8ill not be ;raded. 7et< it isabsolutel0 essential to submit them on the due date in order to recei e andbene?t /rom 8ritten and tutorial /eedback. inal papers 8ill not be accepted8ithout outlines< dra/ts< and instructor 8ritten /eedback.

In case the ?rst dra/t 8ith teacherDs /eedback is not submitted to;ether 8iththe ?nal dra/t< " 3 o/ the ;rade a8arded to the task 8ill be deducted. 1 N-.E.3&. .3IS #LIES .- $ESE&$C3 #E$ &S 4ELL+ #LE&SE &// I. .-.3E $ELE5&N. SEC.I-N+6

%ll dra/ts must be spell+checked< and proo/read. 4ork )hich is poorly)ritten" )hich does not at least attempt to ans)er all aspects of the(uestion" or )hich is more than a page short of speci,ed essayre(uirements )ill not 'e accepted+

$.2 Course (ork escriptions +ContBd"

• If a satisfactor" a ount of handwritten work has not been co pleted in class, the studentshould be asked to attend an office hour6agreed ti e to produce a satisfactor" sa ple oftheir writing.

• &riting in class should not be seen as e'tra work writing is the ai of our course.• 5s laid out in the course specifications, the following still applies for the nu ber of drafts-

esearch Pro ect + /0"

This paper will be the highest of all the assign ents of the ENG 102 course. The pro%ectconsists of se!eral co ponents, all of which need to be co pleted to a high standard. The

research proposal includes topic selection, annotated bibliograph" and su aries of atleast fi!e sources. The research paper itself consists of a draft and final research paper:process based writing.;


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esearch Pro ect !rade

?esearch roposal and outline 105nnotated ibliograph"1st /raft <

8inal Paper 234otal /

::%= 2/0>

4ask FFFFFFFFFFFFFFFFFFFF..

uestion

DDDDDDDDDDDDDDDDDDD..The following te'ts ust be used 6 cited in "our essa"-

1. Conflict and Cooperation b" 5ronson, &ilson and 5kert

2FFFFFFFFFFFFFF.

. FFFFFFFFFFFFFF

- 4H % 4IC) =59 859N > =ou should find a rele?ant te7t to support your claim in theessay.

EEM%A 4H 594)IN %N F IN! I4 45 4H C)%::EE

594)IN (I)) F ! %

8I :4 %84 (I)) F ( I44 N IN C)%::.


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*&E# 4riting Criteria

7a8or Categories /oes notmeetre(uirements

#artiallymeets taskre(uirements

Satisfactory Comments

1+ 7eets .ask $e(uirements1see re erse

side /or details4

1 !

7a8or Categories #oor Unsatisfactory Satisfactory Good E9cellent Comments

!+ &rgument1thesis statement< stance< coherence<clarit0< /ocus F scope< /eatures o/ar;ument< counter+ar;ument4

( 2 * # "

:+ Support1use F anal0sis o/ sources< inte;rationo/ sources< rele ance o/ sources4

( 2 * # "

;+ Use of Language1the lan;ua;e o/ academic 8ritin;<tone4

( 2 * # "

7a8or Categories#oor

NeedsImprovement

SatisfactoryComments

+ $eada'ility1or;anizational structure< or;anizationalde ices< clarit04

( 2 *

7a8or Categories /oes notmeet

#artiallymeets

Satisfactory Comments


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re(uirements re(uirements

%+ *ormatting1re/erencin; F citation< mechanics o/academic 8ritin;4

( 2


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Important Notes

1. %n0 paper 8hich recei es a zero /or A 7eets .ask $e(uirements< due to any of the follo)ing reasons 8illnot be accepted and 8ill recei e a ?nal ;rade o/ zero.

• I/ the paper is completel0 irrele ant.• I/ the ?nal dra/t is submitted 8ithout pre ious dra/t1s4 and teacherGs /eedback.

2. % paper ma0 recei e a zero 1or a one4 /or AMeets Task 5e=uirementsB 'ut still 'e accepted=graded i/ it does notmeet the re=uirements o/ the essa0 prompt 1i.e. speci?ed 8ord>pa;e limit< number o/ te ts< ans8ers the =uestion<etc.4

. I/ an essa0 pla;iarizes outside sources< the paper 8ill recei e a ;rade o/ zero< and the student 8ill be sub ect to/urther disciplinar0 measures b0 the uni ersit0. I/ assi;ned course te ts are pla;iarized< points should be deducted/rom A Support< and >*ormatting


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*&E# 4$I.ING C$I.E$I&

(. 7 EE.S . &S? $ E@UI$E7EN.S a. Meets 4ask

e uirements

e0ond the production o/ an academic essa0< students need to ensure thattheir production adheres to the task re=uirements< 8hich should be e plicitl0stated in the task prompt or rubric.

*or the purposes of ENG 1 1=1 !"this means that the student has

• met all of the re(uirementsspeci,ed in the prompt" and thecourse sylla'us" and

• satisfactorily engaged )ith andans)ered the (uestion+

2. % !9M N4 a+ 4hesis

:tatementIn an essa0 8here students are asked to create an ar;ument< a clearstatement o/ stance or position is o/ten necessar0.

%lthou;h there is no ? ed rule about the position o/ the thesis< t0picall0< thissummar0 statement is placed at the end o/ the ?rst introductor0 para;rapho/ the essa0.

% ;ood thesis statement uses speci?c ar;umentati e points rather thans8eepin; ;eneral statements. It makes a de?nite< /ocused and limitedassertion. It should indicate that the essa0 8ill e plain and pro ide support/or this assertion. It should also su;;est the structure o/ the essa0Dsar;ument.

% thesis statement can sho8 a8areness o/ diferin; ie8s< o/ possibledi culties< counterpoints or disa;reement.

*or the purposes of ENG1 1=1 !" a student shouldconstruct a thesis in a )ay that

a+ makes the focus=stance ofthe essay clear in theintroduction"

'+ focuses on speci,cs ratherthan s)eeping generalstatements" and

c+ suggests the structure ofthe arguments=paper tocome+

(2


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% thesis statement ma0 be more than one sentence in len;th so lon; as it isclearl0 8ritten. % comple ar;ument ma0 re=uire a /e8 sentences 8o ento;ether to communicate its statement o/ position and /ocus.

'+ :tances0nthesize>anal0ze the in/ormation in their ans8er to the =uestion.

% stance can be stren;thened throu;h personalized en;a;ement 8ith theissues and de elops rather than duplicates ar;uments.

% stance is not somethin; merel0 stated in an introduction or thesis, rather< itis maintained and supported throu;hout the entire essa0 8ithout an0inconsistencies or contradictions.

*or the purposes of ENG1 1=1 !" a student shouldensure that her stance

• is e9plicitly stated in theintroduction" and

• is maintained and supportedthroughout the entire essay+

c. Coherence Ideas should Ho8 and /ollo8 lo;icall0 one into the ne t.

Inso/ar as coherence is concerned< the paper should hold to the thesis. Ideasshould be rele ant to the =uestion set and connected to the discussion athand. E amples< anal0ses< interpretations< etc. should connect naturall0 toeach other< not take the paper on di er;ent tan;ents and< instead< shouldstren;then and rea rm the ar;ument< /rom one to the ne t.

