ECTS - English for Academic Purposes III
English for Academic Purposes III (ENG201) Course Detail
| Course Name | Course Code | Season | Lecture Hours | Application Hours | Lab Hours | Credit | ECTS |
|---|---|---|---|---|---|---|---|
| English for Academic Purposes III | ENG201 | 3. Semester | 3 | 0 | 0 | 3 | 3 |
| Pre-requisite Course(s) |
|---|
| ENG102 ve ENG101 |
| Course Language | English |
|---|---|
| Course Type | Compulsory Departmental Courses |
| Course Level | Bachelor’s Degree (First Cycle) |
| Mode of Delivery | Face To Face |
| Learning and Teaching Strategies | Lecture, Demonstration, Discussion, Question and Answer, Drill and Practice, Problem Solving, Team/Group, Brain Storming, Project Design/Management. |
| Course Lecturer(s) |
|
| Course Objectives | The overall aim of this course is to help students further improve their academic reading, writing, listening, and speaking skills in an integrated fashion. It also aims to promote learner autonomy so that students can transfer these skills to their academic and professional lives. The students who successfully complete this course are expected to be Independent Users at level B2 according to Common European Framework of Reference. |
| Course Learning Outcomes |
The students who succeeded in this course;
|
| Course Content | The course includes integrated academic skills activities focusing on reading, writing, listening, and speaking. Students read various texts, listen to recordings, write reflection papers, participate in class discussions, and deliver poster presentations. They develop their productive skills through interactive communicative activities such as brainstorming, pair and group discussions, peer feedback, and written and oral tasks. These tasks are based on up-to-date authentic materials and are delivered through a digital platform that offers various engaging interactive tools such as polls, surveys, and link-based activities. |
Weekly Subjects and Releated Preparation Studies
| Week | Subjects | Preparation |
|---|---|---|
| 1 | Orientation & Meeting New Students / Introduction to the Course Material and Syllabus | |
| 2 | • Reading a text and watching a video/listening to an audio to identify and evaluate main ideas/details and arguments • Distinguishing between literal and implied meaning • Participating in discussions to express opinions and arguments using newly acquired vocabulary | NEARPOD UNIT 1 |
| 3 | • Reading a text and watching a video/listening to an audio to identify and evaluate main ideas/details and arguments • Participating in discussions to express opinions and arguments using newly acquired vocabulary • Developing and practising skills in providing a well-structured oral reflection | NEARPOD UNIT 2 |
| 4 | • Reading a text to identify and evaluate main ideas/details and arguments • Taking structured notes while listening and critically evaluating the speaker’s argument • Synthesizing information from multiple materials (a video/an audio & a reading text) • Developing and practicing skills in providing a well-structured oral reflection • Participating in discussions to express opinions and arguments using newly acquired vocabulary | NEARPOD UNIT 3 |
| 5 | • Watching a video/listening to an audio to identify and evaluate main ideas/details and arguments • Using annotation strategies to identify and organize main arguments and supporting details in a reading text • Participating in discussions to express opinions and arguments using newly acquired vocabulary • Analysing a sample reflection paper to identify its organization and components. | NEARPOD UNIT 4 |
| 6 | • Watching a video/listening to an audio to identify and evaluate main ideas/details and arguments • Analysing the video/audio critically to find implied meanings • Using annotation strategies to identify main arguments and details in an academic reading text • Participating in discussions to express opinions • Developing and practicing skills in producing a well-structured reflection paper | NEARPOD UNIT 5 |
| 7 | • Reading a text and watching a video/listening to an audio to identify and evaluate main ideas/details and arguments • Participating in discussions to express opinions and arguments using newly acquired vocabulary • Synthesizing information from multiple materials • Developing and practicing skills in producing a well-structured reflection paper | NEARPOD UNIT 6 |
| 8 | • Watching a video on an academic issue to identify and evaluate ideas/details and arguments • Participating in discussions to express opinions and arguments using newly acquired vocabulary • Analysing a sample poster to identify its organization and components | NEARPOD UNIT 7 |
| 9 | • Reading an academic text to critically analyse it and identify analogies • Watching a video on an academic issue to identify and evaluate main ideas/details and arguments • Participating in discussions to express opinions and arguments using newly acquired vocabulary • Identifying the key components and steps involved in preparing and delivering an effective poster presentation (functional language & content) | NEARPOD UNIT 8 |
