| Course Name | Reading and Writing Scientific Texts |
| Code | Semester | Theory (hour/week) | Application/Lab (hour/week) | Local Credits | ECTS |
|---|---|---|---|---|---|
| ETI 321 | Fall/Spring | 3 | 0 | 3 | 5 |
| Prerequisites | None | |||||
| Course Language | English | |||||
| Course Type | Elective | |||||
| Course Level | First Cycle | |||||
| Mode of Delivery | face to face | |||||
| Teaching Methods and Techniques of the Course | DiscussionQ&AApplication: Experiment / Laboratory / WorkshopLecturing / Presentation | |||||
| Course Coordinator | ||||||
| Course Lecturer(s) | ||||||
| Assistant(s) | - | |||||
| Course Objectives | The main objective of the course is to develop an insight into the basic skills of comprehension, production and recognition of scientific genre by students. The students will effectively read and comprehend scientific texts, will learn the terminology and style of different genres and will produce scientific texts in translation studies. |
| Learning Outcomes | The students who succeeded in this course;
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| Course Description | In this course, scientific genre will be examined, various scientific texts will be read, the components of scientific writing will be explored and a scientific research will be designed and a research proposal will be written. |
| Related Sustainable Development Goals | |
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| Core Courses | |
| Major Area Courses | ||
| Supportive Courses | X | |
| Media and Managment Skills Courses | ||
| Transferable Skill Courses |
| Week | Subjects | Required Materials |
| 1 | Overview of the course, syllabus discussion | |
| 2 | An overview of scientific text types and their textual features. | Chapter 1 «Introduction» in Gabe T. Wang and Keumjae Park. Student research and report writing: from topic selection to the complete paper. (West Sussex: Wiley-Blackwell, 2016). (p.) ISBN: 9781118963913 |
| 3 | Introduction to Scientific Study | Chapter 2 «Getting started» in Gabe T. Wang and Keumjae Park. Student research and report writing: from topic selection to the complete paper. (West Sussex: Wiley-Blackwell, 2016). (p.) ISBN: 9781118963913 |
| 4 | Data collection | Chapter 3 «Searching for Information» in Gabe T. Wang and Keumjae Park. Student research and report writing: from topic selection to the complete paper. (West Sussex: Wiley-Blackwell, 2016). (p.) ISBN: 9781118963913 |
| 5 | Action block | Chapter 2 «Getting started» in Gabe T. Wang and Keumjae Park. Student research and report writing: from topic selection to the complete paper. (West Sussex: Wiley-Blackwell, 2016). (p.) ISBN: 9781118963913 |
| 6 | Determining a research area in translation studies | J. Williams & A. Chesterman. “Areas in Translation Studies”, chap. 1 in The map: a beginner's guide to doing research in translation studies, (Manchester: St. Jerome Publications, 2002), 6-27. ISBN 9781900650540 |
| 7 | Steps of a scientific research; choosing a topic and focusing a subject | Gabe T. Wang and Keumjae Park. “Topic Selection”, chap. 2 in Student research and report writing: from topic selection to the complete paper. (West Sussex: Wiley-Blackwell, 2016). |
| 8 | Starting research: using and accessing library and esources | Gabe T. Wang and Keumjae Park. “Searching for Information”, chap. 3 in Student research and report writing: from topic selection to the complete paper. (West Sussex: Wiley-Blackwell, 2016). ISBN: 9781118963913 |
| 9 | Recording information: quoting, paraphrasing, summarizing, interpreting, plagiarism and avoiding it. | Gabe T. Wang and Keumjae Park. “Reviewing the Literature”, chap. 4 in Student research and report writing: from topic selection to the complete paper. (West Sussex: Wiley-Blackwell, 2016). ISBN: 9781118963913 |
| 10 | The organization of the research | Gabe T. Wang and Keumjae Park. “Research Questions and Methods” and “Steps of Quantitative and Qualitative Research Designs”, chap. 5 and 6 in Student research and report writing: from topic selection to the complete paper. (West Sussex: Wiley-Blackwell, 2016). ISBN: 9781118963913 |