*or the purposes of ENG1 1=1 !" coherence is achieved'y a student )hen she

• ensures that all ideas arerelevant to the discussion"and

• is a'le to logically developideas from one to the ne9t+

d. Logic -hether 8riters choose to ali;n their ideas throu;h a relationship bet8eenreason and result or cause and efect or h0pothetical chains o/ reasonin;deri ed /rom the ar;ument< it is important that the ar;ument is presented ina lo;ical 8a0.

*or the purposes of ENG1 1=1 !" coherence is achieved'y a student )hen he

(*


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The essa0 should also be /ree o/ lo;ical /allac0 + ar;uments that are /allaciousnot because o/ the structure< but 8hich usuall0 re=uire e amination o/ thear;umentGs content

• chooses and maintains alogical structure for theessay" and

• avoids logical fallacies+

e. ClarityA&rgument6

% clear ar;ument is e plicit. This does not mean that it needs to be blatantl0stated< but there should be no doubt< 8hich mi;ht because b0 ambi;uit0<ambi alence< contradiction or the lack o/ a de?ned ar;ument< as to 8hat isbein; ar;ued b0 the 8riter.

In an academic essa0 it is the 8riterGs responsibilit0 to ;uide the readerthrou;h the ar;ument in the simplest 8a0. The ar;ument should be /ree o/noise and distraction.

*or the purposes of ENG1 1=1 !" clarity is 8udgedthrough a student s a'ility to

• guide the reader through the

argument in the mostconcise )ay possi'le+

/. *ocus andScope

%ll the points raised and discussed in an essa0 should be /ocused andrele ant to the =uestion set. The essa0 should not ;o of topic.

%ll points raised should ha e clear links 8ith each other and 8ith the=uestion. tudents need to locate and usti/0 speci?c areas to discuss 8ithin;eneral topic< =uestions and te ts

*or the purposes of ENG1 1=1 !" a student should

• narro) the focus of theresponse e ectively" and

• keep that focus relevant tothe scope of the essay+

g+ Counter&rgument

%n ar;ument needs to be lo;ical< 8ell+structured and 8ell+de eloped. Thisma0 or ma0 not include the use o/ opposin; ideas< rebuttal< antitheses<reinterpretations< or other /orms o/ counterin; an ar;ument.

I/ used< counter ar;ument should demonstrate a deep understandin; o/ thesource and the abilit0 to en;a;e 8ith it.

In some conte ts< 8here a common position or opposition is maintained< acounter ar;ument can be a necessar0 means o/ dealin; 8ith that point. Inthese circumstances it ma0 be ar;ued that a student needs to respond tothese points 8ith counter ar;uments. )o8e er< a counter ar;ument is b0 nomeans necessar0 in e er0 essa0. O/ten a stron; ar;ument is demonstrationo/ a better understandin; o/ the issues.

*or the purposes of ENG1 1=1 !" a student

• should only include a counterargument if there is a clearneed for one or if it addsstrength to their argument+.hey should not use acounter argument 8ust forthe sake of having it Aas thiscan lead to distraction andinterruption to the logical

(#


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Do) of the essay6+

*. : 9PP5 4 a+ $elevanc

e ofsupport

tudents should demonstrate an a8areness o/ 8hat constitutes appropriatesupport>e idence. This ma0 in ol e their choice o/ support > the ;enre o/ thesupport > 8hich part o/ a source to use.

5ather than makin; a;ue or s8eepin; claims to support their ideas< studentsshould locate and re/erence speci?c in/ormation.

*or the purposes of ENG 1 1=1 !" astudent should

• choose support )hich enhancestheir argument and not merelyinsert citations for the sake ofmeeting task re(uirements" and

• ensure that unsupported claimsor information only occur )herethat information )as not in aprovided te9t

#. Integrationof :ources

ources need to be used appropriatel0 in an essa0< 8hich means the0 need tobe inte;rated into the essa0.

tudents should be able to demonstrate an understandin; o/ 8hat constitutesappropriate support b0 their choice o/ citation techni=ue and location in thete t.

Essa0s should not be dependent on =uotation or paraphrase< but importantclaims ou;ht to be supported throu;h the sources.


• support claims through referenceto a te9t+ and

• demonstrate an understanding of using sources to support claims'y

("


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The studentDs o8n oice should be present in their 8ritin;. -hen inte;ratin;sources< the student should demonstrate an abilit0 to manipulate material tosupport their o8n ideas rather than merel0 reproducin; 8hat others ha e said.

o choosing appropriate materialfrom a te9t and placing itappropriately )ithin an essay+and

o integrating sources into theessay grammatically and )ithstylistic competence+

c. 9se and%nalysis of :ources

%ppropriate use o/ sources in ol es more than ust cop0in; and pastin; an idea/rom a te t that is a;uel0 rele ant to the ar;ument bein; made. In anacademic paper< students should demonstrate that their position is in/ormed +

but not ;o erned b0 + the source material. There should be a clear and easil0understandable connection bet8een sources and the ar;ument bein; made.

tudents need to demonstrate that the0 understand source material throu;huse and anal0sis o/ that material. Jomprehension can be demonstratedthrou;h =uotation< paraphrase and at hi;her le els< s0nthesis o/ sources.

%nal0sis ma0 in ol e in esti;atin; the author< ori;in< a;e and otherbio;raphical details related to the material. tudents ma0 also seek to anal0zea source in terms o/ the lo;ic o / the material in ol ed. The0 ma0 =uestion thetruth o/ the /acts a source uses. The0 ma0 also =uestion 8hether the materialthe source uses actuall0 does 8hat the author intends or 8hether there arelo;ical Ha8s in the authorDs ar;umentation.


• demonstrate an understanding of the course te9ts throughaccurate use of direct (uotation"paraphrase or summary" and

• e9plain=comment on the materialthey have used )hen necessary+

U SE -* L &NGU&GE a. .he

language ofacademic )riting

The lan;ua;e o/ academic 8ritin; is purpose/ul. Its primar0 purpose is to aidcommunication< and should not impede meanin;< e cienc0 or Huenc0.

%cademic ;rammar ma0 include a ran;e o/ ;rammatical structures so lon; asthe0 are used both accuratel0 and appropriatel0. The ariet0 o/ structures and

*or the purposes of ENG 1 1=1 !"the language of academic )ritingdisplayed 'y a student should

• include a range of voca'ulary

(!


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de ices used is determined b0 the needs o/ the ideas bein; e pressed.

The accurate and appropriate use o/ academic ocabular0 demonstratesunderstandin; o/ the conte t+dependenc0 o/ terms and concepts. %cademic

ocabular0 aids meanin;< e cienc0 and Huenc0 in 8ritin;. The ran;e o/ocabular0 is determined b0 the topic and task.

%ppropriac0 o/ lan;ua;e is ust as important as accurac0.

and grammar su cient to thetask" )hich is appropriate"accurate" and free fromunnecessary" speci,c=disciplinary

8argon" and

• engage )ith the language ofcomposition and not 'e a directtranslation from anotherlanguage+

'+ 4one Tone con e0s the relationship 8ith and attitude to8ards an audience.ubse=uentl0< an a8areness o/ audience 1and sel/4 is an important part o/

academic 8ritin;.