| 10 | • Reading a business-related text and watching a video/listening to an audio (business-related) to identify and evaluate ideas/details and arguments • Participating in discussions to express opinions and arguments using newly acquired vocabulary • Identifying the key components and steps involved in preparing and delivering an effective poster presentation (body language) | NEARPOD UNIT 9 |
| 11 | • Reading a business-related text to identify and evaluate ideas/details and arguments • Identifying implied meaning • Evaluating the components and functional language in an academic text • Participating in class discussions to express opinions/arguments | NEARPOD UNIT 10 |
| 12 | • Watching a video/listening to an audio (business-related) to identify and evaluate ideas/details and arguments • Participating in discussions to express opinions and arguments using newly acquired vocabulary | NEARPOD UNIT 10 |
| 13 | Analysing the poster presentation task sheet and rubric to clarify content and delivery, preparation steps, and evaluation standards. | POSTER PRESENTATION TASK SHEET/RUBRIC |
| 14 | Delivering a poster presentation that is well-organized, visually supported, and effectively communicated. | POSTER PRESENTATION |
| 15 | Delivering a poster presentation that is well-organized, visually supported, and effectively communicated. | POSTER PRESENTATION |
| 16 | REVISION | REVISION |
Sources
| Other Sources | 1. Nearpod Digital Platform |
|---|---|
| 2. Materials prepared by the DML instructors |
Evaluation System
| Requirements | Number | Percentage of Grade |
|---|---|---|
| Attendance/Participation | - | - |
| Laboratory | - | - |
| Application | - | - |
| Field Work | - | - |
| Special Course Internship | - | - |
| Quizzes/Studio Critics | - | - |
| Homework Assignments | 1 | 10 |
| Presentation | - | - |
| Project | - | - |
| Report | - | - |
| Seminar | - | - |
| Midterms Exams/Midterms Jury | 1 | 30 |
| Final Exam/Final Jury | 1 | 35 |
| Toplam | 3 | 75 |
| Percentage of Semester Work | 65 |
|---|---|
| Percentage of Final Work | 35 |
| Total | 100 |
Course Category
| Core Courses | |
|---|---|
| Major Area Courses | |
| Supportive Courses | |
| Media and Managment Skills Courses | X |
| Transferable Skill Courses |
The Relation Between Course Learning Competencies and Program Qualifications
| # | Program Qualifications / Competencies | Level of Contribution | ||||
|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | ||
| 1 | Knowledge of mathematics, natural sciences, engineering fundamentals, computing, and topics specific to the relevant engineering discipline; the ability to use this knowledge in the solution of complex engineering problems. | |||||
| 2 | The ability to identify, formulate, and analyze complex engineering problems using knowledge of basic sciences, mathematics, and engineering, and considering the UN Sustainable Development Goals relevant to the problem. | |||||
| 3 | The ability to design creative solutions for complex engineering problems; the ability to design complex systems, processes, devices, or products to meet current and future requirements, considering realistic constraints and conditions. | |||||
| 4 | The ability to select and use appropriate techniques, resources, and modern engineering and IT tools, including prediction and modeling, for the analysis and solution of complex engineering problems, with an awareness of their limitations. | |||||
| 5 | The ability to use research methods for the investigation of complex engineering problems, including literature search, designing and conducting experiments, collecting data, and analyzing and interpreting results. | |||||
| 6 | Knowledge of the effects of engineering practices on society, health and safety, the economy, sustainability, and the environment within the scope of the UN Sustainable Development Goals; awareness of the legal consequences of engineering solutions. | |||||
| 7 | Acting in accordance with engineering professional principles, knowledge of ethical responsibility; awareness of acting impartially without discrimination on any grounds and being inclusive of diversity. | X | ||||
| 8 | The ability to work effectively individually and in intra-disciplinary and multi-disciplinary teams (face-to-face, remote, or hybrid) as a team member or leader. | |||||
| 9 | "The ability to communicate effectively orally and in writing on technical topics, considering the various differences of the target audience (such as education, language, profession). | |||||
| 10 | Knowledge of practices in business life such as project management and economic feasibility analysis; awareness of entrepreneurship and innovation. | |||||
| 11 | The ability to engage in life-long learning, including independent and continuous learning, adapting to new and emerging technologies, and thinking inquisitively regarding technological changes. | |||||
ECTS/Workload Table
| Activities | Number | Duration (Hours) | Total Workload |
|---|---|---|---|
| Course Hours (Including Exam Week: 16 x Total Hours) | 16 | 3 | 48 |
| Laboratory | |||
| Application | |||
| Special Course Internship | |||
| Field Work | |||
| Study Hours Out of Class | 16 | 1 | 16 |
| Presentation/Seminar Prepration | |||
| Project | |||
| Report | |||
| Homework Assignments | 1 | 4 | 4 |
| Quizzes/Studio Critics | |||
| Prepration of Midterm Exams/Midterm Jury | 1 | 3 | 3 |
| Prepration of Final Exams/Final Jury | 1 | 4 | 4 |
| Total Workload | 75 | ||