he acquisition and development of academic reading, writing, listening and speaking skills in English through academic readings, language input and structured speaking and writing tasks. Facilitating effective written and spoken communication in English with special emphasis on analysis, synthesis, and argumentation.

Prerequisite: Grade “C” on BUEPT (or its equivalent on TOEFL/IELTS as specified by SFL) and the specification of AE 101 as a required course in the student’s departmental curriculum

Improving and consolidating academic reading, writing, listening and speaking skills in English. Special emphasis on academic genres, independent study and research. Giving formal presentations and writing short academic papers in English.

Prerequisite: Grade “C” on BUEPT (or its equivalent on TOEFL/IELTS as specified by SFL) and the specification of AE 102 as a required course in the student’s departmental curriculum

The aim of Critical Skills in English I is to help students become active, critical readers who can gather information from written or visual material, mold that information into a meaningful pattern to formulate an argument and discuss the wider significance of a text effectively and persuasively in both written and oral form. Along with a focus on critical evaluation and analysis, the goal is to develop a sense of enjoyment that will encourage independent extensive reading in English. A selection of texts including both fiction and non-fiction is used to engage students in reading, thinking, writing and oral communications. Regular class work involves close reading and discussion sessions, oral presentations as well as writing tasks that demand response statements that integrate contextualized references to the texts, analyses and some creative work.

Critical Skills in English II builds on the skills of active reading and critical evaluating introduced in Critical Skills in English I with fiction and non-fiction works. The aim is to help students become more advanced readers through close analysis of a set of materials that exemplify conventional modes of discourse and incorporate a variety of rhetorical techniques. To this end, argumentative, persuasive and narrative texts as well as short stories, poems and
films are used. Each week's work involves a group presentation of a text as well as close reading and discussion session followed by interpretive and evaluative response writings. By the end of the course, students are expected to be able to establish thoughtful connections across multiple ideas using a conceptual and thematic framework, ask probing questions and make judgments at a mature level.

AE 201, AE 204, AE 205, AE 221, AE 222, AE 231, AE 232, AE 261, AE 262, AE 271, AE 281, AE 300, AE 411, AE 412

Report Writing I is designed to help students acquire the necessary skills to write an academic research paper. Students will learn how to develop a research question, hand in a formal proposal and prepare an outline; furthermore, they will get instruction in how to conduct library research and how to distinguish critically between internet sources. Emphasis will also be put on creating an awareness for plagiarism and how to avoid it; so part of the class work will focus on adequately paraphrasing, summarizing and citing material. Language editing exercises will refine students' writing skills, focusing especially on correct punctuation, style and mechanics. Sample student papers will help students to understand documentation styles like MLA and APA, while effective oral presentation techniques will prepare students to present their own research paper in a 10-15-minute class presentation.

This course deals with topics concerning public speaking and drama such as voice-breathing techniques, points to take into account in speech-making in public, a general view of history of drama, structural examination of a good play, ways of evaluating the performers on the stage aiming at both creating awareness of all those topics and contributing to the students' level of English.

This course deals with topics concerning public speaking and drama such as preparation of a good speech, characteristics and the importance of the audience in a theatre experience, different forms of theatre, a general view of the main schools of drama aiming at both creating awareness of all those topics and contributing to students' level of English.

The aim of Critical Reading I is to guide students through the critical thinking processes of analysis, synthesis and evaluation. Discussion and viewing sessions, close readings, written tasks as well as oral presentations form the basis of the coursework. Students are exposed to a variety of intellectually challenging theme-based articles, short stories, films and other visual materials. By the end of the term they are expected to have gained ample experience in problematizing, raising critical questions, and searching for elaborate answers that demonstrate good judgment and evaluation drawn upon multiple sources. This is a project-based course.

Critical Reading II builds upon the skills and tasks introduced in Critical Reading I. While Critical Reading I is not a prerequisite of this course, students who have already taken it will be able to cope more effectively with the more sophisticated and eclectic materials offered in Critical Reading II. This is a project-based course.

The objective of the course is to further enhance the students' critical skills in English through readings in international issues that address the subjects of conflict, war, and disagreements, as well as integration, agreements and constructive dialogue among different geographical or cultural entities in the present-day world. Students are expected to develop skills, attitudes and character of a critical thinker by understanding, defining and responding to issues concerning the international problems today. Security issues, including those that involve NATO, the geopolitical situation of Turkey in the post-Cold War Era and in relation to occurrences in the Middle East and North Africa, as well as Turkish-EU relations and the recent developments in Asia are the subjects studied in this course.

