Arabic Translation and Interpreting

Course Code	Course Name	Year	Period	Semester	T+A+L	Credit	ECTS
04411005	Writing Skils I	1	Autumn	1	3+0+0	5	5

Course Type	Compulsory
Course Cycle	Bachelor's (First Cycle) (TQF-HE: Level 6 / QF-EHEA: Level 1 / EQF-LLL: Level 6)
Course Language	Turkish
Methods and Techniques	-
Mode of Delivery	Face to Face
Prerequisites	-
Coordinator	-
Instructor(s)	Dr. Safa KİRAZ
Instructor Assistant(s)	-

Basic Vocational Courses
Specialization / Field Courses
Support Courses
Transferable Skills Courses	X
Humanities, Communication and Management Skills Courses

Relationship Levels
Lowest	Low	Medium	High	Highest
1	2	3	4	5

#	Program Learning Outcomes	Level
P2	Ability to make appropriate written or oral translations between the source language and the target language, individually or by taking an active role in team work.	5
P3	Knowing the rules and cultures of the source and target languages ​​to be used in translation.	5

Upon the successful completion of this course, students will be able to:
No	Learning Outcomes	Outcome Relationship	Measurement Method **
O1	Ability to express oneself verbally or in writing on different topics.	P.2.1	1
O2	Ability to do written and oral translation.	P.2.3	1
O3	Ability to analyze written or spoken source text.	P.2.4	1
O4	Being able to express cultural elements of foreign languages ​​he/she knows.	P.3.1	1
** Written Exam: 1, Oral Exam: 2, Homework: 3, Lab./Exam: 4, Seminar/Presentation: 5, Term Paper: 6, Application: 7

Week	Topics
1	The spelling of Hemze at the beginning, middle and end was taught. In which cases is Elif written as Nekra and Müstakil?
2	The definition and properties of the hemases Wasıl and Katı'hemases were emphasized. It was stated which nouns and verbs have Vasıl hemzes. It was taught which nouns, letters and verbs should have katı'hemzes. Plenty of examples were written and homework was given.
3	When to write with a period and when to write without a period were explained with examples.
4	At least five sentences starting with despite were read. They were written in the students' notebooks. One student at a time was dictated on the board and the mistakes were emphasized, corrected and written correctly. At least five sentences starting with because were read. They were written in the students' notebooks. One student at a time wrote them on the blackboard and the mistakes were emphasized, corrected and written correctly.
5	At least five sentences starting with "but"were read. They were written in the students' notebooks. One student at a time wrote them on the board and the mistakes were emphasized, corrected and written correctly. At least five sentences starting with because were read. They were written in the students' notebooks. One student at a time wrote them on the blackboard and the mistakes were emphasized, corrected and written correctly.
6	At least five sentences starting with "however"were read. They were written in the students' notebooks. One student at a time wrote them on the board and the mistakes were emphasized, corrected and written correctly. At least five sentences starting with therefore were read. They were written in the students' notebooks. One student at a time wrote them on the blackboard and the mistakes were emphasized, corrected and written correctly.
7	At least five sentences were read with the phrase "it is certain". They were written in the students' notebooks. One student at a time was dictated to the board and the mistakes were emphasized, corrected and written correctly. At least five sentences were read with the phrase "it is possible". They were written in the students' notebooks. At least five sentences with the phrase "it is probable"were read on the blackboard by one student at a time and the mistakes were emphasized, corrected and written correctly. They were written in the students' notebooks. One student at a time wrote them on the blackboard, emphasized the mistakes, corrected them and wrote the correct ones.
8	Accordingly, at least five sentences were read with the pattern. They were written in the students' notebooks. One student in turn was dictated to the board and the mistakes were emphasized and corrected and the correct one was written. at least five sentences were read with the pattern accordingly. They were written in the students' notebooks. It was written on the board by one student in turn and the mistakes were emphasized, corrected and written correctly.
9	During, at least five sentences were read with the phrase during. They were written in the students' notebooks. One student at a time wrote them on the blackboard and the mistakes were emphasized, corrected and written correctly. In addition, at least five sentences beginning with besides were read. They were written in the students' notebooks. One student at a time wrote them on the blackboard and the mistakes were emphasized, corrected and written correctly.
10	At least five sentences were read with the phrases "not to be underestimated, noteworthy, not to be underestimated". They were written in the students' notebooks. One student at a time wrote them on the blackboard and the mistakes were emphasized, corrected and written correctly.
11	At least five sentences starting with whenever, every time, every time were read. They were written in the students' notebooks. At least five sentences beginning with but, but, whereas were read. They were written in the students' notebooks. One student at a time wrote them on the board and the mistakes were emphasized, corrected and written correctly.
12	At least five sentences were read with the phrase unique/unparalleled. They were written in the students' notebooks. At least five sentences were read with the inevitable/necessary/obligatory pattern. They were written in the students' notebooks. One student at a time wrote them on the blackboard, emphasized the mistakes, corrected them and wrote the correct ones.
13	At least five sentences were read with the phrase "moreover". They were written in the students' notebooks. At least five sentences were read with the phrase "on the one hand ... on the other hand". They were written in the students' notebooks. One student at a time wrote them on the blackboard, emphasized the mistakes, corrected them and wrote the correct ones.
14	Depending on this, at least five sentences were read with the pattern "on this". They were written in the students' notebooks. One student at a time was dictated to the blackboard and the mistakes were emphasized, corrected and written correctly. at least five sentences were read with the pattern result/consequence of this. They were written in the students' notebooks. It was written on the blackboard by one student at a time and the mistakes were emphasized, corrected and written correctly.

Resources

Arapça Tabirler Ramazan Sönmez Konya 2022.

In-Term Studies	Quantity	Percentage
Attendance	-	-
Laboratory	-	-
Practice	-	-
Field Study	-	-
Course Specific Internship (If Any)	-	-
Homework	-	-
Presentation	-	-
Projects	-	-
Quiz	-	-
Listening	-	-
Midterms	1	40 (%)
Final Exam	1	60 (%)
Total		100 (%)

	Quantity	Duration	Total Work Load
Course Week Number and Time	14	3	42
Out-of-Class Study Time (Pre-study, Library, Reinforcement)	14	6	84
Midterms	1	10	10
Quiz	0	0	0
Homework	0	0	0
Practice	0	0	0
Laboratory	0	0	0
Project	0	0	0
Workshop	0	0	0
Presentation/Seminar Preparation	0	0	0
Fieldwork	0	0	0
Final Exam	1	14	14
Other	0	0	0
Total Work Load:			150
Total Work Load / 30			5
Course ECTS Credits:			5

Relationship Levels
Lowest	Low	Medium	High	Highest
1	2	3	4	5

#	Learning Outcomes	P2	P3
O1	Ability to express oneself verbally or in writing on different topics.	5	-
O2	Ability to do written and oral translation.	3	-
O3	Ability to analyze written or spoken source text.	4	-
O4	Being able to express cultural elements of foreign languages ​​he/she knows.	-	5