Turkish V-VI Fall 2020 Syllabus

FORLANGC 197X Turkish V and FORLANGC 197AK Turkish VI (full course)
Five College Center for the Study of World Languages
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Date span Assignment Self-assessment
Aug 24 to Aug 28 Tutorials and conversation sessions start this week. 
Study Guide 41 homework due at tutorial.
Look ahead and begin work on Study Guide 42.
Aug 31 to Sep 4 Study Guide 42 and Study Guide 43 homework due at tutorial.
Sep 7 to Sep 11 Study Guide 44 and Study Guide 45 homework due at tutorial.
Sep 14 to Sep 18 Study Guide 46 and Study Guide 47 homework due at tutorial.
Sep 21 to Sep 25 Study Guide 48 and Study Guide 49 homework due at tutorial.
Sep 28 to Oct 2 Review Study Guides 41-50
Study Guide 50 homework due at tutorial.
END OF TURKISH V: Turkish V Evaluations will take place next week.
Oct 5 to Oct 9

Mid-Term Evaluation Week for Full Courses 
All sessions will meet as scheduled this week.
Oral evaluations will take place during tutorial times.

Writing Skills Assessments will be distributed on Monday, October 5 at 9 AM Eastern and are due by Monday, October 12 at 9 AM Eastern.

Oct 12 to Oct 16 Study Guide 51 and Study Guide 52 homework due at tutorial.
Oct 19 to Oct 23 Study Guide 53 and Study Guide 54 homework due at tutorial.
Oct 26 to Oct 30 Study Guide 55 and Study Guide 56 homework due at tutorial.
Nov 2 to Nov 6 Study Guide 57 and Study Guide 58 homework due at tutorial.
Nov 9 to Nov 13

Study Guide 59 and Study Guide 60 homework due at tutorial.

Nov 16 to Nov 20

Review of Study Guides 41-60
Tutorials and conversation sessions WILL meet this week for review

Nov 16 to Dec 4

End of Turkish VI: Review and Turkish VI: Final Evaluations

Writing Skills Assessments will take place during the weeks of November 16-20 OR November 30-December 4. Students will sign up for a time slot to take the Writing Skills Assessment on one of the specified days.
Graduating seniors need to see that home campus senior grade deadlines are met.

Nov 23 to Nov 27

Thanksgiving Week - no sessions, no self-assessments.


Nov 30 to Dec 4

Final Oral Evaluations
Individual oral evaluations will be scheduled in this time period.
Do not make travel plans until you know the date and time of your individual oral evaluation. 
Graduating seniors need to see that home campus senior grade deadlines are met.

FORLANGC 197X Turkish V and FORLANGC 197AK Turkish VI (full course)
Course Description and Requirements

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Director: Janna White
Contact Information: fcmlp2@umass.edu or 413-542-5264

Course Description

Mentored Turkish V and VI are part of the Mentored Language Program administered by the Five College Center for the Study of World Languages. Mentored courses focus on all four skills (speaking, listening, reading, and writing) using one-on-one tutorials with a language mentor, small group conversation sessions, and guided individual study. Students follow a series of detailed study guides outlining homework assignments and preparation steps for tutorials and conversation sessions.

Students enrolled in accelerated Turkish V and VI complete both courses within one semester. Students complete all assignments and the final oral and written evalautions for Turkish V by the mid-semester point; students complete all assignments and final evaluations for Turkish VI during the regular final evaluation period. Students receive separate grades for each course.

The Mentored Turkish program covers both spoken and written Turkish with an emphasis on developing speaking, listening, reading, and writing skills. The prerequisite for Turkish V-VI is Turkish IV or the equivalent. Students who complete Turkish V-VI may enroll in Turkish VII or Turkish VII-VIII in the following semester. Turkish V, VI, VII, and VIII together make up a four-part intermediate level course sequence equivalent to second-year college-level Turkish in a more traditional classroom setting.

The syllabus for this course assigns materials at a pace necessary to complete the assigned materials within a semester. Students who fall behind this pace will be in danger of not passing the course and should discuss their situation with the program director or associate director. Students who prefer to move faster than the assigned pace are most welcome to do so. Any student who finds him/herself significantly ahead on the syllabus, should contact the program director or associate director to see what accomodations might be made to facilitate the faster pace.

