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Conflict and Harmony


1. Introduction
Bilkent University School of English Language
English and Composition II
ENG 102, SPRING 2016
Instructor: Muzaffer Tunca
Email: mtunca@bilkent.edu.tr
Office Telephone: 290 26 54
Office Location: A Z15
Office Hours: Mon. 15.30-16.30; Tue. 1230-13.30 Wed: 14.30-15.30 Fri. 10.3011.30

2. Course Description and Goals


2.1) Course Description
The central basis of ENG 102 is to consolidate students approach to thinking, reading,
speaking and writing and language usage, as initiated in ENG 101. In addition, the
ENG102 course aims to develop the students abilities to synthesize and evaluate
information and conduct basic, independent research.
For more detailed information about the objectives which will be covered in ENG 102.
We will target the academic language skills and goals of ENG 102 by studying and analysing texts
related to conflict and harmony. Key themes to be studied will include how to solve conflict and
how to reach harmony. Well analyze strategies to solve conflicts and the theories on what harmony
is.
The course Conflict and Harmony has two parts: In the first part , the concept of conflict will
be studied and the texts including the main concepts, such as Prisoners Dilemma, Trucking Game,
Game Theory, some conflict resolution strategies: Tit-For-Tat Strategy, Negotiation, Barganing,
Integrative Solutions will be examined and then they will be used to solve some conflicts: Conflict
between children and parents; conflict between brothers and sisters or vice versa. In the second
part, the concept of harmony will be examined and the texts related music, plastic arts will be read
and and through the approaches of philosophers from east and west to inner harmony, social
harmony, harmony in art, that is, harmony in the universe is going to be questioned in this course.
A research paper will be written. The topic of the research will be related to either confict or
harmony

This course is designed

to improve your academic and language skills, with emphasis placed on thesisdriven writing.
to achieve this you will critically interact with, discuss and write about a wide
range of texts that question what conflict and harmony are in different fields.
Conclusions to such questions will develop depending on class-based
discussions of ideas / concepts generated through shared interpretations of
course texts.

You will also have the opportunity

to research and formulate a written paper on a sub-topic within the above


themes.

So keep an open but critical mind, and be ready to read, listen, discuss, research and write about
issues connected to the contemporary human condition.

2.2) Course Goals


ENG 102

English and Composition II

The central basis of ENG 102 is to consolidate students approach to thinking, reading, speaking
and writing and language usage, as initiated in ENG 101. In addition, the ENG 102 course aims to
develop the students abilities to synthesize and evaluate information and conduct basic,
independent research.
For more detailed information about the objectives which will be covered in ENG 102, please click
on the following link: http://www.bilkent.edu.tr/~busel/fae/eng102.html

2.3 Academic Vocabulary and the Academic Word List (AWL)


ENG 101/102 courses are designed to help students expand the range and accuracy of their
academic vocabulary. Course materials contain many of the words found on the Academic
Word List (the AWL), which is comprised of 570 word families that form a core
academic vocabulary necessary for general academic study. Learning these words will
help improve your comprehension of academic texts and your ability to write in an
academic way.
It would be inadvisable to try and memorize all 570 words from the AWL, especially as
they are listed outside of any context. The best way to use the AWL is as a resource,
combined with tools including:

AWL Highlighters which can be found at a number of sites such as Nottingham


Universitys AWL Highlighter, or The Real Projects
http://singafrica.londongt.org/. AWL Highlighters allows you to cut and paste in
a reading text and they reformat the text so that the AWL words are highlighted
in bold. You can choose words to be highlighted from sub-lists 1 (the most
common words) through 10 (the least common words). This is a great way to
see words in context.
Nottingham Universitys AWL Gapmaker allows you to create gap-fill tests for
yourself

English Vocabulary Exercises.com http://www.englishvocabularyexercises.com/


has 285 gap-fill Academic Word List exercises + General Word List exercises as
well

The Academic Word List and 10 Sub-lists can be found at:


http://www.victoria.ac.nz/lals/resources/academicwordlist/sublists.
For more links to AWL related pages and exercises, please visit the Faculty Academic
English Website and enhance your academic vocabulary.
http://www.bilkent.edu.tr/~busel/fae/vocexercises.html
3. Course Requirements and Assessment
3.1 Assessment Plans
Graded Component

Weighting

Essay

One drafted essay 20%

Research Project

40% (in total)


Research Proposal (10%)
Annotated Bibliography (5%)
Final Research Paper (25%)

Teacher Assigned Tasks


(TATs)

15% total
Outline of the Essay (7.5 %)
Outline of the Research Paper (7.5 %)

Oral Tasks

15% total

(individual or group)

Oral Task 1 -2-3= Total (15 %)


Presenting the assigned texts

END OF COURSE
INTERVIEW

Speaking Task (10%)

TOTAL

100%

3.2 Course Work Descriptions


Essay (20%)
This paper will be a drafted/process paper, for which students will be expected to integrate
at least three sources by using citation techniques and summarising skills. Answering the

essay task/question is essential in this paper. Further information on essay will be given
to students during the course. You will be required to use one external source of your
own choice in addition to the required texts. Please Note:
The first draft started in class. If you miss this you must petition via Merkezi Evrak
Mudurlugu within ONE WEEK of missing the in-class writing.
Essay drafts must be completed in class. Instructors should sign the paper that was
completed in class. The 1st draft should also be typed and submitted to the instructor along
with the handwritten version (signed by the instructor). No significant changes from the
in-class writing are accepted, unless first discussed and agreed with the instructor. If there
are major differences between the in-class version and the typed 1 st draft, the student may
be asked to re-write a portion of the new version, or to verbally justify the new content.

Academic Essay
You will read a variety of texts during the semester, and will be required to
write a process-based academic essay based on course readings. The essay is
drafted. Prior to writing your essay, you will be asked to do a number of tasks
in preparation. If you have not completed all of the tasks/stages prior to the
essay writing day, you may have difficulty completing your essay in the given
time.

The first draft of the essay will be completed in class in a workshop-style


environment. You will have three 50-minute blocks in which to complete
your first draft. By the end of the three blocks, you are expected to
have produced a full first draft. First drafts should be seen as works in
progress that will be improved upon in the draft(s) following teacher
feedback. At the end of the three blocks you will be allowed to take your
essay home to finalize/edit/ polish/type it. No significant changes from
the in-class writing are accepted, unless first discussed and agreed with
your instructor. You will have the opportunity to revise your essay
thoroughly following your instructors written and oral feedback.
A detailed assignment prompt will be given prior to the assignment.
Explanation of both the task format and task criteria will also be provided in
both written and oral (during class) form. Please note, that the ultimate
responsibilty for understanding assignment requirements lies with
you, the student. Failure to do what is asked for by the course instuctor
may lead to assignment failure.

Please note that the essay is drafted; this means that if you do not hand in a
first draft, your final draft will NOT BE GRADED. When handing in your
final draft, you must submit both the handwritten and the typed version.

Final drafts must show evidence of significant revision based on both in-class
writing workshops and individual tutorials.

