ECTS - Research Methods
Research Methods (ELIT655) Course Detail
| Course Name | Course Code | Season | Lecture Hours | Application Hours | Lab Hours | Credit | ECTS |
|---|---|---|---|---|---|---|---|
| Research Methods | ELIT655 | 3 | 0 | 0 | 3 | 5 |
| Pre-requisite Course(s) |
|---|
| None |
| Course Language | English |
|---|---|
| Course Type | N/A |
| Course Level | Ph.D. |
| Mode of Delivery | Face To Face |
| Learning and Teaching Strategies | Lecture, Discussion, Question and Answer, Drill and Practice, Team/Group, Project Design/Management. |
| Course Lecturer(s) |
|
| Course Objectives | The aim of this course is to help students combine and improve their research and critical thinking, and writing skills prior to the process of Ph.D. dissertation writing. This course enables students to develop a research question and strengthen their arguments by referring to and quoting from relevant theories and theorists. |
| Course Learning Outcomes |
The students who succeeded in this course;
|
| Course Content | Research methods and techniques; writing styles such as MLA, APA, and Chicago Manual of Style. |
Weekly Subjects and Releated Preparation Studies
| Week | Subjects | Preparation |
|---|---|---|
| 1 | Doing academic research and literature review on literary theories, Collecting the necessary data related to the chosen topic | |
| 2 | Doing academic research and literature review on literary theories, Collecting the necessary data related to the chosen topic | |
| 3 | Doing academic research and literature review on literary theories, Collecting the necessary data related to the chosen topic | |
| 4 | Deciding on the author and his/her work. Formulating a research question or questions that will help students to frame a strong thesis statement (argument). Defining one or two works by the leading theorists in the field, Deciding upon the relevant literary theories and theorists whose works may be applicable to students’ chosen topic and applying the chosen theories to the projects, Evaluating the sources, taking notes, summarising, paraphrasing, and quoting from the most useful sources, Writing and submitting a detailed outline | |
| 5 | Deciding on the author and his/her work. Formulating a research question or questions that will help students to frame a strong thesis statement (argument). Defining one or two works by the leading theorists in the field, Deciding upon the relevant literary theories and theorists whose works may be applicable to students’ chosen topic and applying the chosen theories to the projects, Evaluating the sources, taking notes, summarising, paraphrasing, and quoting from the most useful sources, Writing and submitting a detailed outline | |
| 6 | Students will present their dissertation outlines, and will refer to their next steps and goals. They will comment on a book or an article that they have read that has been useful to their dissertations. They will summarize the text and will talk for a bit about why it is important for their dissertations | |
| 7 | Submitting the first drafts of the papers | |
| 8 | Revision and correction of the first drafts | |
| 9 | Midterm exam | |
| 10 | Presentation (short story, film review and summary of at least two or more articles on/of theory related to the dissertation together with the original articles) assignment | |
| 11 | Presentation (short story, film review and summary of at least two or more articles on/of theory related to the dissertation together with the original articles) assignment | |
| 12 | Submitting the (second) short story/novella assignment in which students will choose a theory and apply to a short story or a novella they have chosen | |
| 13 | Submitting the final version of the research (including the finalized outline, abstract, introduction and working bibliography | |
| 14 | Revision | |
| 15 | Revision | |
| 16 | Final exam |
Sources
| Course Book | 1. Gibaldi, Joseph. MLA Handbook for Writers of Research Papers. 7th ed. New York: MLA, 2009. |
|---|---|
| 2. Lester, James D. Writing Research Papers: A Complete Guide. 11th ed. New York: Pearson Longman.2005. | |
| 3. Pharr, Donald, S. Buscemi, E. Macdonald, R. Muhlbock. Writing Today Contexts and Options for the Real World. Canada: McGraw-Hill, 2010. | |
| 4. Rozakis, Laurie. Schaum's Quick Guide to Writing Great Research Papers. 2nd ed. New York:McGraw-Hill,2007. | |
| Other Sources | 5. http://owl.english.purdue.edu/ |
| 6. http://web.uvic.ca/wguide/ | |
| 7. http://writing2.richmond.edu/writing/wweb.html |
Evaluation System
| Requirements | Number | Percentage of Grade |
|---|---|---|
| Attendance/Participation | 1 | 3 |
| Laboratory | - | - |
| Application | - | - |
| Field Work | - | - |
| Special Course Internship | - | - |
| Quizzes/Studio Critics | 1 | 2 |
| Homework Assignments | 1 | 5 |
| Presentation | 1 | 5 |
| Project | - | - |
| Report | - | - |
| Seminar | - | - |
| Midterms Exams/Midterms Jury | 1 | 35 |
| Final Exam/Final Jury | 1 | 50 |
| Toplam | 6 | 100 |
| Percentage of Semester Work | 50 |
|---|---|
| Percentage of Final Work | 50 |
| Total | 100 |
Course Category
| Core Courses | |
|---|---|
| Major Area Courses | X |
| 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 | To be able to use English language competently concerning four basic skills, namely listening, reading, speaking, and writing. | X | ||||
| 2 | To have extensive theoretical knowledge about English literature. | X | ||||
| 3 | To gain knowledge about literary theories and to be able to apply these theories to various literary texts. | X | ||||
| 4 | To acquire detailed knowledge about British culture in all its aspects. | X | ||||
| 5 | To be able to compare and contrast English literature with other literatures through works from different periods and genres. | X | ||||
| 6 | To be able to compare and contrast British culture with other cultures. | X | ||||
| 7 | To plan, organize, and conduct the activities related to the field. | X | ||||
| 8 | To acquire the skills of creative, critical, and analytical thinking. | X | ||||
| 9 | To gain knowledge about how to conduct an academic research and to use the acquired knowledge in accordance with the purpose of the research. | X | ||||
| 10 | To acquire professional ethics and to use them in the process of research and production. | X | ||||
| 11 | To get prepared for professional life by developing a sense of responsibility through individual tasks and group projects. | X | ||||
| 12 | To be able to understand and decipher various discourses involved in literature such as literary, philosophical, psychological, cultural, critical and theoretical discourses in English language. | X | ||||
| 13 | To be able to understand and be a part of world culture. | X | ||||
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 | 14 | 2 | 28 |
| Presentation/Seminar Prepration | 1 | 10 | 10 |
| Project | |||
| Report | |||
| Homework Assignments | 1 | 10 | 10 |
| Quizzes/Studio Critics | 1 | 5 | 5 |
| Prepration of Midterm Exams/Midterm Jury | 1 | 10 | 10 |
| Prepration of Final Exams/Final Jury | 1 | 15 | 15 |
| Total Workload | 126 | ||