Tone is ;enerall0 set in the introduction>earl0 sta;es o/ 8ritin; and needs toremain constant throu;hout the te t.

ailure to set an appropriate tone can lead to distraction< con/usion<misunderstandin; and< in some cases< e en ofense.

%s a result< it needs to be precise and unambi;uous. Kependin; on thepurpose< academic lan;ua;e can be /ormal< impersonal or personal. The choiceo/ tone is determined b0 the task.

*or the purposes of ENG 1 1=1 !"tone is 8udged through a student sa'ility to

• not 'e informal or overlypersonal"

• set a clear" appropriate tone atthe 'eginning of the essay"

• maintain that tone throughoutthe essay" and

• take into account the task andintended audience+

#. % %FI)I4=

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a+ 5rgani@ationalstructure

The or;anization o/ an essa0 is determined b0 the ar;ument that the 8riteris puttin; /or8ard. The or;anizational structure needs to help the readerunderstand the ar;ument.

ome ar;uments are e plorator0 in nature< 8hich leads to a less ri;idor;anizational structure to the essa0, other ar;uments /ollo8 strict lo;icaloperations and ha e ri;id essa0 structures. -hate er structure is chosen< itshould be implemented and /ollo8ed consistentl0.

Introductor0 para;raphs should introduce the reader to the topic in a;radual and lo;ical manner. The introductor0 para;raph should ;entl0 ease

into the topic so that the reader can /ollo8 the 8riterDs train o/ thou;ht andbe prepared /or 8hat 8ill be ar;ued in the essa0. The introductor0 para;raphusuall0 ends 8ith a thesis or controllin; statement. 1see Thesis tatementunder %5L EMECT4.

-hile there are con entions re;ardin; para;raphin;< the0 ar0 re;ardin;8hat constitutes a 8ell+8ritten para;raph across disciplines and /unctions.

The bod0 o/ an essa0 usuall0 contains at least three para;raphs< but o/tenhas more. Each para;raph discusses one idea that supports the essa0Dsthesis.

There is no one 8a0 o/ concludin; an academic essa0. Lenerall0< ho8e er< aconclusion in ol es a restatement o/ the main ideas and sense o/ closure.Jlosure ma0 in ol e oferin; a thou;ht+pro okin; =uotation< talkin; aboutpossible /uture implications or conse=uences< callin; /or action< endin; onan interestin; t8ist o/ thou;ht or reemphasizin; the importance o/ theissue.

*or the purposes of ENG 1 1=1 !" astudent should utili2e anorgani2ational structure that

• aids the reada'ility of the essay"

• gradually introduces the reader tothe topic

• is clear" determined 'y andconsistent )ith the thesis"

• develops a single idea relevant tothe thesis in each 'odyparagraph"

• contains a topic sentence for each'ody paragraph )hich accuratelysets out the purpose and thefocus of the paragraph" and

• has a conclusion )hich echoes thethesis and provides a sense ofclosure+

b. Clarity The clarit0 o/ an essa0 depends on more than ust the lan;ua;e.

Jlarit0 o/ or;anization aids the readabilit0 o/ a te t b0 makin; connections<ideas and terms clear. It ;uides the reader throu;h ideas and /rombe;innin; to end.

Jlarit0 o/ ar;ument is not the same as clarit0 o/ or;anization. %n ar;umentma0 be 8eak but still clear to the reader 8ith the help o/ linkers< transitions<


• organi2e their essay in a )ay thataids the reada'ility of a te9t 'ymaking connections" ideas andterms clear" and

(N


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rhetorical de ices< e empli?cations< clari?cations< etc.

-hen or;anizational de ices are used< the0 should enhance the unit0 andreadabilit0 o/ the paper both at the para;raph and essa0 le el.

• guide the reader through ideasand from 'eginning to end" and

• ensure that organi2ationallinguistic devices Alinkers"con8unctions" referencing"signposting" etc+6 enhance theunity of the )hole paper+

". 8 5 M%44IN! a. eferencing

andCitations

5e/erencin; in this cate;or0 /ocuses on the mechanics o/ re/erencin;<includin; accurac0 8ith re;ard to in+te t and end+te t citation 1 iblio;raph0<-orks Jited< 5e/erences4.

trictl0 speakin;< citations and re/erences are diferent thin;s< thou;h theterms are o/ten used interchan;eabl0. % citation indicates a direct =uotation<paraphrase or summar0 o/ outside sources. % re/erence is the mention o/ anoutside source and there/ore includes both citation and mention.

Kiferent publishin; /ormats ha e diferent re=uirements /or citations orre/erences. In /ormats that ask /or a -orks Jited pa;e< such as M$% ormat< itis onl0 necessar0 to include in+te t and end+te t citation /or outside sourcesthat are directl0 =uoted< paraphrased or summarized in a te t. ormats thatre=uire a 5e/erence pa;e< such as %6% ormat< re=uire in+te t and end+te tcitation /or all uses 1=uotation< paraphrase< summar04 and mentions o/ outsidete ts. ormats that re=uire biblio;raphies< such as the )ar ard 0stem o/5e/erencin;< re=uire in+te t and end+te t citations /or all 8orks used andmentioned as 8ell as end+te t citations /or te ts that 8ere consulted in thepreparation o/ the 8ork< 8hether directl0 used or not.

*or the purposes of ENG 1 1=1 !"the student should

• use a consistent referencing or citationmethod throughout their essay, and

• adhere to an accepted academic style forin-te7t and end-te7t citations.

#. Mechanicsof%cademic

Mechanics here re/ers to te tual mechanics aside /rom citation 1discussedseparatel0 8ithin this headin;4.

The mechanics o/ academic 8ritin; include accuratel0 usin; ortho;raph0

*or the purposes of ENG 1 1=1 !"students should ensure that theiressays

(9


20/49

(riting 1spellin;< punctuation< capitalization< h0phenation< 8ord breaks< etc.4 as 8ell asthe adherence to an academic st0le o/ la0out and /ormattin; 1line spacin;<indentation< mar;in sizin;< /ont t0pe< /ont size< pa;ination< etc.4< the rules o/8hich can ar0 8idel0 /rom st0le to st0le and be rede?ned at the instructorDsdiscretion.

• ha?e accurate orthography +spelling,punctuation, capitali@ation, hyphenation,;ord #reaks, etc.", and

• use academic layout and formattingaccurately.

2


21/49

!eneral Purpose :tatement

%. 4 M P%P < + : % CH P 5G C4

The purpose of the 102 pro%ect is for "ou to research a topic of "our own interest.The topic has to be rele!ant to the course topic. 5fter choosing "our topic, "ou will for"our research 4uestion that "ou will then tr" to e'plore through e'tensi!e research.

5fter carr"ing out "our research "ou will write an argu entati!e paper which setsout to persuade the reader. 7our argu ent should be full" and reputabl" supported,

plausible, defensible, and readable for a wide audience.The research pro%ect introduces students to so e research specific skills, and

pro!ides the with the opportunit" to practice and hone their acade ic and language skillsin a ore autono ous wa" than in 101.

(H%4 :4%! : (I)) =59 N 45 !5 4H 59!H

tage 6 5cti!it" &hat do I need to hand in

as part of " research

paper portfolioH

4opic selection narro;ing topic

:earching for sources

eading


22/49

8inal raft ust be handed in

lease note that if "ou fail to sub it an" of the specified stages, "ou will not be allowed tosub it a final draft.