Final drafts of your essay must be typed. Please use 12-font, double-space
your work, and format your essay as per the citation format your teacher has
assigned.

If there are any concerns that the work submitted is not the students own
work, the teacher reserves the right to invite the student to discuss/rewrite
their essay. If upon discussion of the paper, it appears that the student is not
the author of the paper, the student will be asked to rewrite the essay in the
presence of the instructor.

Deadlines: You are expected to meet deadlines and turn in work on time. In
the case of failure to turn in a project/essay/task on time, 5 percent will be
deducted on a daily basis. Assignments more than 5 days late will not
be accepted and will automatically receive a zero. Outlines and drafts
represent stages of the writing process and will not be graded. Yet, it is
absolutely essential to submit them on the due date in order to receive and
benefit from written and tutorial feedback. Final papers will not be accepted
without outlines, drafts, and instructor written feedback.

In case the first draft with teachers feedback is not submitted together with
the final draft, 50% of the grade awarded to the task will be deducted . (NOTE
THAT THIS APPLIES TO RESEARCH PAPER AS WELL. PLEASE ADD IT TO
THE RELEVANT SECTION.)

All drafts must be spell-checked, and proofread. Work which is poorly


written, which does not at least attempt to answer all aspects of the
question, or which is more than a page short of specified essay
requirements will not be accepted.

3.2 Course Work Descriptions (Contd)

If a satisfactory amount of handwritten work has not been completed in class, the student
should be asked to attend an office hour/agreed time to produce a satisfactory sample of
their writing.
Writing in class should not be seen as extra work = writing is the aim of our course.
As laid out in the course specifications, the following still applies for the number of drafts:

Research Project (40%)


This paper will be the highest of all the assignments of the ENG 102 course. The project
consists of several components, all of which need to be completed to a high standard. The
research proposal includes topic selection, annotated bibliography and summaries of at
least five sources. The research paper itself consists of a draft and final research paper
(process based writing.)

Research Project
Research Proposal and outline
Annotated Bibliography
1st Draft

Grade
10
5

Final Paper
Total

25
40

ESSAY 20%:
Task
..
Question
..
The following texts must be used / cited in your essay:
1. Conflict and Cooperation by Aronson, Wilson and Akert
2.
3.
4- THE ARTICLE YOU FOUND: You should find a relevant text to support your claim in the
essay.
**MAKE THE OUTLINE AND BRING IT TO THE CLASS**

OUTLINE WILL BE GRADED


FIRST DRAFT WILL BE WRITTEN IN CLASS.

FAEP Writing Criteria


Major Categories

Does not
meet
requirements

Partially
meets task
requirements

0
1. Meets Task Requirements

Major Categories

Satisfactory

Comments

(see reverse
side for details)

Poor

Unsatisfactory Satisfactory

Good

Excellent

2. Argument
(thesis statement, stance, coherence,
clarity, focus & scope, features of
argument, counter-argument)

3. Support
(use & analysis of sources, integration
of sources, relevance of sources)

4. Use of Language
(the language of academic writing,
tone)

Major Categories

5. Readability
(organizational structure, organizational
devices, clarity)

Major Categories

Poor

Needs
Improvement

Satisfactory

Does not
meet

Partially
meets

Satisfactory

Comments

Comments

Comments

6. Formatting
(referencing & citation, mechanics of
academic writing)

requirements

requirements

Important Notes

1. Any paper which receives a zero for Meets Task Requirements due to any of the following reasons will
not be accepted and will receive a final grade of zero.
If the paper is completely irrelevant.
If the final draft is submitted without previous draft(s) and teacher's feedback.

2. A paper may receive a zero (or a one) for Meets Task Requirements but still be accepted/graded if it does not
meet the requirements of the essay prompt (i.e. specified word/page limit, number of texts, answers the question,
etc.)
3. If an essay plagiarizes outside sources, the paper will receive a grade of zero, and the student will be subject to
further disciplinary measures by the university. If assigned course texts are plagiarized, points should be deducted
from Support and Formatting.

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FAEP WRITING CRITERIA


1.
a. Meets Task
Requirement
s

2.
a. Thesis

Statement

MEETS TASK REQUIREMENTS


Beyond the production of an academic essay, students need to ensure that
their production adheres to the task requirements, which should be explicitly
stated in the task prompt or rubric.

For the purposes of ENG 101/102,


this means that the student has

met all of the requirements


specified in the prompt, and the
course syllabus, and

satisfactorily engaged with and


answered the question.

ARGUMENT
In an essay where students are asked to create an argument, a clear
statement of stance or position is often necessary.
Although there is no fixed rule about the position of the thesis, typically, this
summary statement is placed at the end of the first introductory paragraph
of the essay.
A good thesis statement uses specific argumentative points rather than
sweeping general statements. It makes a definite, focused and limited
assertion. It should indicate that the essay will explain and provide support
for this assertion. It should also suggest the structure of the essays
argument.
A thesis statement can show awareness of differing views, of possible
difficulties, counterpoints or disagreement.

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For the purposes of ENG


101/102, a student should
construct a thesis in a way that
a.

makes the focus/stance of


the essay clear in the
introduction,

b.

focuses on specifics rather


than sweeping general
statements, and

c.

suggests the structure of


the arguments/paper to
come.

A thesis statement may be more than one sentence in length so long as it is


clearly written. A complex argument may require a few sentences woven
together to communicate its statement of position and focus.
b. Stance/Claim/ In an argument-led essay, it is necessary to make it clear to your reader what
opinion you hold or what your position is with regard to a certain issue. This
Position
is often called voice, position or claim. It may be based on other people's
ideas, but the conclusion reached should be the writer's.
It is not enough to simply describe a situation or recall the facts. While
writers need to know and reproduce information, they also need to
use/synthesize/analyze the information in their answer to the question.

For the purposes of ENG


101/102, a student should
ensure that her stance

is explicitly stated in the


introduction, and

is maintained and supported


throughout the entire essay.

A stance can be strengthened through personalized engagement with the


issues and develops rather than duplicates arguments.
A stance is not something merely stated in an introduction or thesis; rather, it
is maintained and supported throughout the entire essay without any
inconsistencies or contradictions.
c. Coherence

Ideas should flow and follow logically one into the next.
Insofar as coherence is concerned, the paper should hold to the thesis. Ideas
should be relevant to the question set and connected to the discussion at
hand. Examples, analyses, interpretations, etc. should connect naturally to
each other, not take the paper on divergent tangents and, instead, should
strengthen and reaffirm the argument, from one to the next.

d. Logic

Whether writers choose to align their ideas through a relationship between


reason and result or cause and effect or hypothetical chains of reasoning
derived from the argument, it is important that the argument is presented in
a logical way.
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For the purposes of ENG


101/102, coherence is achieved
by a student when she

ensures that all ideas are


relevant to the discussion,
and

is able to logically develop


ideas from one to the next.

