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 | To have basic theoretical knowledge about the field within the scope of health, education and support services, organizational structure and systematics. | X | ||||
| 2 | To be able to understand the basic concepts, approaches and theories in the field of child development, to associate them with current life, national and international developments. | X | ||||
| 3 | To be able to use sciences such as health, education, and psychology along with the basic knowledge and skills of the discipline of child development. | X | ||||
| 4 | To be able to identify the problems encountered and develop solutions based on the knowledge and skills required by the discipline of child development. | X | ||||
| 5 | To be able to independently carry out the necessary work as an individual and as a team member, and take responsibility in the practices related to child development education in preschool education institutions, private education institutions and health institutions | X | ||||
| 6 | To be able to have the necessary basic knowledge for applications in preschool education institution, private education institution and health institutions related to child development education. | X | ||||
| 7 | To be able to determine the learning needs associated to lifelong learning related to child development and education and to make the necessary guidance. | X | ||||
| 8 | To be able to act in accordance with professional ethics and social-responsibility-understanding in all field practices and social relations of the profession | X | ||||
| 9 | To be able to carry out studies on child development to raise awareness of society and other professional groups . | X | ||||
| 10 | To be able to follow the information in the field and communicate with colleagues by using a universal foreign language. | X | ||||
| 11 | To be able to do resource research for the purpose of accessing information, 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 | To be able to show sensitivity to the universality of social rights in the field of child development, protection of quality cultural values, occupational health and safety. | X | ||||
| 15 | To be able to evaluate and prepare the materials required by the field of child development (educational toys, educational books and brochures, game material) and to use them for 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 | ||