H5( :H59) I %PP 5%CH ( I4IN! M= : % CH P%P

The ke" is to read s"ste aticall" about the course topic so that "ou can choose agood research topic and e'plore it e'tensi!el".

5lthough there are specific stages in the process, re e ber that the process itself isC=C)IC%) . This eans that "ou can ake re!isions to the pre!ious stages as "ou arereading and e'ploring "our topic. The research paper process is a c"clical process.

The stages below are intended to gi!e "ou so e guidelines as "ou are approachingthe topic.

(hat is a good topic

5 good topic is a topic that "ou will )IA reading and writing about. It is also atopic that "ou are *>?IC> about. It should be based on the :9F-4H M : fro thecourse. The ore links it has to the course readings the better it will be.

Think about the following 4uestions when choosing a topic-

• &ould "ou like to read ore about this topicH• Is it a debatable topicH• &h" is it i portant to do research on this topicH•

*an "ou find different ideas 6perspecti!es about the topicH• *an "ou find enough sources about "our topic in the librar" or on the internetH

(hat are some possi#le research topics9ook at the readings in the course book and the authors. $ro there "ou can find

possible topics or links to other topics that "ou ight find interesting. elow are so etentati!e research topics-

22


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2*

(.

Little = no evidence of task preparation+ Taskis misunderstood or 1partiall04 not attempted.

election o/ content ma0 ha e been made8ithout care/ul consideration.

poor e cellent

1 ! : ; % F H 1

*ully understood" researched" planned yourindividual task A e.;. /ull0 utilized resources< ;oodpreparation o/ discussions > tests > slides and selection o/appropriate ideas > ke0+points > ocab etc. 6

2.

Severe pro'lems )ith the timing = structureof the presentation+ Either too lon; or short &and > or sections are imbalanced or illo;icall0connected.

poor e cellent

1 ! : ; % F H 1

7anaged the presentation s timing and Do) A o/in/ormation > ideas > discussion points etc. 6 e ectively+

The time ;i en 8as utilized 8ell 1not too short or lon;4<8ith a clear< balanced and lo;ical connection bet8eeneach section.

*.

Serious failure to interact appropriately)ith the audience+ E.;. poor e0e+contact< lacko/ politeness< /ailure to correct audiencecon/usion< not nominatin; speakers 8hennecessar0 etc.

poor e cellent

1 ! : ; % F H 1

*ully understood the needs of the audience and" atall times" interacted )ith them appropriately inorder to ma9imi2e the e ectiveness of yourpresentation A e.;. skil/ull0 emplo0in; politeness<monitorin; skills< reiteration< nominatin;< ;ood e0e+contact and bod0 lan;ua;e 6+

#.

Lack of language a'ilities severelyinterferes )ith task performance =communication+ Lrammar > ocabular0 areinsu cient< 8ords are mispronounced or thespeakerDs oice is di cult to /ollo8 1mumbled >monotone > too =uiet etc.4

poor e cellent

1 ! : ; % F H 1

Language a'ility used skilfully A sophisticated and accurate ocabular0 and ;rammar< clear and naturalpronunciation< etc4 in order to e ectivelycommunicate the presentation s = speaker smessage+

".

-verall" the presentation failed to carry outthe task re(uirements+ The audience ma0 becon/used and > or ha e /ailed to understand >en;a;e 8ith ke0 part o/ the tar;et te t.

poor e cellent

1 ! : ; % F H 1

E ectively introduced = taught = discussed keyelements of the target te9t+ asicall0< success/ull0carried out the ;i en task.

Comments0

*inal mark

PPP =

PP 2Q

*-$7&L #resentation 7arking Sheet and Criteria+

N&7E 0


24/49

4 N4%4I& : % CH 45PIC:

1. Intrapersonal Conflct ;ithin oursel?es2. Harmony in groups$. Conflict in groups

. 4he Importance of 8orgi?eness in the Conflict esolution Process

3. 4he Importance of Peace 5rgani@ations on :ol?ing the Conflict Fet;een Nations e.g.N%45, 9N :C5, 5P C etc.J. Colour Harmony in Modern PaintingK. aily Pro#lems to Pro?ide Humans ;ith Peace and HarmonyL. % Harmonious )ife in accordance ;ith Nature

. isputes Causes Harmony #et;een People1/. Impacts of Colours on Human Psychology

11. Impacts< ffects of Harmonious 9se of Colours in aily )ife-8eng :hui

12. 4he Importance of Harmony in :ocial )ife

1$. 4he Importance of Harmony in Fusiness )ife1 . Happiness as an 5utcome of Inner Harmony

13. 4he Falance #et;een the :peech and %cts reflecting the PersonBs Inner Harmony

1J. International elations epending on the Conflict Created #y the Political Poilicies

1K. IN4 N%4I5N%) C5N8)IC4> Conflict #et;een 4;o Countries

1L. International Conflict %rising from the :carcity of Natural esources

1 . C5N8)IC4 F 4( N 4H 4 %CH %N 4H :49 N4

2/. uantum Mechanics> 4o Harmon @e :ocial )ife> 9nderstand human #eingsB nature and

#eha?iors #ased on uantum Mechanics

21. Impact of Music on Human Psychology > Pop Music Classical Music e.g. Mo@art ffect on Children

2$. Impact of 'Makams* in 4urkish Classical Music on Human Psychology

2 . Impact of Classical Music on Plants > In Holland classical music is played in

the greenhouses to get more and uality products.23. Conflicts in (orkplace

2J. Ho; Music %ffects the uality of the :ociety

2K. Harmony of Colours in %#stract Painting

2L. H%PPIN : as an Inner Harmony

2 . ! N C5N8)IC4

$/. Conflict #et;een si#lings

2#


25/49

: % CH P%P P 5P5:%)> 1/0

ENG102- ....

:tudentDDDDDDDDDDDDDDDDDDDDDDD..ateDDDDDDDDDDDD

!rading criteria for esearch Paper Proposal.

!radeFand

Performance e uired

% 6 3-1//

%-6 /-

=our ;ork sho;s consistent e?idence of deep, imaginati?e and fully ?alid engagement;ith all task elements. =ou clearly demonstrate meaningful progress to;ards completingthe research paper and that you are greatly de?eloping a ;ide range of academic skillsduring this process.

FO 6 LJ-L

F 6L2-L3

F- 6 KL-L1

=our ;ork sho;s good e?idence of ?alid engagement ;ith all task elements. =oudemonstrate reasona#le progress to;ards completing the research paper and that youare, to a degree, de?eloping a range of academic skills during this process.

CO 6 K -KK

C 6 K/-K$

C- 6 JK-J

=our ;ork sho;s some < ?aried e?idence of meaningful engagement ;ith all taskelements. =ou demonstrate some progress to;ards completing the research paper andthat you are attempting to de?elop some academic skills during this process.

O 6 J$-JJ 63 -J2

=our ;ork sho;s limited e?idence of meaningful engagement ;ith all task elements <some task elements omitted. =ou demonstrate little progress to;ards completing theresearch paper and minimal effort to de?elop academic skills.

8 6 3L-/ No attempt made at task elements < ;ork of an unaccepta#le uality.