For the purposes of ENG


101/102, coherence is achieved
by a student when he

The essay should also be free of logical fallacy - arguments that are fallacious
not because of the structure, but which usually require examination of the
argument's content

e. Clarity
(Argument)

A clear argument is explicit. This does not mean that it needs to be blatantly
stated, but there should be no doubt, which might because by ambiguity,
ambivalence, contradiction or the lack of a defined argument, as to what is
being argued by the writer.
In an academic essay it is the writer's responsibility to guide the reader
through the argument in the simplest way. The argument should be free of
noise and distraction.

f.

Focus and
Scope

g. Counter
Argument

chooses and maintains a


logical structure for the
essay, and

avoids logical fallacies.

For the purposes of ENG


101/102, clarity is judged
through a students ability to

guide the reader through the


argument in the most
concise way possible.

All the points raised and discussed in an essay should be focused and
relevant to the question set. The essay should not go off topic.

For the purposes of ENG


101/102, a student should

All points raised should have clear links with each other and with the
question. Students need to locate and justify specific areas to discuss within
general topic, questions and texts

narrow the focus of the


response effectively, and

keep that focus relevant to


the scope of the essay.

An argument needs to be logical, well-structured and well-developed. This


may or may not include the use of opposing ideas, rebuttal, antitheses,
reinterpretations, or other forms of countering an argument.

For the purposes of ENG


101/102, a student

If used, counter argument should demonstrate a deep understanding of the


source and the ability to engage with it.
In some contexts, where a common position or opposition is maintained, a
counter argument can be a necessary means of dealing with that point. In
these circumstances it may be argued that a student needs to respond to
these points with counter arguments. However, a counter argument is by no
means necessary in every essay. Often a strong argument is demonstration
of a better understanding of the issues.
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should only include a counter


argument if there is a clear
need for one or if it adds
strength to their argument.
They should not use a
counter argument just for
the sake of having it (as this
can lead to distraction and
interruption to the logical

flow of the essay).

3.
a. Relevanc

e of
support

SUPPORT
Students should demonstrate an awareness of what constitutes appropriate
support/evidence. This may involve their choice of support / the genre of the
support / which part of a source to use.
Rather than making vague or sweeping claims to support their ideas, students
should locate and reference specific information.

b.

Integration Sources need to be used appropriately in an essay, which means they need to
of Sources be integrated into the essay.
Students should be able to demonstrate an understanding of what constitutes
appropriate support by their choice of citation technique and location in the
text.
Essays should not be dependent on quotation or paraphrase, but important
claims ought to be supported through the sources.
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For the purposes of ENG 101/102, a


student should

choose support which enhances


their argument and not merely
insert citations for the sake of
meeting task requirements, and

ensure that unsupported claims


or information only occur where
that information was not in a
provided text

For the purposes of ENG 101/102, a


student should

support claims through reference


to a text. and

demonstrate an understanding of
using sources to support claims
by

The students own voice should be present in their writing. When integrating
sources, the student should demonstrate an ability to manipulate material to
support their own ideas rather than merely reproducing what others have said.

c.

Use and
Analysis of
Sources

Appropriate use of sources involves more than just copying and pasting an idea
from a text that is vaguely relevant to the argument being made. In an
academic paper, students should demonstrate that their position is informed but not governed by - the source material. There should be a clear and easily
understandable connection between sources and the argument being made.
Students need to demonstrate that they understand source material through
use and analysis of that material. Comprehension can be demonstrated
through quotation, paraphrase and at higher levels, synthesis of sources.

For the purposes of ENG 101/102, a


student should

demonstrate an understanding of
the course texts through
accurate use of direct quotation,
paraphrase or summary, and

explain/comment on the material


they have used when necessary.

Analysis may involve investigating the author, origin, age and other
biographical details related to the material. Students may also seek to analyze
a source in terms of the logic of the material involved. They may question the
truth of the facts a source uses. They may also question whether the material
the source uses actually does what the author intends or whether there are
logical flaws in the authors argumentation.

USE

OF

a. The
languag
e of
academi
c writing

choosing appropriate material


from a text and placing it
appropriately within an essay.
and
integrating sources into the
essay grammatically and with
stylistic competence.

LANGUAGE

The language of academic writing is purposeful. Its primary purpose is to aid


communication, and should not impede meaning, efficiency or fluency.
Academic grammar may include a range of grammatical structures so long as
they are used both accurately and appropriately. The variety of structures and
16

For the purposes of ENG 101/102,


the language of academic writing
displayed by a student should

include a range of vocabulary

devices used is determined by the needs of the ideas being expressed.

and grammar sufficient to the


task, which is appropriate,
accurate, and free from
unnecessary, specific/disciplinary
jargon, and

The accurate and appropriate use of academic vocabulary demonstrates


understanding of the context-dependency of terms and concepts. Academic
vocabulary aids meaning, efficiency and fluency in writing. The range of
vocabulary is determined by the topic and task.

Appropriacy of language is just as important as accuracy.

b. Tone

4.

engage with the language of


composition and not be a direct
translation from another
language.

Tone conveys the relationship with and attitude towards an audience.


Subsequently, an awareness of audience (and self) is an important part of
academic writing.

For the purposes of ENG 101/102,


tone is judged through a students
ability to

Tone is generally set in the introduction/early stages of writing and needs to


remain constant throughout the text.

not be informal or overly


personal,

Failure to set an appropriate tone can lead to distraction, confusion,


misunderstanding and, in some cases, even offense.

set a clear, appropriate tone at


the beginning of the essay,

As a result, it needs to be precise and unambiguous. Depending on the


purpose, academic language can be formal, impersonal or personal. The choice
of tone is determined by the task.

maintain that tone throughout


the essay, and

take into account the task and


intended audience.

READABILITY
17

a. Organizational

structure

The organization of an essay is determined by the argument that the writer


is putting forward. The organizational structure needs to help the reader
understand the argument.

For the purposes of ENG 101/102, a


student should utilize an
organizational structure that

Some arguments are exploratory in nature, which leads to a less rigid


organizational structure to the essay; other arguments follow strict logical
operations and have rigid essay structures. Whatever structure is chosen, it
should be implemented and followed consistently.

aids the readability of the essay,

gradually introduces the reader to


the topic

Introductory paragraphs should introduce the reader to the topic in a


gradual and logical manner. The introductory paragraph should gently ease
into the topic so that the reader can follow the writers train of thought and
be prepared for what will be argued in the essay. The introductory paragraph
usually ends with a thesis or controlling statement. (see Thesis Statement
under ARGUEMENT).

is clear, determined by and


consistent with the thesis,

develops a single idea relevant to


the thesis in each body
paragraph,

While there are conventions regarding paragraphing, they vary regarding


what constitutes a well-written paragraph across disciplines and functions.
The body of an essay usually contains at least three paragraphs, but often
has more. Each paragraph discusses one idea that supports the essays
thesis.

contains a topic sentence for each


body paragraph which accurately
sets out the purpose and the
focus of the paragraph, and

has a conclusion which echoes the


thesis and provides a sense of
closure.

There is no one way of concluding an academic essay. Generally, however, a


conclusion involves a restatement of the main ideas and sense of closure.
Closure may involve offering a thought-provoking quotation, talking about
possible future implications or consequences, calling for action, ending on
an interesting twist of thought or reemphasizing the importance of the
issue.
b. Clarity

The clarity of an essay depends on more than just the language.


Clarity of organization aids the readability of a text by making connections,
ideas and terms clear. It guides the reader through ideas and from
beginning to end.
Clarity of argument is not the same as clarity of organization. An argument
may be weak but still clear to the reader with the help of linkers, transitions,
18

For the purposes of ENG 101/102, a


student should

organize their essay in a way that


aids the readability of a text by
making connections, ideas and
terms clear, and

5.

rhetorical devices, exemplifications, clarifications, etc.

When organizational devices are used, they should enhance the unity and
readability of the paper both at the paragraph and essay level.

guide the reader through ideas


and from beginning to end, and

ensure that organizational


linguistic devices (linkers,
conjunctions, referencing,
signposting, etc.) enhance the
unity of the whole paper.

FORMATTING

a. Referencing Referencing in this category focuses on the "mechanics" of referencing,


including accuracy with regard to in-text and end-text citation (Bibliography,
and
Works Cited, References).
Citations
Strictly speaking, citations and references are different things, though the
terms are often used interchangeably. A citation indicates a direct quotation,
paraphrase or summary of outside sources. A reference is the mention of an
outside source and therefore includes both citation and mention.

For the purposes of ENG 101/102,


the student should

use a consistent referencing or citation


method throughout their essay, and

adhere to an accepted academic style for


in-text and end-text citations.

Different publishing formats have different requirements for citations or


references. In formats that ask for a Works Cited page, such as MLA Format, it
is only necessary to include in-text and end-text citation for outside sources
that are directly quoted, paraphrased or summarized in a text. Formats that
require a Reference page, such as APA Format, require in-text and end-text
citation for all uses (quotation, paraphrase, summary) and mentions of outside
texts. Formats that require bibliographies, such as the Harvard System of
Referencing, require in-text and end-text citations for all works used and
mentioned as well as end-text citations for texts that were consulted in the
preparation of the work, whether directly used or not.

b. Mechanics
of
Academic

Mechanics here refers to textual mechanics aside from citation (discussed


separately within this heading).
The mechanics of academic writing include accurately using orthography
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For the purposes of ENG 101/102,


students should ensure that their
essays

Writing

(spelling, punctuation, capitalization, hyphenation, word breaks, etc.) as well as


the adherence to an academic style of layout and formatting (line spacing,
indentation, margin sizing, font type, font size, pagination, etc.), the rules of
which can vary widely from style to style and be redefined at the instructors
discretion.

20

have accurate orthography (spelling,


punctuation, capitalization, hyphenation,
word breaks, etc.), and

use academic layout and formatting


accurately.

General Purpose Statement


A. TERM PAPER/ (RESEARCH PROJECT

The purpose of the 102 project is for you to research a topic of your own interest.
The topic has to be relevant to the course topic. After choosing your topic, you will form
your research question that you will then try to explore through extensive research.
After carrying out your research you will write an argumentative paper which sets
out to persuade the reader. Your argument should be fully and reputably supported,
plausible, defensible, and readable for a wide audience.
The research project introduces students to some research-specific skills, and
provides them with the opportunity to practice and hone their academic and language skills
in a more autonomous way than in 101.
WHAT STAGES WILL YOU NEED TO GO THROUGH?
Stage / Activity

What do I need to hand in


as part of my research
paper portfolio?

Topic selection & narrowing topic


Searching for sources
Reading/evaluating source
materials
Formulating a research question /

Must be handed in

thesis
Proposal

Must be handed in

Annotated Bibliography

Must be handed in

Bibliography of sources, main ideas,


presents some highlights of your
article in note form
Outline (Integrating sources)

Must be handed in

First Draft (& re-outlining),

Must be handed in

revising, editing
Tutorials

Must be attended

Second Draft

Optional
21

Final Draft

Must be handed in

Please note that if you fail to submit any of the specified stages, you will not be allowed to
submit a final draft.
HOW SHOULD I APPROACH WRITING MY RESEARCH PAPER?
The key is to read systematically about the course topic so that you can choose a
good research topic and explore it extensively.
Although there are specific stages in the process, remember that the process itself is
CYCLICAL. This means that you can make revisions to the previous stages as you are
reading and exploring your topic. The research paper process is a cyclical process.
The stages below are intended to give you some guidelines as you are approaching
the topic.
What is a good topic?
A good topic is a topic that you will LIKE reading and writing about. It is also a
topic that you are CURIOUS about. It should be based on the SUB-THEMES from the
course. The more links it has to the course readings the better it will be.
Think about the following questions when choosing a topic:

Would you like to read more about this topic?


Is it a debatable topic?
Why is it important to do research on this topic?
Can you find different ideas /perspectives about the topic?
Can you find enough sources about your topic in the library or on the internet?

What are some possible research topics?


Look at the readings in the course book and the authors. From there you can find
possible topics or links to other topics that you might find interesting. Below are some
tentative research topics:

22

FORMAL Presentation Marking Sheet and Criteria.


NAME :
ENG102
1.
Little / no evidence of task preparation. Task
is misunderstood or (partially) not attempted.
Selection of content may have been made
without careful consideration.

poor

excellent

Severe problems with the timing / structure


of the presentation. Either too long or short
and / or sections are imbalanced or illogically
connected.

poor

Serious failure to interact appropriately


with the audience. E.g. poor eye-contact, lack
of politeness, failure to correct audience
confusion, not nominating speakers when
necessary etc.

poor

Lack of language abilities severely


interferes with task performance /
communication. Grammar / vocabulary are
insufficient, words are mispronounced or the
speakers voice is difficult to follow (mumbled /
monotone / too quiet etc.)

poor

Overall, the presentation failed to carry out


the task requirements. The audience may be
confused and / or have failed to understand /
engage with key part of the target text.

poor

10

Fully understood, researched, planned your


individual task (e.g. fully utilized resources, good
preparation of discussions / tests / slides and selection of
appropriate ideas / key-points / vocab etc.)

2.

excellent

10

Managed the presentations timing and flow (of


information / ideas / discussion points etc.) effectively.
The time given was utilized well (not too short or long),
with a clear, balanced and logical connection between
each section.

3.

excellent

10

Fully understood the needs of the audience and, at


all times, interacted with them appropriately in
order to maximize the effectiveness of your
presentation (e.g. skilfully employing politeness,
monitoring skills, reiteration, nominating, good eyecontact and body language).

4.

excellent

10

Language ability used skilfully (sophisticated and


accurate vocabulary and grammar, clear and natural
pronunciation, etc) in order to effectively
communicate the presentations / speakers
message.

5.

excellent
2

23
Comments:

10

Effectively introduced / taught / discussed key


elements of the target text. Basically, successfully
carried out the given task.

Final mark
/ 50
x 2=

TENTATIVE RESEARCH TOPICS


1.
2.
3.
4.
5.