Course Materials

Required Textbooks:

Elementary Turkish: A Complete Course for Beginners
Revised third edition in two volumes, 2015
Author: Kurtulus Öztopçu
ISBN: 978-975-7981-40-4
May be purchased online from http://www.elementaryturkish.com

Elementary Turkish
Author: Lewis V. Thomas. Edited by Norman Itzkowitz
New York: Dover Publications; 1986
ISBN: 0-486-25064-4. ISBN-13:978-0486250649

Chapter 4 (PDF) and full audio files available for free download from publisher’s website at http://www.elementaryturkish.com/downloads/. Audio files are available for free download in 2 bundles. Also available for free download are glossaries and answer keys for the exercises. Audio files are available for free download in 2 bundles.

Mentored Turkish course website, Language by Country “Turkish in Turkey” and "CultureTalk: Turkey" found online at: http://langmedia.fivecolleges.edu.


1. Successful mastery of the material assigned on this syllabus and its accompanying study guides. Students are reminded that their two final comprehensive oral evaluations will cover all material assigned for each course regardless of whether it was used or discussed in tutorials or conversation sessions.

2. Fourteen to sixteen hours per week of independent study (at least two hours per day). The program provides weekly study guides which include instructions for both oral and written practice. The guides also include preparation for conversation sessions and homework to be handed in at tutorial.

3. Weekly sixty-minute individual tutorials with the mentor assigned to the course. Mentors will collect and go over written homework assignments, answer questions brought by students, work on individual issues with pronunciation and grammar, and provide practice drills in preparation for written and oral evaluations.

4. One weekly ninety-minute small group conversation session. Conversation sessions are led by the mentors and/or undergraduate native speakers. Conversation sessions provides practice with both speaking and listening comprehension. The sessions constitute the primary practice for the oral fluency portion of the final evaluation.

5. Weekly homework assignments handed in at the tutorial meeting. Homework will be collected by the mentors, photocopied and placed in a portfolio for each student. Homework must be handed in on time at the tutorial to receive credit. There is a rolling one-week grace period for late assignments; homework is considered on time if it is submitted within one week of the original due date. This policy applies to all assignments, including late assignments, assignments submitted after an absence, and assignments rewritten to earn a higher grade. If an assignment is submitted more than one week after the original deadline, mentors can provide feedback and comments, but the student will not receive credit. Any exceptions due to illness or other emergencies must be cleared by the program director.

6. Weekly self-assessment reports submitted on time. Self-assessments are due at the end of each week and are recorded as “on time” as long as they are received by 9:00 am the following Monday morning. Late self-assessments will only receive partial credit. The self-assessments help students to evaluate their own progress in learning the language, their overall development of language learning strategies, and also alert the program staff to any problems with preparation or logistical details of the course.

7. Writing skills assessment for each course. The first writing skills assessment will be done at mid-semester and the second completed by the end of the regular semester.

8. Final comprehensive oral evaluation for each course covering listening and reading comprehension, conversational fluency, vocabulary, grammar, pronunciation, and cultural knowledge. Students in the accelerated course sequence take the first final evaluation at mid-semester and the second during the regular final evaluation period.


10% attendance, preparation, and participation in all tutorials and conversation sessions, plus on-time submission of homework and self-assessment reports 

40% overall quality of the homework portfolio 

10% writing skills assessment (assesses ability to write short paragraphs, dialogs and essay topics) 

40% final comprehensive oral evaluation covering listening and reading comprehension, conversational fluency, vocabulary, grammar and pronunciation 

Grading scale: A (94-100); A- (90-93); B+ (87-89); B (84-86); B- (80-83); C+ (77-79); C (74-76); C- (70-73); D+ (67-69); D (64-66); D- (60-63); F (59 or lower). Final oral evaluation must be completed in order to pass the course.

Both the writing skills assessment and the final comprehensive oral evaluation must be passed in order to receive credit for the course. 

Students in the accelerated format will receive separate grades for each course.

Final grades are submitted by the program director based on final evaluation grades and the student’s overall course participation record and homework portfolio.

Study Guides, Homework Assignments and Self-Evaluation

Weekly study guides serve as the student’s primary guide to the course and are essential to a student’s independent learning. The study guides are accessed through the course website and contain live links to any online materials students need to access. Students are responsible for accessing the online study guides and downloading printed copies for themselves as necessary.