(ritten proposal grade>


26/49

&NN-.&.E/ BIBLI-G$J A 6Grading Criteria0

N!1/2- DD

%n '%* annotated #i#liography ;ill demonstrate the follo;ing>

N%M > I > P4>

• Content0 0

• The annotated biblio;raph0 must contain at least N sources. %tleast # o/ these sources 8ill later be used in the 5esearch 6aper.

• Cot more than 2 o/ the sources in the %nnotated iblio;raph0

can be in Turkish 1but 8ritten in En;lishR4. imilarl0< onl0 2 canbe substantial sources /rom the Internet.• The summaries o/ the content o/ each te t must be your own

words. Ko not pla;iarize 8hat it sa0s on the back co er.• The reliability o/ each source should be considered in 0our

e aluation.

.echnical Issues0 ! 0

• %t least one complete para;raph should be produced /or eachsource 1minimum sentences4.

• % complete M$% citation is re=uired abo e each summar0. 5e/er

to the e ample abo e.• The paper must be t0ped< usin; (2 pt. /ont< Times Ce8 5omanand sin;le+spaced. Kouble+spaced bet8een the sources.

Language0 : 0

• Jare/ull0 check spellin;< s0nta and punctuation, use thespellin; and ;rammar check in -ord.

• % oid /ra;mented sentences and pa0 close attention topara;raph structure.

• Ensure that 0ou use appropriate academic lan;ua;e andocabular0.

.-.&L0 KK++=1

2!


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:+: ENG 1 ! $esearch #aper Criteria

&rgumentation=Content

!

Use of Sources=Citation

!

-rgani2ation

!

Language=$evision

!

&

H 1

&rgument=content clear"relevant and highly focused

• paper ofers an e cellent< criticalanal0sis

•

8riterDs position is stron;l0con e0ed• pro;ression o/ ideas is er0 clear• ar;ument is /ull0 supported and

persuasi e

E9cellent use of sources

• sources hi;hl0 appropriate<rele ant< aried in ie8point

• sources er0 8ell used 8ith

meanin;/ul anal0sis 8hichsupports the ar;ument• all sources are accuratel0

re/erenced• -orks Jited is correct

E9cellent organi2ation

• introduction is en;a;in; andclearl0 presents the topic<purpose< and thesis

•

bod0 para;raphs are 8ellstructured and clearl0 /ocused• conclusion con e0s a stron;

sense o/ closure and reiteratesthe thesis>stance

• paper has a hi;h de;ree o/ unit0includin; cohesion< coherenceand transitionin; throu;hout

Language=sentence patterns arevaried" comple9M fe)" minor errors

• academic>topic ocabular0 andphrasin; er0 8ell used

•

comple sentences accuratel0 used$evision

• sho8s si;ni?cant impro ement basedon teacher /eedback and sel/+re ision

BF H

&rgument=content evident"mostly relevant and focused

• paper ofers a ;ood< criticalanal0sis

• 8riterDs position is 8ell con e0ed• pro;ression o/ ideas is usuall0

clear• ar;ument is 8ell supported and

;enerall0 persuasi e

Good use of sources

• sources mostl0 appropriate<rele ant< aried in ie8point

• sources 8ell used 8ithmeanin;/ul anal0sis 8hichsupports the ar;ument

• most sources are accuratel0re/erenced

• -orks Jited is mostl0 correct

Good organi2ation

• introduction clearl0 presents thetopic< purpose< and thesis

• bod0 para;raphs are mostl0 8ellstructured and /ocused

• conclusion con e0s a sense o/closure and reiterates thethesis>stance

• paper has a ;ood de;ree o/ unit0includin; cohesion< coherenceand transitionin; throu;hout

Language=sentence patterns arevaried" comple9M some minor errors

• academic>topic ocabular0 andphrasin; 8ell used

• comple sentences mostl0 accurate$evision

• sho8s ;ood impro ement based onteacher /eedback and s el/+re ision

C

%F FF

&rgument=content evident andmostly relevant" 'ut unfocusedat times

• paper ofers some anal0sis, ma0be super?cial>inade=uate attimes

• 8riterDs position is e ident• pro;ression o/ ideas is ade=uate• ar;ument ma0 be unsupported>

unpersuasi e at times• irrele ance>contradictions ma0

&de(uate use of sources

• sources ;enerall0 appropriate<rele ant

• sources ade=uatel0 used 8ithsome anal0sis 8hich ;enerall0supports the ar;ument

• some sources are accuratel0re/erenced

• -orks Jited has some errors

&de(uate organi2ation

• introduction ade=uatel0 presentsthe topic< purpose< and thesis

• bod0 para;raphs are ;enerall0structured and /ocused butmechanical

• conclusion is mechanical but stillpro ides some sense o/ closureand reiterates the thesis>stance

• paper has a de;ree o/ unit0 buthas occasional problems 8ith

Language=sentence patterns areade(uateM errors common 'ut do notimpede understanding

• academic>topic ocabular0 ade=uatel0used

• comple sentences attempted but 8itherrors and>or mostl0 basic structuresused accuratel0

$evision

• sho8s some impro ement based on

2


28/49

occur cohesion< coherence and>ortransitionin;

teacher /eedback and s el/+re ision

/

H %%

&rgument some)hat evident"'ut content is often irrelevantand 'ased more onsummary=description

• paper ofers mostl0super?cial>inade=uate anal0sis

• 8riterDs position is barel0 e ident• pro;ression o/ ideas is unclear• ar;ument is unsupported and

unpersuasi e• /re=uent

irrele ance>contradictions

#oor use of sources

• sources o/teninappropriate>irrele ant

• sources not 8ellused>o erused>underused 8ithlittle anal0sis

• not all sources are re/erencedand>or re/erences are incompleteor inaccurate

• -orks Jited has /re=uent errors

#oor organi2ation

• introduction has di cult0presentin; the topic< purpose<and>or thesis

• bod0 para;raphs o/ten lackstructure and>or /ocus

• conclusion is mechanical andhas di cult0 reHectin; thethesis>stance

• paper has /re=uent problems

8ith cohesion< coherence and>ortransitionin;

Language=sentence patterns areinade(uateM errors impedeunderstanding at times

• academic>topic ocabular0 andphrasin; inappropriatel0 used and>or;enerall0 lackin;

• comple sentences not used>basicstructures 8ith some errors

$evision

• sho8s little impro ement based onteacher /eedback and s el/+re ision

*

&rgument not evident=contentirrelevant

• paper ofers no real anal0sis>iscompletel0 super?cial

• 8riterDs position is not e ident• pro;ression o/ ideas lackin;• no ar;ument• most ideas are irrele ant to the

research =uestion

Unaccepta'le use of sources

• sources inappropriate> irrele ant• sources er0 poorl0 used, little

to no anal0sis• serious re/erencin; problems• -orks Jited has man0 errors or

is absent• number o/ sources used is belo8

the minimum• 6la;iarism o/ sources is an issue

#aper lacks organi2ation

• introduction has seriousproblems 8ith presentin; topic<purpose< and>or thesis

• bod0 para;raphs lack structureand /ocus, no clear para;raphin;

• conclusion unclear, does notreHect the thesis>stance

• paper lacks cohesion< coherence<transitionin;

Language=sentence patterns areinade(uateM errors consistentlyimpede understanding

• academic>topic ocabular0 andphrasin; not used

• comple sentences not used>basicstructures 8ith serious errors

$evision

• sho8s almost no>no impro ementbased on teacher /eedback and sel/+re ision

S tudents 8ill recei e 3 in cases 8here there is e tensi e pla;iarism< or 8here it is clear that the paper is not their o8n.