Intrapersonal /Inner Conflicy: Conflct within ourselves


Harmony in groups
Conflict in groups
The Importance of Forgiveness in the Conflict Resolution Process
The Importance of Peace Organizations on Solving the Conflict Between
NATO, UNESCO, OPEC etc.
6. Colour Harmony in Modern Painting
7. Daily Problems to Provide Humans with Peace and Harmony
8. A Harmonious Life in accordance with Nature
9. Disputes Causes Harmony between People
10. Impacts of Colours on Human Psychology

Nations e.g.

11. Impacts/Effects of Harmonious Use of Colours in Daily Life-Feng Shui


12. The Importance of Harmony in Social Life
13. The Importance of Harmony in Business Life
14. Happiness as an Outcome of Inner Harmony
15. The Balance between the Speech and Acts reflecting the Persons Inner Harmony
16. International Relations Depending on the Conflict Created by the Political Poilicies
17. INTERNATIONAL CONFLICT: Conflict between Two Countries
18. International Conflict Arising from the Scarcity of Natural Resources
19. CONFLICT BETWEEN THE TEACHER AND THE STUDENT
20. Quantum Mechanics: To Harmonze Social Life: Understand human beings nature and
behaviors based on Quantum Mechanics
21. Impact of Music on Human Psychology : Pop Music/Arabesk etc.
22. Impact of Music on Human Psychology : Classical Music e.g. Mozart Effect on Children
23. Impact of Makams in Turkish Classical Music on Human Psychology
24. Impact of Classical Music on Plants : In Holland classical music is played in
the greenhouses to get more and quality products.
25. Conflicts in Workplace
26. How Music Affects the Quality of the Society
27. Harmony of Colours in Abstract Painting
28. HAPPINES as an Inner Harmony
29. GENDER CONFLICT
30. Conflict between siblings

24

RESEARCH PAPER PROPOSAL: 10%


10% of total course
grade.
ENG102- ....

Student..
Date

Grading criteria for Research Paper Proposal.


Grade
Band
A = 95-100
A-=90-94
B+ = 86-89
B =82-85

Performance Required
Your work shows consistent evidence of deep, imaginative and fully valid engagement
with all task elements. You clearly demonstrate meaningful progress towards completing
the research paper and that you are greatly developing a wide range of academic skills
during this process.
Your work shows good evidence of valid engagement with all task elements. You
demonstrate reasonable progress towards completing the research paper and that you
are, to a degree, developing a range of academic skills during this process.

B- = 78-81
C+ = 74-77
C = 70-73

Your work shows some / varied evidence of meaningful engagement with all task
elements. You demonstrate some progress towards completing the research paper and
that you are attempting to develop some academic skills during this process.

C- = 67-69
D+ = 63-66
D =59-62

F = 58-0

Your work shows limited evidence of meaningful engagement with all task elements /
some task elements omitted. You demonstrate little progress towards completing the
research paper and minimal effort to develop academic skills.
No attempt made at task elements / work of an unacceptable quality.
Written proposal grade:

/100

25

ANNOTATED BIBLIOGRAPHY (5%)


Grading Criteria:
ENG102-

An A annotated bibliography will demonstrate the following:

NAME:

ID:

DEPT:

Content: 50% :

The annotated bibliography must contain at least 8 sources. At


least 4 of these sources will later be used in the Research Paper.
Not more than 2 of the sources in the Annotated Bibliography
can be in Turkish (but written in English!). Similarly, only 2 can
be substantial sources from the Internet.
The summaries of the content of each text must be your own
words. Do not plagiarize what it says on the back cover.
The reliability of each source should be considered in your
evaluation.

Technical Issues: 20% :

At least one complete paragraph should be produced for each


source (minimum 7 sentences).
A complete MLA citation is required above each summary. Refer
to the example above.
The paper must be typed, using 12 pt. font, Times New Roman
and single-spaced. Double-spaced between the sources.

Language: 30% :

Carefully check spelling, syntax and punctuation; use the


spelling and grammar check in Word.
Avoid fragmented sentences and pay close attention to
paragraph structure.
Ensure that you use appropriate academic language and
vocabulary.

TOTAL: ../100

26

3.3 ENG 102 Research Paper Criteria


Argumentation/Content

Use of Sources/Citation

Organization

Language/Revision

25%

25%

25%

25%

Argument/content clear,
relevant and highly focused

A
90-100

paper offers an excellent, critical


analysis
writers position is strongly
conveyed
progression of ideas is very clear
argument is fully supported and
persuasive

Argument/content evident,
mostly relevant and focused

B
78-89

C
67-77

paper offers a good, critical


analysis
writers position is well conveyed
progression of ideas is usually
clear
argument is well supported and
generally persuasive
Argument/content evident and
mostly relevant, but unfocused
at times
paper offers some analysis; may
be superficial/inadequate at
times
writers position is evident
progression of ideas is adequate
argument may be unsupported/
unpersuasive at times
irrelevance/contradictions may

Excellent use of sources

Excellent organization

sources highly appropriate,


relevant, varied in viewpoint
sources very well used with
meaningful analysis which
supports the argument
all sources are accurately
referenced
Works Cited is correct

introduction is engaging and


clearly presents the topic,
purpose, and thesis
body paragraphs are well
structured and clearly focused
conclusion conveys a strong
sense of closure and reiterates
the thesis/stance
paper has a high degree of unity
including cohesion, coherence
and transitioning throughout
Good organization

Good use of sources


sources mostly appropriate,
relevant, varied in viewpoint
sources well used with
meaningful analysis which
supports the argument
most sources are accurately
referenced
Works Cited is mostly correct
Adequate use of sources
sources generally appropriate,
relevant
sources adequately used with
some analysis which generally
supports the argument
some sources are accurately
referenced
Works Cited has some errors

27

introduction clearly presents the


topic, purpose, and thesis
body paragraphs are mostly well
structured and focused
conclusion conveys a sense of
closure and reiterates the
thesis/stance
paper has a good degree of unity
including cohesion, coherence
and transitioning throughout
Adequate organization
introduction adequately presents
the topic, purpose, and thesis
body paragraphs are generally
structured and focused but
mechanical
conclusion is mechanical but still
provides some sense of closure
and reiterates the thesis/stance
paper has a degree of unity but
has occasional problems with

Language/sentence patterns are


varied, complex; few, minor errors
academic/topic vocabulary and
phrasing very well used
complex sentences accurately used
Revision
shows significant improvement based
on teacher feedback and self-revision

Language/sentence patterns are


varied, complex; some minor errors
academic/topic vocabulary and
phrasing well used
complex sentences mostly accurate
Revision
shows good improvement based on
teacher feedback and self-revision
Language/sentence patterns are
adequate; errors common but do not
impede understanding
academic/topic vocabulary adequately
used
complex sentences attempted but with
errors and/or mostly basic structures
used accurately
Revision
shows some improvement based on

occur
Argument somewhat evident,
but content is often irrelevant
and based more on
summary/description
D
59-66

F
0-58

paper offers mostly


superficial/inadequate analysis
writers position is barely evident
progression of ideas is unclear
argument is unsupported and
unpersuasive
frequent
irrelevance/contradictions
Argument not evident/content
irrelevant
paper offers no real analysis/is
completely superficial
writers position is not evident
progression of ideas lacking
no argument
most ideas are irrelevant to the
research question

cohesion, coherence and/or


transitioning
Poor organization

Poor use of sources


sources often
inappropriate/irrelevant
sources not well
used/overused/underused with
little analysis
not all sources are referenced
and/or references are incomplete
or inaccurate
Works Cited has frequent errors

introduction has difficulty


presenting the topic, purpose,
and/or thesis
body paragraphs often lack
structure and/or focus
conclusion is mechanical and
has difficulty reflecting the
thesis/stance
paper has frequent problems
with cohesion, coherence and/or
transitioning

Unacceptable use of sources

Paper lacks organization

sources inappropriate/ irrelevant


sources very poorly used; little
to no analysis
serious referencing problems
Works Cited has many errors or
is absent
number of sources used is below
the minimum

introduction has serious


problems with presenting topic,
purpose, and/or thesis
body paragraphs lack structure
and focus; no clear paragraphing
conclusion unclear; does not
reflect the thesis/stance
paper lacks cohesion, coherence,
transitioning

Plagiarism of sources is an issue

teacher feedback and self-revision


Language/sentence patterns are
inadequate; errors impede
understanding at times
academic/topic vocabulary and
phrasing inappropriately used and/or
generally lacking
complex sentences not used/basic
structures with some errors
Revision
shows little improvement based on
teacher feedback and self-revision
Language/sentence patterns are
inadequate; errors consistently
impede understanding
academic/topic vocabulary and
phrasing not used
complex sentences not used/basic
structures with serious errors
Revision
shows almost no/no improvement
based on teacher feedback and selfrevision

* Students will receive 0% in cases where there is extensive plagiarism, or where it is clear that the paper is not their own.
** Paper content less than 1650 words will not be accepted (i.e. Course information & Works Cited, etc. should not be included in word count).

28

(TAT) Teacher Assigned Tasks (15%)


Teacher-Assigned Tasks
Reading tests, vocabulary tasks, quizzes, video questionnaires, discussions,
debates, research tasks and forum response writing could all contribute to this
part of the final grade.
Deadlines: You are expected to meet deadlines and turn in work on time. In the

5 percent will be deducted on


a daily basis. Assignments more than 5 days late will
not be accepted and will automatically receive a zero.
case of failure to turn in work on time,

Total : 15%
1-Outline of the essay (7.5%)
2-Outline of the Research Paper (7.5%)

29

ORAL TASKS
There will be group presentations & debates throughout the semester. Before
your oral presentations (teaching a text), you will take part in numerous
discussions and you will be able to explore a number of topics from the course
book: then you will choose a text to read/analyze and prepare a lesson for the
class. As a part of your lesson, you will lead a class-based discussion on your
topic. As a member of the audience during other presentations, you are required
to follow the given guidelines and actively participate (including note-taking and
questioning) throughout the presentation. Debates will be conducted under a
semi-formal format, i.e. they will be academic in tone and follow conventions in
turn taking and politeness.

Deadlines: Oral presentations/debates/discussions have fixed dates and cannot


be
rescheduled
or
made
up
in
the
event
of
absence.
Presentations/debates/discussions not given/attended on the assigned
date will receive a zero.

TOTAL GRADE OF THE PRESENTATIONS: 15%


Each student should present a text assigned at the beginning of the
semester.
Students must be prepared for the presentation at the decided date.
They do not have to change or postpone the date and the time.

30

ENG102-..........

O and Criteria
Oral Presentation Marking Sheet
NAME :

ID:

DEPT:

Please note: you are expected to precisely follow the task prompt failure to do this will mean losing marks for your
presentation.
1
.

2
.

3
.

4
.

5
.

Little / no evidence of task


preparation. Task is misunderstood
or (partially) not attempted.
Selection of content may have been
made without careful consideration.
Severe problems with the timing /
structure of the presentation.
Either too long or short and / or
sections are imbalanced or illogically
connected.
Serious failure to interact
appropriately with the audience.
E.g. poor eye-contact, lack of
politeness, failure to correct audience
confusion, not nominating speakers
when necessary etc.
Lack of language abilities
severely interferes with task
performance / communication.
Grammar / vocabulary are
insufficient, words are mispronounced
or the speakers voice is difficult to
follow (mumbled / monotone / too
quiet etc..
Overall, the presentation failed
to carry out the task
requirements. The audience may
be confused and / or have failed to
understand / engage with key part of
the target text.

poor

excellent
1

poor
1

excellent
2

poor
1

10

excellent
2

10

poor
excellent
1

poor
1

10

excellent
2

Comments

31

Fully understood, researched, planned your


individual task (e.g. fully utilized resources, good
preparation of discussions / tests / slides and selection of
appropriate ideas / key-points / vocab etc.)

Managed the presentations timing and flow (of


information / ideas / discussion points etc.) effectively.
The time given was utilized well (not too short or long),
with a clear, balanced and logical connection between
each section.
Fully understood the needs of the audience and, at
all times, interacted with them appropriately in
order to maximize the effectiveness of your
presentation (e.g. skilfully employing politeness,
monitoring skills, reiteration, nominating, good eyecontact and body language)
Language ability used skilfully (sophisticated and
accurate vocabulary and grammar, clear and natural
pronunciation, etc) in order to effectively
communicate the presentations / speakers
message.

Effectively introduced / taught / discussed key


elements of the target text. Basically, successfully
carried out the given task.

10

Final Grade

/ 100

Speaking Task Assessment (10%)

32

ENDYEAR INTERVIEW : 10 %
All students should be interviewed and graded in the last
week of the semester.
The instructor open a SCHEDULER on MOODLE and
EACH STUDENT must take an APPOINTMENT.

33

ORAL
TASK ASSESSMENT CRITERIA
Expression of Ideas

Fluency

Language

clarity of ideas * support * extent of utterances


* ability to provide additional info

High level of clarity, cohesion and all


responses extended and supported
impressively

strain/rhythm * hesitations * prompting

grammar * vocabulary * effect on message

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, detailed responses to


queries and requests for
clarification

All ideas clearly expressed and supported


Clear sense of coherence
Responses adequately extended
Good 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

Most ideas clearly expressed and supported


Responses usually extended
Answers generally coherent
Adequate ability to provide clarification of
ideas and meaning

Sufficiently fluent for listener to follow flow


without difficulty
Some occasional repetition
Utterances may be hesitant / incomplete
Needs occasional prompting
Minor confusion and/or occasional strain for
listener

Some difficulty for listener to follow flow


Repetition excessive at times
Most utterances are short, and some may be
incomplete
Hesitations distract listener
Needs regular prompting
Frequent confusion and/or strain for listener

Some ideas are clearly expressed and


supported / others are somewhat unclear
and poorly supported
Most utterances short
Some problems with coherence
Limited response to task at times
Difficulty providing clarification at times