Most of the study exercises included on the guides are activities a student does on his/her own. Some of the texts and online exercises include answer keys. Students are expected to use these keys to evaluate their own work. Exercises that do not include or lend themselves to simple answer keys cover material that will be “checked” through the process of using the material in tutorial interactions and conversation sessions.

Each study guide also includes work that should be handed in for feedback from the course mentor and to become a part of the student’s homework portfolio. If students have access to an answer key for any homework to be handed in, they are expected to use the answer key ahead of time to correct their own work. They should bring the page with noted corrections to the tutorial and have the mentor clarify any remaining confusions.

Homework handed in for the portfolio needs to be clearly labeled at the top of each page in English with the students name, the date, and the Study Guide number.


The University of Massachusetts Amherst and the Five College Center for World Languages are committed to providing an equal educational opportunity for all students. If you have a documented physical, psychological, or learning disability on file with Disability Services (DS) at UMass or on your home campus, you may be eligible for reasonable academic accommodations to help you succeed in your language course. If you have a documented disability that requires an accommodation, please notify the program director as soon as possible and no later than the third week of the semester so that appropriate arrangements can be made.

Academic Honesty Policy

Students must adhere to all University of Massachusetts Amherst and Five College policies regarding professional conduct and ethics, including policies covering non-discrimination, sexual harassment, and academic honesty. University of Massachusetts Amherst Academy Honesty Policy: Since the integrity of the academic enterprise of any institution of higher education requires honesty in scholarship and research, academic honesty is required of all students at the University of Massachusetts Amherst.  Academic dishonesty is prohibited in all programs of the University.  Academic dishonesty includes but is not limited to: cheating, fabrication, plagiarism, and facilitating dishonesty.  Appropriate sanctions may be imposed on any student who has committed an act of academic dishonesty.  Instructors should take reasonable steps to address academic misconduct.  Any person who has reason to believe that a student has committed academic dishonesty should bring such information to the attention of the appropriate course instructor as soon as possible.  Instances of academic dishonesty not related to a specific course should be brought to the attention of the appropriate department Head or Chair.  Since students are expected to be familiar with this policy and the commonly accepted standards of academic integrity, ignorance of such standards is not normally sufficient evidence of lack of intent.  More information about the Academic Honesty Policy and Procedures may be found online here: http://www.umass.edu/honesty/.

Importance of Communication

Practice communication skills similar to what you would need in a professional work or internship situation: check e-mail twice per day; read e-mail carefully and respond in a timely manner; contact the office by e-mail or phone about questions or issues; take a proactive approach to solving any problems or issues that come up. Save fcmlp2@umass.edu in your address book to help ensure that important messages about your course do not end up in your spam folder.

Schedules and Schedule Changes

Each student will be assigned regular weekly tutorial and conversation session times. Any temporary or permanent changes in these times must be worked out with the director of the Five College Center for World Languages, who maintains the master schedule of all tutorials and conversation sessions. E-mail questions related to schedules to your course organizer. Do not ask your mentor directly for changes because s/he may not be aware of other scheduling issues affected by the change. The mentors have been instructed to refer anyone who requests schedule change to the program office.

Students who miss tutorials or conversation sessions will not be provided with make-up opportunities. Students who know ahead of time that they will need to miss a future session, should clear the absence with the program director or associate director at least a week ahead. If sufficient notice is given, it may sometimes be possible for a student to attend an alternative conversation session or tutorial, although such arrangements cannot be guaranteed.

In the event that the mentor or conversation partner has to cancel a session due to illness or another emergency, every effort will be made to provide an appropriate make-up session or substitute.

Snow emergencies and snow days: Winter snow emergencies occasionally cause delays and cancellations of Five College bus service, early closings of campuses, or snow days being declared on one or more campuses. Because we do not want any students or mentors to get stranded away from their home campus, we will generally cancel tutorials and conversation sessions if 1) the National Weather Service has issued a warning for severe winter weather for the time period of the sessions; and 2) the students and or mentors affected would have to travel to other than their own campus. We will not cancel if the mentor and the students involved live on the same campus, unless that campus has cancelled classes for the relevant time period. If a snow day has been declared in the morning, tutorials and conversation sessions may still take place late in the late afternoon or evening if the weather has cleared and the buses are running. Cancellations due to weather will be sent by e-mail. If you have weather related questions, e-mail your course organizer or call the office at 542-5264.