SS 6aper content less than (!" 8ords 8ill not be accepted 1i.e. Jourse in/ormation F -orks Jited< etc. should not be included in 8ord count4.

2N


29/49

+4%4" 4eacher %ssigned 4asks +130"

.eacher &ssigned .asks

5eadin; tests< ocabular0 tasks< =uizzes< ideo =uestionnaires< discussions<debates< research tasks and /orum response 8ritin; could all contribute to thispart o/ the ?nal ;rade.

/eadlines0 7ou are e pected to meet deadlines and turn in 8ork on time. In the

case o/ /ailure to turn in 8ork on time< percent )ill 'e deducted ona daily 'asis+ &ssignments more than days late )illnot 'e accepted and )ill automatically receive a 2ero+

4otal > 130

1-5utline of the essay +K.30"2-5utline of the esearch Paper +K.30"

29


30/49

5 %) 4%:A:

There 8ill be ;roup presentations F debates throu;hout the semester. e/ore0our oral presentations 1teachin; a te t4< 0ou 8ill take part in numerousdiscussions and 0ou 8ill be able to e plore a number o/ topics /rom the coursebook: then 0ou 8ill choose a te t to read>anal0ze and prepare a AlessonB /or theclass. %s a part o/ 0our AlessonB< 0ou 8ill lead a class+based discussion on 0ourtopic. %s a member o/ the audience durin; other presentations< 0ou are re=uiredto /ollo8 the ;i en ;uidelines and acti el0 participate 1includin; note+takin; and=uestionin;4 throu;hout the presentation. Kebates 8ill be conducted under asemi+/ormal /ormat< i.e. the0 8ill be academic in tone and /ollo8 con entions inturn takin; and politeness.

/eadlines0 Oral presentations>debates>discussions ha e ? ed dates and cannotbe rescheduled or made up in the e ent o/ absence.#resentations=de'ates=discussions not given=attended on the assigneddate )ill receive a 2ero+

454%) ! % 58 4H P : N4%4I5N:> 130

ach student should present a te7t assigned at the #eginning of thesemester.

:tudents must #e prepared for the presentation at the decided date.

4hey do not ha?e to change or postpone the date and the time.

*


31/49

-

*(

(.

Little = no evidence of taskpreparation+ Task is misunderstoodor 1partiall04 not attempted.

election o/ content ma0 ha e been

made 8ithout care/ul consideration.

poor e cellent

1 ! : ; % F H 1

*ully understood" researched" planned yourindividual task A e.;. /ull0 utilized resources< ;oodpreparation o/ discussions > tests > slides and selection o/appropriate ideas > ke0+points > ocab etc. 6

2.

Severe pro'lems )ith the timing =structure of the presentation+Either too lon; or short & and > orsections are imbalanced or illo;icall0connected.

poor e cellent

1 ! : ; % F H 1

7anaged the presentation s timing and Do) A o/in/ormation > ideas > discussion points etc. 6 e ectively+

The time ;i en 8as utilized 8ell 1not too short or lon;4<8ith a clear< balanced and lo;ical connection bet8eeneach section.

*.

Serious failure to interactappropriately )ith the audience+E.;. poor e0e+contact< lack o/politeness< /ailure to correct audiencecon/usion< not nominatin; speakers8hen necessar0 etc.

poor e cellent

1 ! : ; % F H 1

*ully understood the needs of the audience and" atall times" interacted )ith them appropriately inorder to ma9imi2e the e ectiveness of yourpresentation A e.;. skil/ull0 emplo0in; politeness<monitorin; skills< reiteration< nominatin;< ;ood e0e+contact and bod0 lan;ua;e 6

#.

Lack of language a'ilitiesseverely interferes )ith taskperformance = communication+Lrammar > ocabular0 areinsu cient< 8ords are mispronouncedor the speakerDs oice is di cult to/ollo8 1mumbled > monotone > too=uiet etc..

poore cellent

1 ! : ; % F H 1

Language a'ility used skilfully A sophisticated and accurate ocabular0 and ;rammar< clear and naturalpronunciation< etc4 in order to e ectivelycommunicate the presentation s = speaker smessage+

".

-verall" the presentation failedto carry out the taskre(uirements+ The audience ma0be con/used and > or ha e /ailed tounderstand > en;a;e 8ith ke0 part o/the tar;et te t.

poor e cellent

1 ! : ; % F H 1

E ectively introduced = taught = discussed keyelements of the target te9t+ asicall0< success/ull0carried out the ;i en task.

Comments *inal Grade = 1

ENG1 ! ++++++++++

-ral #resentation 7arking Sheet and Criteria

N&7E 0 I/0 /E#.0

6lease note : 0ou are e pected to precisel0 /ollo8 the task prompt & /ailure to do this 8ill mean losin; marks /or 0our


32/49

:peaking 4ask %ssessment +1/0"

*2


33/49

N = % IN4 &I ( > 1/ 0

%ll students should #e inter?ie;ed and graded in the last;eek of the semester.

4he instructor open a :CH 9) on M55 ) and%CH :49 N4 must take an %PP5IN4M N4.

**


34/49

5 %) 4%:A %:: ::M N4 C I4 I%

Expression of Ideasclarity of ideas * support * extent of utterances

* ability to provide additional info

Fluency

strain/rhythm * hesitations * prompting

Language

grammar * vocabulary * effect on message

8% !radeFand

• High level of clarity, cohesion and allresponses extended and supportedimpressively

• Impressive, detailed responses t oqueries and requests forclarification

• Fluent throughout• Redundancy and repetition are rare• Few hesitations and occasional stops occur in

natural contexts• Needs no prompting• No strain or confusion for listener

• Impressive control of common grammaticalstructures

• Advanced structures used frequently andreasonably and accurately

• A few inaccuracies which do not impedecommunication may persist

• !ilful use of academic level vocabulary

Excellent

10 ─ 9.0

• All ideas clearly expressed and supported• "lear sense of coherence• Responses adequately extended• #ood ability to provide clarification

• Fluent with few lapses• Repetition is infrequent• Hesitations and stops are infrequent• Rarely needs prompting• Almost no strain and$or confusion for listener

• #ood control of common structures• %ore advanced structures used with some

inaccuracy• Few noticeable inaccuracies $ slips• #ood range and accurate use of academic

vocabulary

Good

8.9 ─ 7.8• %ost ideas clearly expressed and supported• Responses usually extended• Answers generally coherent• Adequate ability to provide clarification of

ideas and meaning

• ufficiently fluent for listener to follow f lowwithout difficulty

• ome occasional repetition• &tterances may be hesitant $ incomplete• Needs occasional prompting• %inor confusion and$or occasional strain for

listener

• ome lac! of control of common structures• Advanced structures attempted• Inaccuracies are frequent but do not impede

communication• 'ocabulary generally sufficient and varied for

the tas! ( mixture of academic and generalvocabulary

Satisfactor y

7.7 ─ 7.0• ome ideas are clearly expressed and

supported $ others are somewhat unclearand poorly supported

• %ost utterances short• ome problems with coherence• )imited response to tas! at times• *ifficulty providing clarification at times

• ome difficulty for listener to follow flow• Repetition excessive at times• %ost utterances are short, and some may be

incomplete• Hesitations distract listener • Needs regular prompting• Frequent confusion and$or strain for listener

• )ac! of control of common structures whichsometimes impedes communication

• Few, if any, advanced structures attempted• 'ocabulary restricted for the tas! ( mostly general

vocabulary

Limited

.9 ─ .!

*#


35/49

$.$ :u#mitting (ork> eadlines and e uirements

5ll sub ission dates for written assign ents will be strictl" enforced. tudents who sub it work upto three da"s late will ha!e arks deducted :


36/49

tudents who recei!e a grade below $ fro ENG102 ust repeat that course in the first se ester it is

offered.

$or ore infor ation about the uni!ersit" rules for repeating courses, please click on the followinglink- http-66www.bilkent.edu.tr68busel6fae6cpasseng101els10L.ht l

$.J 4utorials

tudents are re4uired to attend all the tutorial sessions scheduled b" the instructor unless a !alidreason is pro!ided. If students disco!er that the" are likel" to iss a tutorial appoint ent, the studentshould infor the course instructor in ad!ance. It should be noted that it a" not be possible toschedule another eeting. In addition, students who fail to attend tutorials should not be surprised iffinal grades are lower than the" e'pected. tudents who ha!e been pro!ided with specific gradere4uire ents b" the uni!ersit" in order to continue their studies should pa" particular attention to thei portance of tutorials in generall" i pro!ing the 4ualit" of written work.

. Course ules egulations

.1 8aculty %cademic nglish Program %ttendance Policy

#.2 %ttendance re uirement for N! 1/2

*aculty &cademic English #rogram &ttendance #olicy

&ttendance re(uirement for ENG 1 1" ENG 1 !" ELS 1 :" ELS 1 ;" ELS! : and ELS ! ; courses

tudents are re=uired to attend a minimum o/ 9 3 o/ total course hours.%ttendance is counted /rom the ?rst class. tudents 8ho e ceed the attendancelimit 8ill automaticall0 recei e an ;rade /or the course.

&ttendance re(uirement for other *&E courses

tudents are re=uired to attend a minimum o/ N 3 o/ total course hours.%ttendance is counted /rom the ?rst da0. tudents 8ho e ceed the attendancelimit 8ill automaticall0 recei e an D ;rade /or the course.

E9cused a'sence

$ate re;isterin; students< or students addin; a course durin; the add>dropperiod< must isit their %E nit )ead to ;et a letter to be ;i en to their

instructor indicatin; the date 8hen the0 re;istered. Once the letter is recei edand accepted< students 8ill be credited /or the lessons missed prior to the date

*!

http://www.bilkent.edu.tr/~busel/fae/cpasseng101els104.htmlhttp://www.bilkent.edu.tr/~busel/fae/cpasseng101els104.html


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o/ re;istration onl0. Those addin; or droppin; a course 8ill not be credited /orattendance on other courses< and 8ill need to be i;ilant as to attendance /orthe remainder o/ the semester.

tudents s8itchin; /rom one En;lish section to another in the ?rst 8eek mustha e a si;ned note /rom their ?rst instructor to present to their second instructorin order to be e cused /or those hours the0 missed in the second section.

tudents in ol ed in uni ersit0 or;anized acti ities< such as sport or culturalacti ities< durin; lesson time< ma0 ha e their attendance credited i/ theirinstructor ;ets a noti?cation ia the T%5 s0stem. %s decided b0 ilkent

ni ersit0 no student can miss more than " da0s /or such acti ities.

6$E% E E%5 IC MICK T)%T ( 3 C%TTECK%CJE IS N-. & $IG3. . T)E E$IMIT %5E %$$OTTEK O5 CEU6EJTEK )E%$T) 65O $EM O5 OT)E5EME5LIECJIE . Onl0 in serious cases 8hen studentsD health problems e ceedthe ( percent attendance limit should students ?le a petition to the %EKirectorate 8ithin * da0s o/ their return to school< attachin; an appro ed healthreport e plainin; the seriousness o/ their health problem and>or an0 other /ormaldocument supportin; their case as to the emer;enc0 the problem. % pro;ramhi;her committee 8ill e aluate indi idual studentsD appeals and ;i e decisionsre;ardin; each petitionerDs attendance case.

&'sence for E9ams or In class &ssessments0

tudents are eli;ible /or a make+up o/ an0 assessed task > a re+take o/ an0 e ammissed due to le;itimate heath reasons. %s decided b0 ilkent ni ersit0< courseinstructors can ;i e a make+up to the students i/ the0 ;et a /ormal noti?cation

ia the T%5 s0stem. 5e+take e am eli;ibilit0 is dealt 8ith throu;h theuni ersit0.

or more in/ormation about uni ersit0 rules and re;ulations re;ardin; ?nale ams please isit

http:>>888.bilkent.edu.tr>bilkent+tr>admission> izeVbutunlemeVesaslari.html

.2 Punctuality

=ou must arri?e to class on time and attendance ;ill #e taken at the start of each lesson to

ensure that students are al;ays on time.

*

http://www.bilkent.edu.tr/bilkent-tr/admission/vize_butunleme_esaslari.htmlhttp://www.bilkent.edu.tr/bilkent-tr/admission/vize_butunleme_esaslari.html


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ntering class more than 3 minutes late ;ill count as #eing late.

2. If you are more than 13 minutes late, you ;ill #e refused entrance to the class and markeda#sent.

$. )ateness ;ill #e marked do;n on the attendance record.

. %fter $ incidents of lateness, you ;ill #e ;arned.

3. %fter recei?ing the a#o?e ;arning, you ;ill #e refused entrance to class and marked a#sentthe ne7t time you are late.

.$ Plagiarism

ilkent >ni!ersit" defines plagiaris as- The use of so ebod" elseOs ideas, !iewpoints, findings orworks in a paper, pro%ect, report, or an" si ilar docu ent which is presented as part of a course

re4uire ent, without proper acknowledg ent of the source.

$or an" students a!oiding plagiaris is a difficult skill to learn. $or this reason "ou will ha!e theopportunit" to write se!eral drafts of ost written assign ents in "our English classes. In "ourlessons and tutorials "our instructor will e'plain how to a!oid plagiaris b" 4uoting, paraphrasingsu ari#ing and citing properl". If "ou need e'tra help, "ou can ake an appoint ent for anadditional tutorial.