34

Impressive control of common grammatical


structures
Advanced structures used frequently and
reasonably and accurately
A few inaccuracies which do not impede
communication may persist
Skilful use of academic level vocabulary
Good control of common structures
More advanced structures used with some
inaccuracy
Few noticeable inaccuracies / slips
Good range and accurate use of academic
vocabulary
Some lack of control of common structures
Advanced structures attempted
Inaccuracies are frequent but do not impede
communication
Vocabulary generally sufficient and varied for
the task mixture of academic and general
vocabulary
Lack of control of common structures which
sometimes impedes communication
Few, if any, advanced structures attempted
Vocabulary restricted for the task mostly general
vocabulary

FAE Grade
Band

Excellent
10 9.0

Good
8.9 7.8
Satisfactor
y
7.7 7.0
Limited
6.9 6.3

3.3 Submitting Work: Deadlines and Requirements


All submission dates for written assignments will be strictly enforced. Students who submit work up
to three days late will have marks deducted (5% per day) from their final mark on each successive day
of lateness. Beyond three days, the student will have a fail recorded for the particular task. Absence on
a submission date will not be accepted as an excuse. All draft stages for written work must be fulfilled
before a final paper will be accepted. All written assignments must be submitted personally by the
student and no work will be accepted by email. All written assignments must be fully completed from
the front page to bibliography. Partially completed work, handwritten work or work in the wrong font
will not be accepted. The full essay question and course details must be included in all assignments
before they will be accepted.

3.4 Grading Scales


95 100

90 94

86 89

B+

82 85

78 81

74 77

C+

70 73

67 69

C-

63 66

D+

59 62

Unsatisfactory below the expected standard

58 0

Unacceptable work well below the standard

Exceptional work well above the expected standard

Good work above standard expected

Satisfactory meets the standard

3.5 University Rules for Repeating ENG 102


35

Students who receive a grade below F from ENG102 must repeat that course in the first semester it is
offered.
For more information about the university rules for repeating courses, please click on the following
link: http://www.bilkent.edu.tr/~busel/fae/cpasseng101els104.html

3.6 Tutorials
Students are required to attend all the tutorial sessions scheduled by the instructor unless a valid
reason is provided. If students discover that they are likely to miss a tutorial appointment, the student
should inform the course instructor in advance. It should be noted that it may not be possible to
schedule another meeting. In addition, students who fail to attend tutorials should not be surprised if
final grades are lower than they expected. Students who have been provided with specific grade
requirements by the university in order to continue their studies should pay particular attention to the
importance of tutorials in generally improving the quality of written work.

4. Course Rules & Regulations

4.1

Faculty Academic English Program Attendance Policy

4.2

Attendance requirement for ENG 102


Faculty Academic English Program Attendance Policy

Attendance requirement for ENG 101, ENG 102, ELS 103, ELS 104, ELS
203 and ELS 204 courses
Students are required to attend a minimum of 90% of total course hours.
Attendance is counted from the first class. Students who exceed the attendance
limit will automatically receive an FZ grade for the course.

Attendance requirement for other FAE courses


Students are required to attend a minimum of 80% of total course hours.
Attendance is counted from the first day. Students who exceed the attendance
limit will automatically receive an FZ grade for the course.

Excused absence
Late registering students, or students adding a course during the add/drop
period, must visit their FAE Unit Head to get a letter to be given to their
instructor indicating the date when they registered. Once the letter is received
and accepted, students will be credited for the lessons missed prior to the date
36

of registration only. Those adding or dropping a course will not be credited for
attendance on other courses, and will need to be vigilant as to attendance for
the remainder of the semester.

Students switching from one English section to another in the first week must
have a signed note from their first instructor to present to their second instructor
in order to be excused for those hours they missed in the second section.
Students involved in university organized activities, such as sport or cultural
activities, during lesson time, may have their attendance credited if their
instructor gets a notification via the STARS system. As decided by Bilkent
University no student can miss more than 5 days for such activities.
PLEASE BEAR IN MIND THAT 10% UNATTENDANCE IS NOT A RIGHT. THESE
LIMITS ARE ALLOTTED FOR UNEXPECTED HEALTH PROBLEMS OR OTHER
EMERGIENCIES. Only in serious cases when students health problems exceed
the 10 percent attendance limit should students file a petition to the FAE
Directorate within 3 days of their return to school, attaching an approved health
report explaining the seriousness of their health problem and/or any other formal
document supporting their case as to the emergency the problem. A program
higher committee will evaluate individual students appeals and give decisions
regarding each petitioners attendance case.

Absence for Exams or In-class Assessments:

Students are eligible for a make-up of any assessed task / a re-take of any exam
missed due to legitimate heath reasons. As decided by Bilkent University, course
instructors can give a make-up to the students if they get a formal notification
via the STARS system. Re-take exam eligibility is dealt with through the
university.

For more information about university rules and regulations regarding final
exams please visit
http://www.bilkent.edu.tr/bilkent-tr/admission/vize_butunleme_esaslari.html

4.2 Punctuality
You must arrive to class on time and attendance will be taken at the start of each lesson to
ensure that students are always on time.
37

Entering class more than 5 minutes late will count as being late.
2. If you are more than 15 minutes late, you will be refused entrance to the class and marked
absent.
3. Lateness will be marked down on the attendance record.
4. After 3 incidents of lateness, you will be warned.
5. After receiving the above warning, you will be refused entrance to class and marked absent
the
next time you are late.

4.3 Plagiarism
Bilkent University defines plagiarism as: "The use of somebody else's ideas, viewpoints, findings or
works in a paper, project, report, or any similar document which is presented as part of a course
requirement, without proper acknowledgment of the source."
For many students avoiding plagiarism is a difficult skill to learn. For this reason you will have the
opportunity to write several drafts of most written assignments in your English classes. In your
lessons and tutorials your instructor will explain how to avoid plagiarism by quoting, paraphrasing
summarizing and citing properly. If you need extra help, you can make an appointment for an
additional tutorial.
It will, however, be your responsibility to avoid plagiarism in your work. Should the final draft of
your assignment still have serious problems with plagiarism, or if it is copied from another student or
written by or with someone else, you will receive a failing grade, probably an F. Disciplinary action
may also be taken.

Please visit the following Bilkent webpage to learn about the Bilkent University Policy on Academic
Honesty and the relevant potential disciplinary actions, as stated in the "Student Disciplinary Rules
and Regulation" of the university:
http://www.provost.bilkent.edu.tr/procedures/AcademicHonesty.htm

5.1 Preparation and Participation (Example)

For every class period, you are expected to bring ALL necessary materials (textbooks/reading
texts/worksheets, writing utensils, a notebook, a plastic folder for handouts, and a plastic folder for
your essay outlines/drafts/feedback/final versions) and to prepare the required assignments ON
TIME. Policy Issue: If you do not bring these, you will not be admitted to class, and you will be
marked absent

38

Since a large portion of the course relies on the collaborative explanation of various concepts, active
participation is essential for the success of the entire class.

The medium of instruction at Bilkent University is English. Students are expected to speak in English
in class. It is not the responsibility of the instructor to repeatedly remind students to speak in English.

Finally, you are expected to check our class Moodle page DAILY for news, announcements,
updates, and assignments.

