ECTS - Academic Writing Skills
Academic Writing Skills (CHL110) Course Detail
| Course Name | Course Code | Season | Lecture Hours | Application Hours | Lab Hours | Credit | ECTS |
|---|---|---|---|---|---|---|---|
| Academic Writing Skills | CHL110 | 2. Semester | 3 | 2 | 0 | 4 | 5 |
| Pre-requisite Course(s) |
|---|
| N/A |
| Course Language | Turkish |
|---|---|
| Course Type | Compulsory Departmental Courses |
| Course Level | Bachelor’s Degree (First Cycle) |
| Mode of Delivery | Face To Face |
| Learning and Teaching Strategies | Lecture, Discussion, Question and Answer, Observation Case Study, Problem Solving, Brain Storming, Role Play. |
| Course Lecturer(s) |
|
| Course Objectives | The aim of this course is to develop students' knowledge and skills on report writing and effective presentation. |
| Course Learning Outcomes |
The students who succeeded in this course;
|
| Course Content | Types of academic writing, accessing academic publications, summarizing academic publications, citing references in academic articles, academic publication ethics, spelling and punctuation marks, logical flow in writing, preparing oral presentations, preparing written files. |
Weekly Subjects and Releated Preparation Studies
| Week | Subjects | Preparation |
|---|---|---|
| 1 | The place and importance of report writing and presentation skills in child development practices | |
| 2 | Sections that should be included in a report with examples | |
| 3 | Preparation before writing a report, literature review | |
| 4 | Designing the report, writing it down with scientific criteria | |
| 5 | Sharing report samples, difficulties encountered in writing reports | |
| 6 | Presentation and types of presentations (1. Informative presentation; 2. Persuasive presentation) | |
| 7 | Basic presentation skills I (contact with the audience, sound quality and level, supporting the presentation with audio-visual tools and using multimedia tools, correct use of body language, using silence, hiding excitement, diversifying the speech, keeping the group alive) | |
| 8 | Midterm | |
| 9 | Basic presentation skills II (contact with the audience, sound quality and level, supporting the presentation with audio-visual tools and using multimedia tools, correct use of body language, using silence, hiding excitement, diversifying the speech, keeping the group alive) | |
| 10 | Presentation examples (I) (preparing slides, power point, poster, brochure, file preparation etc.) | |
| 11 | Presentation examples (I) (preparing slides, power point, poster, brochure, file preparation etc.) | |
| 12 | Planning a presentation (determining the purpose of the presentation, designing the presentation according to the audience profile, determining the audio-visual material to be used, getting information about the characteristics of the environment, using the time, using the space) | |
| 13 | Students make a sample presentation in the classroom (application) | |
| 14 | Students make a sample presentation in the classroom (application), general evaluation of the course | |
| 15 | Overview | |
| 16 | Final Exam |
Sources
| Course Book | 1. Bilimsel Araştırma ve Yazma El Kitabı |
|---|---|
| 2. Pdr’de Kaynak Tarama ve Rapor Yazma | |
| 3. Dosyalama-Arşiv Resmi Yazışma Rapor Yazma Teknikleri | |
| Other Sources | 4. Tübitak Etkili Sunum Rehberi |
Evaluation System
| Requirements | Number | Percentage of Grade |
|---|---|---|
| Attendance/Participation | - | - |
| Laboratory | - | - |
| Application | - | - |
| Field Work | - | - |
| Special Course Internship | - | - |
| Quizzes/Studio Critics | - | - |
| Homework Assignments | 1 | 60 |
| Presentation | 1 | 40 |
| Project | - | - |
| Report | - | - |
| Seminar | - | - |
| Midterms Exams/Midterms Jury | - | - |
| Final Exam/Final Jury | - | - |
| Toplam | 2 | 100 |
| Percentage of Semester Work | |
|---|---|
| Percentage of Final Work | 100 |
| Total | 100 |
Course Category
| Core Courses | X |
|---|---|
| Major Area Courses | |
| Supportive Courses | |
| Media and Managment Skills Courses | |
| Transferable Skill Courses |
The Relation Between Course Learning Competencies and Program Qualifications
| # | Program Qualifications / Competencies | Level of Contribution | ||||
|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | ||
| 1 | Gains basic theoretical knowledge about the field within the scope of health, education and support services, organizational structure and systematics. | X | ||||
| 2 | Acquires basic concepts, approaches and theories related to the field of child development and relates them to current experiences and national and international developments. | X | ||||
| 3 | It effectively uses sciences such as health, education and psychology by adding them to the basic knowledge and skills of the child development discipline. | X | ||||
| 4 | Gains the ability to identify problems and develop solutions based on the knowledge and skills required by the discipline of child development. | X | ||||
| 5 | Gain the ability to independently carry out the necessary work and take responsibility as an individual and as a team member in practices related to child development education in preschool education institutions, private education institutions and health institutions. Can independently carry out and take responsibility for the necessary work as an individual or as a team member in practices related to child development education in preschool education institutions, private education institutions and health institutions. | X | ||||
| 6 | Have the basic knowledge required for applications in preschool education institutions, private education institutions and health institutions regarding child development education. | X | ||||
| 7 | Identify learning needs related to lifelong learning regarding child development and education and provide necessary guidance. | X | ||||
| 8 | Acts in accordance with professional ethics and social responsibility in all professional field practices and social relations. | X | ||||
| 9 | It carries out studies to raise awareness of society and other professional groups on child development. | X | ||||
| 10 | She/He can track information in her field and communicate with colleagues using a universal foreign language. | X | ||||
| 11 | Gains the ability to conduct resource research to access information and to use databases, numerical values and other information sources. | X | ||||
| 12 | To be able to communicate effectively with the family and the child in accordance with the cultural structure, and to work in cooperation in child development studies. | X | ||||
| 13 | To be able to act in accordance with social, scientific, cultural and ethical values in all studies in the field of child development. | X | ||||
| 14 | In the field of child development, it is sensitive to the universality of social rights, the protection of quality cultural values, and occupational health and safety. | X | ||||
| 15 | Evaluates, prepares and uses materials required by the field of child development (educational toys, educational books and brochures, game materials) in line with educational purposes. | X | ||||
| 16 | To be able to determine the developmental differences of 0-18 year old children at an early stage, to prepare and implement appropriate education programs. | X | ||||
ECTS/Workload Table
| Activities | Number | Duration (Hours) | Total Workload |
|---|---|---|---|
| Course Hours (Including Exam Week: 16 x Total Hours) | 16 | 5 | 80 |
| Laboratory | |||
| Application | |||
| Special Course Internship | |||
| Field Work | |||
| Study Hours Out of Class | 14 | 2 | 28 |
| Presentation/Seminar Prepration | 1 | 7 | 7 |
| Project | |||
| Report | |||
| Homework Assignments | 1 | 10 | 10 |
| Quizzes/Studio Critics | |||
| Prepration of Midterm Exams/Midterm Jury | |||
| Prepration of Final Exams/Final Jury | |||
| Total Workload | 125 | ||