It will, howe!er, be "our responsibilit" to a!oid plagiaris in "our work. hould the final draft of"our assign ent still ha!e serious proble s with plagiaris , or if it is copied fro another student or

written b" or with so eone else, "ou will recei!e a failing grade, probabl" an P$’. /isciplinar" action a" also be taken.

lease !isit the following ilkent webpage to learn about the ilkent >ni!ersit" olic" on 5cade ic+onest" and the rele!ant potential disciplinar" actions, as stated in the tudent /isciplinar" ?ulesand ?egulation of the uni!ersit"-

http-66www.pro!ost.bilkent.edu.tr6procedures65cade ic+onest".ht

3.1 Preparation and Participation + 7ample"

$or e!er" class period, "ou are e'pected to bring 599 necessar" aterials :te'tbooks6readingte'ts6worksheets, writing utensils, a notebook, a plastic folder for handouts, and a plastic folder for"our essa" outlines6drafts6feedback6final !ersions; and to prepare the re4uired assign ents 5N4IM . Policy Issue> If you do not #ring these, you ;ill not #e admitted to class, and you ;ill #emarked a#sent

*N

http://www.provost.bilkent.edu.tr/procedures/AcademicHonesty.htm#_blankhttp://www.provost.bilkent.edu.tr/procedures/DisipKopya.htm#_blankhttp://www.provost.bilkent.edu.tr/procedures/AcademicHonesty.htmhttp://www.provost.bilkent.edu.tr/procedures/AcademicHonesty.htm#_blankhttp://www.provost.bilkent.edu.tr/procedures/DisipKopya.htm#_blankhttp://www.provost.bilkent.edu.tr/procedures/AcademicHonesty.htm


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ince a large portion of the course relies on the collaborati!e e'planation of !arious concepts, acti?e

participation is essential for the success of the entire class.

The ediu of instruction at ilkent >ni!ersit" is English. tudents are e'pected to speak in Englishin class. It is not the responsibilit" of the instructor to repeatedl" re ind students to speak in English.

$inall", "ou are e'pected to check our class Moodle page %I)= for news, announce ents,updates, and assign ents.

3.2 %cademic Courtesy < Code of Conduct

&hile in class, students need to be respectful towards their class ates and their instructor in order to benefit fro an opti al learning en!iron ent. Cne of the ai s of this course is to e'plore and shareideas, so the rights of others to e'press their !iews ust be respected. leeping, reading non course

related aterials, eating6drinking, wearing headphones, aking or recei!ing phone calls or an" otheracti!it" concerning cell phones, chatting with class ates, and using inappropriate language will not

be tolerated. *ell phones, portable disc pla"ers, etc. are to be switched off and kept out of sightduring class.

3.$ mails

lease note that students are e'pected to check your Filkent 9ni?ersity email daily for infor ationor news about the course.

&hen students send the instructor an e ail, these rules should be kept in ind3

i. E ails should be ci!il. egin with a salutation :e.g. )/ear s. F.. ;.ii. The bod" of the essage should be concise, to the point, correctl" punctuated, and written in

standard English.iii. The essage should end with the student’s full na e.i!. Include the class section nu ber in the sub%ect heading of e!er" essage :i.e. ENG 102


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Turnitin is an acade ic plagiaris detector, which teachers and students can use in order to detect ora!oid plagiaris . In this course all students are re4uired to sub it their final drafts to Turnitin and to

print out an originalit" report for their paper. This report ust be handed in along with a hard cop" ofthe final draft.

#


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1 ( A P)%N

IN % : P %4 8I)

#(


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#2


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#*


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##


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Spring Semester

14 January 2016, Thursday -

20 January 2016,Wednesday

Courses pre-loaded


Tuition due


Last day for leave-of-absence applications

20 January 2016,Wednesday -21 January 2016, Thursday

Registrations for new graduate students

21 January 2016, Thursday Exchange students' course registrations

21 January 2016, Thursday Student evaluations posted on the web

22 January 2016, Friday New students' and elective courses pre-loaded

22 January 2016, Friday(17:30)

Pre-loaded courses announced

25 January 2016, Monday -26 January 2016, Tuesday

Course registrations

25 January 2016, Monday English Preparatory Program Period 5 begins

27 January 2016,

Wednesday Classes begin


Registration for courses additional to thecurriculum begins

27 January 2016,Wednesday (17:30)

Elective and required quotas merged

#"


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Spring Semester

1 February 2016, Monday(12:00)

Optional re-registrations for successfullycompleted courses

2 February 2016, Tuesday Course add/drop deadline

3 February 2016,Wednesday (14:30)

Exam reservations begin

23 February 2016, Tuesday English Preparatory Program Period 6 begins

16 March 2016, Wednesday(09:00)

Final exam reservations begin

23 March 2016, Wednesday English Preparatory Program Period 7 begins

21 April 2016, Thursday English Preparatory Program Period 8 begins

23 April 2016, SaturdayNational Sovereignty and Children's Day

holiday

28 April 2016, Thursday -

30 April 2016, SaturdaySpring Festival

1 May 2016, Sunday Labor and Solidarity Day holiday

3 May 2016, Tuesday -23 May 2016, Monday

Course requests for Summer School throughSRS

3 May 2016, Tuesday Withdraw deadline

3 May 2016, TuesdayLast day of classes

4 May 2016, Wednesday(17:30)

Deadline for submitting FZ grades for non-qualifying students


Students who do not qualify to take finalexams (FZ grades) announced

5 May 2016, Thursday -14 May 2016, Saturday

Final exams

#!


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Spring Semester

17 May 2016, Tuesday(10:00)

COPE-1 exam

17 May 2016, Tuesday(18:00)

COPE-1 exam results announced


Grade submission deadline for instructors


Grades announced


COPE-2 exam

19 May 2016, ThursdayCommemoration of Atat ü rk, Youth andSports Day holiday

20 May 2016, Friday -22 May 2016, Sunday

COPE-2 speaking exam

20 May 2016, Friday (17:30) Retake exam application deadline

20 May 2016, Friday (20:00) Retake exam schedules announced

20 May 2016, FridayLast day of Spring semester classes forEnglish Preparatory Program

21 May 2016, Saturday Retake exams begin

23 May 2016, Monday COPE-2 exam results announced


Last day for submission of letter gradesresulting from retake exams


Announcement of letter grades resulting fromretake exams

#


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Spring Semester

27 May 2016, Friday Student evaluations posted on the web

11 June 2016, Saturday

K. Fi#liography

5cton, ar". Learning to Look at Painting . 9ondon-6N7- ?outledge. 1JJ=, rint.

5ronson, Eliot, Ti oth" /. &ilson and ?obin . 5kert. ocial s"cholog". New

7ork- earson Education International. 200


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Ghaffar, 5bdul. *onflict in chools- Its *auses R anage ent trategies, Journal of

Managerial Sciences 223 olu!e """# $u!%er &". &2.'(.2'&) . &eb.

(asik , Naci"e *., +. (u cagi#. The effects of the conflict resolution and peer

ediation training progra on self estee and conflict resolution skills.

"nternational Journal of Acade!ic *esearch Part +, 2'&-, ( &/# &01 & (.

4O"5 &'.0 &362'0) -&2-.2'&-6( &6+.2). &2 '(. 2'&)# &eb.

(ell", Qa es Q.. 7he Sculptural "dea. 9ong Grow Illinois- &a!eland ress, Inc.. 200L,

rint.

eckel, 5l. Masters of 4eceptions 8scher# 4ali 9 7he Artists of Optical "llusion. New

7ork- terling ublishing. 200L, rint

Turnuklu, 5bbas, Tarkan (ac a#, /ilara unbul and +atice Ergul Effects of *onflict

?esolution and eer ediation Trainin a Turkish +igh chool

4oku: 8;lul

----eng102-syllabus_criterias-spring_2016 (6)

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