5.2 Academic Courtesy / Code of Conduct


While in class, students need to be respectful towards their classmates and their instructor in order to
benefit from an optimal learning environment. One of the aims of this course is to explore and share
ideas, so the rights of others to express their views must be respected. Sleeping, reading non-course
related materials, eating/drinking, wearing headphones, making or receiving phone calls or any other
activity concerning cell phones, chatting with classmates, and using inappropriate language will not
be tolerated. Cell phones, portable disc players, etc. are to be switched off and kept out of sight
during class.

5.3 Emails
Please note that students are expected to check your Bilkent University email daily for information
or news about the course.
When students send the instructor an email, these rules should be kept in mind;
i. E-mails should be civil. Begin with a salutation (e.g. Dear Ms. ..).
ii. The body of the message should be concise, to the point, correctly punctuated, and written in
standard English.
iii. The message should end with the students full name.
iv. Include the class section number in the subject heading of every message (i.e. ENG 102-55).
Messages that do not conform to the above rules will not receive a reply. Please allow 24 hours for a
response during week days, and 48 hours for a response during weekends.

5.4 Office hours


The purpose of office hours is for students to have a set time each week when they can be sure of
finding their course instructors in their office. Students do not need to make an appointment in
advance to see the instructor during their office hour. Office hours may be used for discussing the
course, a students academic progress, or for getting extra help. If a student would like to receive
extra tutorial help, however, he or she should contact the instructor in advance to make an
appointment.

5.4 Turnitin

39

Turnitin is an academic plagiarism detector, which teachers and students can use in order to detect or
avoid plagiarism. In this course all students are required to submit their final drafts to Turnitin and to
print out an originality report for their paper. This report must be handed in along with a hard copy of
the final draft.

40

14 WEEK PLAN
IN A SEPERATE FILE

41

42

43

44

SpringSemester

14January2016,Thursday
20January2016,
Wednesday

Coursespreloaded

20January2016,
Wednesday

Tuitiondue

20January2016,
Wednesday

Lastdayforleaveofabsenceapplications

20January2016,
Wednesday
Registrationsfornewgraduatestudents
21January2016,Thursday
21January2016,Thursday Exchangestudents'courseregistrations
21January2016,Thursday Studentevaluationspostedontheweb
22January2016,Friday

Newstudents'andelectivecoursespreloaded

22January2016,Friday
(17:30)

Preloadedcoursesannounced

25January2016,Monday
Courseregistrations
26January2016,Tuesday
25January2016,Monday

EnglishPreparatoryProgramPeriod5begins

27January2016,
Wednesday

Classesbegin

27January2016,
Wednesday

Registrationforcoursesadditionaltothe
curriculumbegins

27January2016,
Wednesday(17:30)

Electiveandrequiredquotasmerged

45

SpringSemester

1February2016,Monday
(12:00)

Optionalreregistrationsforsuccessfully
completedcourses

2February2016,Tuesday

Courseadd/dropdeadline

3February2016,
Wednesday(14:30)

Examreservationsbegin

23February2016,Tuesday EnglishPreparatoryProgramPeriod6begins
16March2016,Wednesday
Finalexamreservationsbegin
(09:00)
23March2016,Wednesday EnglishPreparatoryProgramPeriod7begins
21April2016,Thursday

EnglishPreparatoryProgramPeriod8begins

23April2016,Saturday

NationalSovereigntyandChildren'sDay
holiday

28April2016,Thursday
30April2016,Saturday

SpringFestival

1May2016,Sunday

LaborandSolidarityDayholiday

3May2016,Tuesday
23May2016,Monday

CourserequestsforSummerSchoolthrough
SRS

3May2016,Tuesday

Withdrawdeadline

3May2016,Tuesday Lastdayofclasses
4May2016,Wednesday
(17:30)

DeadlineforsubmittingFZgradesfornon
qualifyingstudents

4May2016,Wednesday
(17:30)

Studentswhodonotqualifytotakefinal
exams(FZgrades)announced

5May2016,Thursday
14May2016,Saturday

Finalexams

46

SpringSemester

17May2016,Tuesday
(10:00)

COPE1exam

17May2016,Tuesday
(18:00)

COPE1examresultsannounced

18May2016,Wednesday
(17:30)

Gradesubmissiondeadlineforinstructors

18May2016,Wednesday
(17:30)

Gradesannounced

18May2016,Wednesday
(10:00)

COPE2exam

19May2016,Thursday

CommemorationofAtatrk,Youthand
SportsDayholiday

20May2016,Friday
22May2016,Sunday

COPE2speakingexam

20May2016,Friday(17:30) Retakeexamapplicationdeadline
20May2016,Friday(20:00) Retakeexamschedulesannounced

20May2016,Friday

LastdayofSpringsemesterclassesfor
EnglishPreparatoryProgram

21May2016,Saturday

Retakeexamsbegin

23May2016,Monday

COPE2examresultsannounced

25May2016,Wednesday
(17:30)

Lastdayforsubmissionoflettergrades
resultingfromretakeexams

25May2016,Wednesday
(17:30)

Announcementoflettergradesresultingfrom
retakeexams
47

SpringSemester
27May2016,Friday

Studentevaluationspostedontheweb

11June2016,Saturday

7. Bibliography

Acton, Mary. Learning to Look at Painting. London:/NY: Routledge. 1997, Print.


Aronson, Eliot, Timothy D. Wilson and Robin M. Akert. Social Psychology. New
York: Pearson Education International. 2005, Print.
Chen, Hsiang-Ju. Yuan-Hui Tsai, Shen-Ho Chang, Kuo-Hsiung Lin. Bridging the
Systemetic Gap between East and West. An Insight into the Ying-Yang-Based
System Theory. Springer Science+Business Media, LLC 2009. 5.01.2016.
Web.
Getlein, Mark. Living With Art. New York: McGrow Hill Higher Education. 2008,
Print.
48

Ghaffar, Abdul. Conflict in Schools: Its Causes & Management Strategies, Journal of
Managerial Sciences 223 Volume III, Number 1I. 12.06.2015. Web.
Kasik , Naciye C., H. Kumcagiz. The effects of the conflict resolution and peer
Mediation training program on self-esteem and conflict resolution skills.
International Journal of Academic Research Part B; 2014; 6(1), 179-186.
DOI: 10.7813/2075-4124.2014/6-1/B.25. 12 06. 2015, Web.
Kelly, James J.. The Sculptural Idea.Long Grow Illinois: Waveland Press, Inc.. 2004,
Print.
Seckel, Al. Masters of Deceptions Escher, Dali & The Artists of Optical Illusion. New
York: Sterling Publishing. 2004, Print
Turnuklu, Abbas, Tarkan Kacmaz, Dilara Sunbul and Hatice Ergul Effects of Conflict
Resolution and Peer Mediation Trainin a Turkish High School
Dokuz Eylul University, Conflict Resolution Research Centre, Izmir, Turkey.
12 06. 2015, Web

Wands, Bruce. Art of The Digital Age. London: Thames&Hudson. 2006, Print.

Worth, Sarah E. . Music, Emotion and Language: Furman University. 10.01.2016.


Web

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