This course introduces students to the historical process of political integration in the European Union. Through use of texts on this particular subject matter, students are familiarized with the English terminology related to concepts and policies of European political integration and are expected to be able to convey the information they have gained in written and oral speech. The content material centres around such issues as the creation and enlargement of the European Union, the current status of the endeavors regarding common foreign and defense policies along with the implications of all this for Turkey as well as efforts made towards the promotion of a sense of "Europeanness".

English for Philosophy I is the first of a two-semester course that focuses on the classical texts of world literature and analyses them in relation to problems of philosophy. AE 261 covers philosophers from the classical period until the nineteenth century. As a result of studying world literature and philosophy, students are expected to demonstrate their ability to comprehend the literal level of texts, identify the philosophical problems presented by the literary texts, appreciate the variety of world literature and understand how literature is related to philosophy, and express their understanding and interpretation of texts in discussion and in proficiently written essays.

English for Philosophy II is the follow-up course of AE 261 and basically shares the same aims and objectives. The course focuses on texts from the nineteenth century to the present and builds on the reading and writing skills developed in AE 261. Students are expected to demonstrate their ability to comprehend the symbolic or allegorical level of literary texts, display an increased sophistication over AE 261 in constructing valid arguments and produce a documented paper using library sources.

AE 271 presents thematically related readings from key works of social and economic thought, principally classic texts of political economy (Plato, Aristotle, Adam Smith, Karl Marx) along with utopian fiction (Thomas More, William Morris) and recent anthropological studies (Marshall Sahlins, Pierre Clastres). Our goal is to be engaged with the actual texts while developing comparative analytical and interpretive skills. We analyze the arguments presented in the texts and consider the arguments in relation to historical change and imagination. By experiencing the texts themselves, rather than relying on summaries, we are able to construct a comparative framework of argument that allows us to enter into the history and controversies of social thought. AE 271 is an intensive reading and discussion course, offered as a seminar. Enrollment is limited. The course requires exams and written assignments.

This course will focus on the Expressive Arts approach in the area of conflict transformation in communities and non-formal educational settings. Expressive Arts is based on an intermodal arts (drama, visual arts, music, storytelling etc.) approach emphasizing the creation of a containing art space to create the desired transformation within the community. Along with an analysis of the theoretical background of the arts-based conflict transformation through various texts, a line of interactive workshops will be conducted in class. Throughout the semester, students are expected to work in a community facilitating arts-based interactive workshops and reflecting on their experience regularly.

After giving a general view of the Modern Drama period, this course focuses on Epic Theatre and The Theatre of the Absurd. Studying informative texts on both Schools, reading plays as examples of them, watching related videos help students acquire a considerable knowledge of Epic Theatre and The Theatre of the Absurd. Classroom discussions and the amount of reading material included in the course aim at contributing to the students' level of English.

Translation may be considered a valuable tool that involves analysis and that can contribute to the discovery of the complexities of a target language. In this course we aim to use translation as a means to help improve language awareness and effective communication in advanced English. Through intensive practice in English-Turkish/Turkish-English translation and comparative work on translated texts students will have a chance to focus on accuracy, clarity and flexibility in language use and transfer of meaning across cultures. We will employ in class a wide variety of texts ranging from news stories and scientific reports to critiques and short stories, exemplifying conventional modes of discourse and incorporating a variety of rhetorical techniques.

Prerequisite: Consent of the instructor

The practices of translating and editing are very much instructive since both may be used as tools contributing jointly and incrementally to the establishment of a sound intellectual foundation with a keen awareness of language. The main goal of AE 412 Language Awareness through Translation II is thus two-fold: we will work towards a) becoming analytical and responsive readers and writers that are able to pay close attention to the textual properties of diverse material, and b) developing a heightened awareness of the accurate, natural and fluent use of English in particular and language in general. Classes will be run in the spirit of an engaging workshop focusing on individual and group practice of analysis, translation, comparative study of translated texts as well as editing of translations. Texts in Turkish and English from a varied range of types including short stories, short plays and poems to essays and monographs will be used to also inspire thinking on culturally significant issues.

Prerequisite: AE 411 or consent of the instructor