| 11 | Writing research papers: What are MLA and APA? Rules and principles | Gabe T. Wang and Keumjae Park. “Writing a Research Proposal”, chap. 7 in Student research and report writing: from topic selection to the complete paper. (West Sussex: Wiley-Blackwell, 2016). ISBN: 9781118963913 |
| 12 | Towards the final version: Proofreading and editing the paper | |
| 13 | Students’ presenting their researches and receiving feedback | |
| 14 | Students’ presenting their researches and receiving feedback | |
| 15 | Review of the semester | |
| 16 | Final Exam |
| Course Notes/Textbooks | Gabe T. Wang and Keumjae Park. “Student research and report writing: from topic selection to the complete paper. (West Sussex: Wiley-Blackwell, 2016). ISBN: 9781118963913 J. Williams & A. Chesterman. The map: a beginner's guide to doing research in translation studies, (Manchester: St. Jerome Publications, 2002). ISBN 9781900650540 |
| Suggested Readings/Materials |
| Semester Activities | Number | Weigthing |
| Participation | 1 | 10 |
| Laboratory / Application | ||
| Field Work | ||
| Quizzes / Studio Critiques | ||
| Portfolio | ||
| Homework / Assignments | 1 | 15 |
| Presentation / Jury | ||
| Project | 1 | 15 |
| Seminar / Workshop | ||
| Oral Exam | ||
| Midterm | 1 | 30 |
| Final Exam | 1 | 30 |
| Total |
| Weighting of Semester Activities on the Final Grade | 4 | 70 |
| Weighting of End-of-Semester Activities on the Final Grade | 1 | 30 |
| Total |
| Semester Activities | Number | Duration (Hours) | Workload |
|---|---|---|---|
| Course Hours (Including exam week: 16 x total hours) | 16 | 3 | 48 |
| Laboratory / Application Hours (Including exam week: 16 x total hours) | 16 | ||
| Study Hours Out of Class | 14 | 3 | 42 |
| Field Work | |||
| Quizzes / Studio Critiques | |||
| Portfolio | |||
| Homework / Assignments | 1 | 20 | |
| Presentation / Jury | |||
| Project | 1 | 20 | |
| Seminar / Workshop | |||
| Oral Exam | |||
| Midterms | 1 | 10 | |
| Final Exams | 1 | 10 | |
| Total | 150 |
| # | Program Competencies/Outcomes | * Contribution Level | ||||
1 | 2 | 3 | 4 | 5 | ||
| 1 | To be able to use advanced, field-specific conceptual, theoretical, and practical knowledge acquired, | X | ||||
| 2 | To be able to analyze and research field-specific concepts and ideas and to interpret data individually or as a team using scientific methods, | X | ||||
| 3 | To be able to understand and use grammatical and semantic structures of the source and target languages, | |||||
| 4 | To be able to obtain information about social, cultural, and historical approaches within the source and target languages and to use this information for textual analysis and production, | |||||
| 5 | To be able to understand and interpret written and oral texts in the source language and to transfer these texts into the target language using a semantically and functionally appropriate language, | |||||
| 6 | To be able to produce creative translations and assess the translation products critically by defining the steps, strategies and problems in the translation process in the light of field-specific theoretical knowledge and skills acquired, | |||||
| 7 | To be able to transfer the theoretical knowledge and research skills within different areas of expertise to translational act, | |||||
| 8 | To be able to use computer-assisted translation tools and machine translation effectively at each step of the translation process, and to follow the theoretical and practical developments in these fields, | |||||
| 9 | To be able to gain awareness of the translator’s social role, job profile, and professional ethical values and to acquire workload management skills for individual or team work, | |||||
| 10 | To be able to access necessary sources to improve quality at each step of the translation process and to assess the target text in accordance with the quality objectives by using these sources, | X | ||||
| 11 | To be able to establish effective oral and written communication skills both in English and Turkish, to be able to speak a second foreign language at a good level, to be able to use a third foreign language at intermediate level, | |||||
| 12 | To be able to relate the knowledge accumulated throughout the human history to their field of expertise. | |||||
*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest
