Islamic Economics and Finance

Course Code	Course Name	Year	Period	Semester	T+A+L	Credit	ECTS
99900004	Turkish Language I	1	Autumn	1	2+0+0	2	2

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)	Lect. Neslihan Tuğba KÜÇÜKKORAŞ
Instructor Assistant(s)	-

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

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

#	Program Learning Outcomes	Level
P7	Öğrenim dilinde yazılı ve sözlü iletişim kurabilme, en az bir yabancı dil bilgisine sahip olabilme	4

Upon the successful completion of this course, students will be able to:
No	Learning Outcomes	Outcome Relationship	Measurement Method **
O1	Expresses topics related to the field in written form in the language of instruction.	P.7.1	1
O2	Expresses topics related to the field in spoken form in the language of instruction.	P.7.2	1
O3	Continuously improves written and verbal communication skills.	P.7.4	1
** Written Exam: 1, Oral Exam: 2, Homework: 3, Lab./Exam: 4, Seminar/Presentation: 5, Term Paper: 6, Application: 7

Week	Topics
1	Expression Related Disorders
1	...
2	One of the most important elements that a student should know in the process of creating a paragraph or text in academic writing skill is to determine the purpose of the paragraph / text. Before creating a paragraph, the purpose of that paragraph or text must be determined. In this context, in the second week of the lesson: "How is the purpose of a paragraph determined? What is the best method for this? How many different aims can be mentioned while determining the purpose of the paragraph? "" Answers to such questions are sought. In the first lesson, the paragraphs with the purpose of giving information are mentioned and how an ideal informative paragraph should be written according to its purpose is explained with the help of the example on page 108. Then, on page 109, I. and II. The exercises are done in the lesson with the participation of the students. In the second lesson, the paragraphs with the purpose of explanation are mentioned and it is explained how an ideal explanation paragraph should be over the example presented on page 110. Then, the first exercise on pages 110 and 111 is done in the lesson by ensuring the participation of the students. In the second week of the course, topics covering pages 107 to 111 of the textbook are covered.
3	Lessons continue with the production of persuasive paragraph / text, which is the third heading in the production of paragraphs according to its purpose. "What are the main purposes and sub-goals in producing persuasive academic writing paragraphs / texts? How and in what style should persuasive texts be written? "" and ""What should be considered when producing persuasive texts?"" Answers to questions are sought. Sample paragraphs, texts, visuals, advertising images and videos that can provide a better understanding of persuasive paragraphs / texts are shown on the internet. Students are asked for their views on the paragraphs / texts they watched and seen, and they are expected to express them verbally. In the third week of the course, topics covering pages 112 to 114 of the textbook are covered. Examples related to the topic of this week are read and examples are read within the framework of volunteering to students who want to participate in the course. Thus, both the reading comprehension skills of the students are contributed and learning is achieved in an interactive way. Finally, I. and II. exercises are done in order.
4	Classes continue with the third heading, Discussion paragraph / text production, on paragraph production according to its purpose. ""What are the main purposes and sub-purposes in producing academic texts for discussion?"" , ""What kind of style should the discussion purpose paragraphs / texts be written?"" and ""What should be considered when producing argumentative paragraphs / texts?"" Answers to such questions are sought. Sample paragraphs, texts, visuals, advertising images and videos that can provide a better understanding of persuasive paragraphs / texts are shown on the internet. In the fourth week of the course, topics covering pages 115 to 116 of the textbook are covered. Examples related to the topic of this week are read and examples are read within the framework of volunteering to students who want to participate in the course. Thus, both the reading comprehension skills of the students are contributed and learning is achieved in an interactive way. Finally, I. and II. exercises are done in order.
5	The fourth heading in the production of paragraphs according to its purpose, Criticism / Evaluation, continues with the production of paragraph / text. ""What are the main purposes and sub-goals in the production of academic texts for criticism or evaluation?"" , ""How should paragraphs / texts for discussion be written in a style?"" and ""What should be considered when producing argumentative paragraphs / texts?"" Answers to such questions are sought. Sample paragraphs, texts, visuals, advertising images and videos that can provide a better understanding of persuasive paragraphs / texts are shown on the internet. In the fifth week of the course, topics covering pages 117 to 118 of the textbook are covered. Examples related to the topic of this week are read and examples are read within the framework of volunteering to students who want to participate in the course. Thus, both the reading comprehension skills of the students are contributed and learning is achieved in an interactive way. Finally, I. and II. exercises are done in order.
6	One of the most important parts of academic writing is the research data that will be presented in the academic text to be written. In order to obtain these data, researches are carried out using various methods. However, how to create a research design and what steps will be taken before conducting the research is an important issue. For this reason, students who take this course should also know how to access resources related to the subject they will research within the framework of a research topic in order to facilitate the coping with the difficulties they may encounter in their future education lives. In this context, in the sixth phase of this lesson, students briefly asked ""What is research?"" , ""How is a scientific research done?"" ""What should be done before doing research?"" , ""How can you access the resources to be used in a scientific research?"" , ""Which techniques are used while collecting data of a research?"" etc. questions are asked. Answers to these questions are sought. While scanning the resources, it is explained how to use internet-based digital journals or resource databases, libraries, printed-visual resources (posters, posters, periodicals, non-periodicals, books, magazines and articles etc.) and how they can access the resources they need in the easiest and fastest way. The resource search tools related to the subject are shown, introduced and briefly mentioned about the resource types. In the sixth week of the course, topics covering pages 119 to 120 of the textbook are covered.
7	Data collection techniques constitute the second stage before academic writing. At this stage, it is explained by which techniques students should collect the data they need to collect for a scientific research. In the seventh week of the course, the first of the data collection techniques, ""note-taking technique"" and ""summarizing technique"" are mentioned. In the first lesson of the seventh week, the features of the ""note-taking technique"" are explained and the Cornell technique is mentioned and the sample prepared with this technique is examined on page 121 of the textbook, and the subject is made understandable. Then, examples and exercises on pages 122 and 123 are made. The examples are read and the examples are read to students who want to participate in the course within the framework of volunteering. Thus, both the reading comprehension skills of the students are contributed and learning is achieved in an interactive way. The features of this technique are explained and a sample text on page 124 makes the subject more understandable. After the example on page 124 is finished, the first exercise on page 125 is done. This activity is carried out in an interactive way by ensuring the participation of students in the lesson. In the second lesson, the ""summarization technique"" and ""filing technique"" are mentioned, and the examples prepared with these techniques on pages 125 and 127 of the textbook are examined and the subject is made understandable. In addition, by making use of the paragraphs in the first exercise, which was created using the ""tabbing technique"" on page 127, students are provided to write original paragraphs on a blank space on page 128, on a paper or a notebook, and enrich the sentences presented in the examples. In the seventh week of the course, topics covering pages 121 to 128 of the textbook are covered.
8	Another element that should be learned after learning about researching sources and collecting data in academic writing is plagiarism. Because many sources are used while creating an academic paper and each source used has separate contents. However, plagiarism is an element that researchers should pay attention to in order to obtain the information they can use or need from the sources they refer to. Therefore, special emphasis is placed on plagiarism and the 9th week of the course is devoted to plagiarism. Two courses throughout what is plagiarism to students about it, what circumstances can arise plagiarism, Turkey and worldwide in academic circles (universities, institutes, etc.). It is told that is what the legal plagiarism rate and should be paid attention to how to avoid plagiarism. In addition, the points that they should pay attention to while creating their own academic articles in order not to cause plagiarism are specified within the framework of the subject. Then, an ideal scientific research text, which includes both plagiarism and a very low plagiarism rate, is shown as an example. In order to reinforce the subject, students are made to watch videos related to the subject in the second lesson of the ninth week, and the criticism of the videos watched with the students is done interactively. In the ninth week of the course, subjects covering the 129th page of the textbook are covered.
9	After determining a topic in academic writing, many ideas about the subject will be developed and the most appropriate ones will be determined to make the study more qualified and valid. At this stage, the outline of the subject should be determined. In the ninth week of the course, four different techniques (listing technique, clustering / classification technique, questioning technique and drafting technique) are explained to the students. Then, the first two of these techniques are discussed. In the first lesson of the ninth week, students are told about the listing technique. It is explained what the listing technique is, how to benefit from this technique while determining the outline of the subject, and by examining the example on pages 131 in order to reinforce the subject, I. and II. The exercises are done in the lesson with the participation of the students. In the second lesson of the ninth week, clustering / classification technique is mentioned and how classification can be done within a certain subject is explained with the help of the sample classification table on page 134. Then, in order to reinforce the subject, I. and II. On pages 134 and 135. The exercises are done in the lesson with the participation of the students. In the ninth week of the course, the topics covering pages 131 to 135 of the textbook are covered.
10	In the tenth week of the course, the techniques that enable the students to outline the subject, asking questions and drafting techniques are explained. In the first lesson of the tenth week, students are told what the questioning technique is and how this technique should be used while determining the outline of the subject, and in order to consolidate the subject, the example on page 136 is examined and I. and II. The exercises are done in the lesson with the participation of the students. In the second lesson of the tenth week, the technique of drafting is mentioned and the examples and draft examples presented on pages 138 and 139 on how to classify within a specific subject are explained. Then, in order to consolidate the subject, III. and IV. The exercises are done in the lesson with the participation of the students. In the tenth week of the course, the topics covering pages 136 to 141 of the textbook are covered.
11	While academic writing, each chapter (Introduction, Research Design, Method, Findings and Results-Evaluation) and subject sentence consists of subordinate sentences supporting the subject sentence and conclusion sentences. These sentences present a logic and consistency pattern in themselves. In the eleventh week of the course, what these consistency relationships are, how to establish consistency relationships, and what elements can be used to achieve these patterns will be discussed. In this context, criteria such as reference elements, transition between sentences and logical order will be mentioned. The subject will be reinforced by examining the examples on pages 143, 144, 145, 146, 147, 148, 149, 150, 151, 152 and 153. In the second lesson, the generalization issue, which is another element that provides connection between sentences, will be dealt with, and the necessary explanations about the subject will be made, and the methods of inference that can be used in generalization and the mold expressions that can be used in generalization will be discussed, and the table on page 154 will be examined. Afterwards, I., II. The exercises are done in the lesson with the participation of the students. III. exercise home homework. In the eleventh week of the course, topics covering pages 143 to 155 are covered.
12	In the last three weeks of the lesson, the last topic of the topic of creating paragraphs, ""narration in the paragraph"" will be discussed. In these weeks, explanation, exemplification, graphic and table interpretation, comparison, discussion, problem-solution, description, depiction (description), witnessing and classification expression styles will be discussed.
13	In the fourteenth week of the course, that is, in the last week, the ninth and tenth of the expressions in the paragraph are the subjects of witnessing and classification. While writing an academic article in the first lesson of the 14th week, one of the most important elements showing that the article contains reliable and verifiable information, the issue of showing witnesses is mentioned. It is mentioned how to show witnesses is defined and how to show witnesses. The subject is discussed in detail on the examples on page 180, and through the tables on page 181, it is explained which linguistic elements should be used when showing witnesses in a paragraph. Then, in order to reinforce the subject, I. and II. On pages 181 and 182. The exercises are carried out during the lesson with the participation of the students.
14	Final

Resources

Uluslararası Öğrenciler İçin Akademik Türkçe II [Yazma] / Gazi Üniversitesi TÖMER

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

	Quantity	Duration	Total Work Load
Course Week Number and Time	14	2	28
Out-of-Class Study Time (Pre-study, Library, Reinforcement)	14	1	14
Midterms	0	0	0
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	10	10
Other	0	0	0
Total Work Load:			52
Total Work Load / 30			1,73
Course ECTS Credits:			2

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

#	Learning Outcomes	P7
O1	Expresses topics related to the field in written form in the language of instruction.	4
O2	Expresses topics related to the field in spoken form in the language of instruction.	3
O3	Continuously improves written and verbal communication skills.	3