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Welcome to Makkah E-Learning!
I would like to welcome anyone who is willing to learn, teach
and share enlightenment. Therefore, I would like to welcome you
all to this new dynamic learning environment. I hope you will
find it useful and worth the time. Please, make all your
postings in the course(s) you are enrolled in; also, keep your
postings within the topic(s) of the course. By doing this we
will maintain the academic standard for which this dynamic
learning environment is intended.
Makkah E-Learning Vision and Mission
Knowledge isn't something we acquire; it's something we are or
something we hope to become. Knowledge is what constitutes our
relationship to ourselves and to our world, for it is the lens
through which we view ourselves and our world. Change the lens
and you change both the view and the viewer. This principle is
what makes knowledge at once so frightening and so liberating,
so painful and so utterly, utterly joyful. If this E-Learning
website can help you discover that, the joy is worth the pain
and that the pain, itself, is honorable --- if it can help you
value your initial fear and confusion as signs that you've
taken your first big step into an unfamiliar territory worthy
of the work required to explore it --- then it will have
accomplished something important.
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We Proudly Congratulate
You
The
English Department and Makkah E-Learning proudly congratulate the
following Department’s graduate and undergraduate students for
the acceptance of their research projects to be presented in the
kingdom’s “First
Scientific Conferencefor Higher Education Students.
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YES, WE CAN
I don't believe it is impossible to be the best of the
best.
I believe we can if we hold together and build up together a
better learning community.
YES, TOGETHER WE CAN.
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This course
encompasses modern approaches to meaning, with English as the
main language of analysis. The term 'meaning' can be thought of
in two ways: speaker meaning and sentence or word meaning. This
course explicates both aspects of meaning and develops ways of
explaining how people communicate. The student is introduced to
the distinction between sentences, utterances, and propositions,
and also between reference and sense. All of these concepts are
then used extensively to discuss how words and sentences convey
meaning and how meaning is constructed between interlocutors.
Logical notions and notation are touched on with the purpose of
showing a method for disambiguating sentences. Various means of
indicating the meaning of words are given, including examples of
regular desk-type dictionaries. Also included are different kinds
of meaning notations that would be favored by a semanticist, one
such example being meaning postulates. There is also a section
about Interpersonal Meaning, which is meaning as it is
constructed in authentic linguistic situations, how meaning is
negotiated between interlocutors, and how it can be different
from what the basic word or sentence meaning might be.
This course addresses major issues in second language reading
theory, research and practice. Topics include the historical
context of second language reading instruction, models of text
comprehension, role of prior knowledge in second language
reading, referential processes, vocabulary issues, metacognitive
issues, readability and complexity. Implications of these issues
for the teaching of second language reading are examined.
This
course presents an overview of psycholinguistics. The two
branches of psycholinguistics are (1) developmental
psycholinguistics, which addresses the question of how language
is acquired during development, and (2) experimental
psycholinguistics, which addresses the questions of how people
understand language and how people produce language.
Psycholinguistics also studies a number of other issues, such as
the representation of language in the mind, how language is
remembered, and language disorders like dyslexia and
aphasia. Also of interest is whether and how monolingual
and bilingual speakers differ in language processing, and whether
native bilingual speakers differ from non-native bilingual
speakers.
Textbook:
A collection of articles which meet the objectives of the course,
selected from the following references:
Garman, Michael. 1990.
Psycholinguistics. Cambridge: Cambridge
University Press.
Harley, Trevor A. 1995. The Psychology of
Language: From Data to Theory. East Sussex, UK:
Erlbaum (UK) Taylor & Francis.
Prideaux, Gary D. 1985. Psycholinguistics:
The Experimental Study of Language. New
York: The Guilford Press.
Scovel, Thomas. 1998.
Psycholinguistics. Oxford: Oxford University
Press.
Taylor, Insup with M. Martin Taylor. 1990.
Psycholinguistics: Learning and Using Language.
Englewood Cliffs, NJ: Prentice Hall.
This course is a general introduction to linguisitics. Here,
although I'm not a specialist in the field, I'll try to provide
students with information and resources that will help in the
study of linguistics.
481 WRITING
IN EFL
Units:
2
Pre-requisite: 260 / Level
This course addressed basic issues in second language writing
theory, research, and practice. Topics include the historical
context of second language writing, characteristics of ESL
writers, ESL writers' composing processes, rhetorical and
linguistic features of ESL writers' texts, assessment of ESL
writing; comparison of ESL and first language writing.
Implications of these issues for ESL writing pedagogy are
examined.
Textbook:
(A package of selected articles dealing with these issues.)
Supplemental
References:
Grabe, William and Robert B. Kaplan. Theory and Practice of
Writing: An Applied Linguistic Perpsective.
Candlin, Christopher N. and Ken Hyland (eds.). Writing:
Texts, Processes and Practices.
(731260-3) Introdution To Language (731466-2) Sociolinguistics (731364-3) Phonetics & Phonology Dr. Ali - (731478-2) Poetry - Second Semester 1431/2010 - (731375 -2) Elizabethan Drama (731638-5) Research Project - Dr. Ali's Students
The main goal of this course is to familiarize the students with
significant Islamic terms through reading texts which show the
contributions of Muslim scholars in all fields of knowledge. Some
reference is made to the famous Orientalists and their views of
Islam and Muslims. The texts taught are written either by native
speakers of English or writers who excel in the use of the English
language.
A reading of representative
number of novels along with a few short stories or a short
novel. The basic
purpose of the course is to understand the form of fiction and to
clearly grasp its elements such as plot,
character, setting, and theme. Students will be required to write
short paperson these elements.
Course
DescriptionÂ
This is a skill or, say, âhow-toâ course. Students will learn
how to read and what to look for in a literary text. Methods of
writing a critical summary, ways of using library resources, and
techniques of documentation shall be in particular focus.
Students will write a 5-10 page long research paper developing a
topic and showing proper format of footnotes and bibliographical
entries.
Text:
PMLA Style Sheet, the latest edition.
Ellis,
David B. Becoming A
Master Student. 7 th Edition. Rapid City,
SD.: Houghton Mifflin Company, 1994.
Montgomery,
Martin. et al. Ways of
Reading: Advanced Readings Skills for Students of English
Literature. New York, NY: Routledge, 1993.
Scholes, Robert. et al. Elements of Literature: Essay,
Fiction, Poetry, Drama, Film. New York, NY: Oxford
University Press, 1986.
Altick, Richard D.
The Art of Literary
Research. New York, NY: W. W. Norton & Company.
1981.
Patterson, Margaret C. Literary Research Guide. New
York, NY: the Modern Language Association of America.
1983.
Wood ward, Jeannette A. Writing Research Papers:
Investigating Resources in Cyberspace. Lincolnwood
(Chicago), ILL: NTC Publishing Group. 1997.
Course Description
This course aims at introducing students to the wide historical
range of the British literature. Short but representative
selections from different periodsâparticularly from the 16 th
to the 20 th centuryâand from different genres shall be used to
point out the various characteristics and thought patterns of
each literary age. Students will be expected to write comparison
and contrast essays on themes and forms of texts belonging to
different periods.
Text:
Abrams, M. H., et al. (Eds.) The Norton Anthology of English
Literature. Vol. 1&2. New York, NY.: W. W.
Norton &company. 1986
Course Description
This is a study of the essay in the English language. Beginning
with some selections of Montaigne (in translation) and of Bacon,
the students will learn the various forms of the essay. The
personal and impersonal essay, the periodical essay, the opinion
argumentative essay, and the descriptive essay will be studied in
particular. Since an important aim of this course is to see a
progressive development of discursive prose in English, reading
selections will come from major essayist in the various literary
periods. Students will be required to write not only about the
selected essayists, but also to produce original essays of their
own.
Text:
Williams, W. E. Ed.
A Book Of English
Essays. The Penguin Books, 1983.
Eastman, A. M. et al. (Eds.) The Norton Reader. 8
th Edition. New York, NY: W. W. Norton &
Company. 1993.
Emerson, R. W. Essays First and Second
Series.
Emerson, R. W. Nature.
Thoreau,
H. D. Walden and
Selected Essays.
Newman, John Henry. âThe
Idea of A Universityâ.
Arnold, Matthew. âThe
Study of Poetry.â
Huxley, Thomas Henry. âScience
and Culture.â
Freeman, Edward A. âRace and
Language.â
Poe, Edgar Allan. âThe Poetic
Principle.
Course Description
This course is designed to apply some linguistic concepts to
English literary texts. The students will first be introduced to
such concepts as: English phonetics, syntax, morphology and
semantics. By analyzing selected essays, poems,
short stories, a few key paragraphs from novels and a few scenes
from plays, an application of these concepts will follow. As the
course will start from the linguistic basics to more
sophisticated issues, it does not presuppose any knowledge of
this field.
The primary text book for this course is: Traugott, Elizabeth
Closs, et al. Linguistics for the Students of
Literature. New York: Harcourt Barce Jovanovich, 1980. In
addition, there will be a few poems, essays, short stories, a few
key paragraphs from novels and a few scenes from plays.
A reading of representative number
of novels along with a few short stories or a short novel. The
basic purpose of the course is to understand the form of fiction
and to clearly grasp its elements such as plot, character, setting,
and theme. Students will be required to write short papers on these
elements.
Text:(We Recommend The
Norton Critical Edition)
Defoe, Daniel. Robinson
Crusoe.
Austen, Jane. Pride and
Prejudice.
Dickens, C. Oliver
Twist.
Dickens, C. Great
Expectations.
Eliot, G. Silas
Marner.
Hardy, T. The Mayor of
Casterbridge.
Conrad, J. Heart of
Darkness.
Forster, E. M. A Passage To
India.
Woolf, V. To the Light
House.
Golding, W. The Lord of the
Flies.
Pickthall, Marmaduke. Veiled
Women.
Pickthall, Marmaduke. The Early Hours.
This is a companion course to the
Survey of British Literature having similar objectives. It
introduces students to the development of English Literature in
America. Short texts representing various literary periods and
forms, especially those in the 19th and 20th centuries, will be
studied and the particularities of each period shall be clearly
demonstrated. Some comparisons with the British Literature will be
pointed out in the classroom discussions and the students will be
required to write about them.
An important purpose of this course
will be to understand the characteristics of American English.
Students will be expected to write a short paper showing their
knowledge about the differences of the American and British
English.
Text:
Baym, N. et al(Eds.)
The Norton Anthology of American Literature.
Vol. 1&2. New York, NY: W. W. Norton & company.
1989.
This course concentrates on the works
of non-British / non-American literary authors, i.e. Canadians,
Australians, New Zealanders, Indians, Pakistanis and Africans. The
Works must originally written in English not translated to it.
Students will compare the literary forms and the subjects of the
selected works with their American/British counterparts. Also,
there will be especial emphasis on works in English by Muslim
authors.
Text:
Maack, M. et al. (Eds.)
The Norton Anthology of World
Masterpieces*. Vol. 1&2. New York, NY: W.
W. Norton & company. 1993.
*(The New Title: The Norton Anthology of Western
Literature)
Although representative number plays
from three major dramatists (Marlow, Shakespeare, and Jonson) are
to studied in detail, references to earlier drama, especially the
Greek and the Medieval drama, will be included in classroom
discussions and lectures. Selection of plays may vary. Students
will be expected to write about the characters, plots, and themes
of the selected plays.
Text:(We
Recommend The Norton Critical
Edition)
Kyd, T. The Spanish
Tragedy.
Marlowe. Doctor
Faustus.
Shakespeare, W. The Merchant of
Venice.
Shakespeare, W. The
Tempest.
Shakespeare, W. Henry IV Part
I.
Shakespeare, W. Hamlet.
Shakespeare,
W. King
Lear.
Shakespeare, W. Macbeth.
Shakespeare,
W. Othello.
Shakespeare,
W. Taming of the
Shrew.
Shakespeare, W. A Midsummer Night's
Dream.
Jonson, Ben. Every Man in His
Humour.
Jonson, Ben. The
Alchemist.
Jonson, Ben. Volpone.
This is a companion course to
British Fiction. Beginning with some short stories
of Edgar Allen
Poe, the course traces the development of fiction in America.
Texts will be chosen from the major authors like
Cooper, Hawthorne, Melville, Twain, Howells, Scott
Fitzgerald, Hemingway, Faulkner, and Ellison.
In a given semester a reading of at least three full-length
novels and a
couple of short novels of stories will be
undertaken.
In addition to understanding and
writing about the elements of American fiction, a
concerted effort
shall be made to learn some of the peculiarities of American
English.
Text:(We
Recommend The Norton Critical Edition)
Cooper.
The
Pioneer.
Poe, E.
The Best Tales of Edgar
Allan Poe.
Hawthorne, N. The House of the Seven
Gables.
Melville, H.
Bento
Cerino.
Howells, W. D.
The Rise of Silas
Lapham.
Twain, M.
Adventures of
Huckleberry. Finn.
Twain, M.
A Connecticut Yankee in
King Arthur's Court.
James, H.
The
American.
James, H.
The Turn of the
Screw.
Crane, S.
The Red Badge of
Courage.
Fitzgerald, F. S
The Great
Gatsby.
Steinbeck.
The Grapes of
Wrath.
Faulkner, W.
Light in
August.
Ellison, R.
Invisible
Man.
Hemingway, E.
The Old Man and the
Sea.
Wharton, E. The House of
Mirth.
Wolf, T. Look Home Ward
Angel.
Course Description
Each course in this program describes in its own way literary
aesthetics. This Course aims at consolidating such descriptions
to give the students an idea of how, why, and what of literature.
By discussing some of the texts in The Great Critics: An Anthology of
Literary Criticism, edited by Smith and Parks, the
students will learn some of the main features of literary
criticism. Depending on the availability of time, any number of
selections from the anthology may be studied; but the following
selections must be covered either in full or, if necessary, in
summary.
Text:
Plato, Ion from the Republic.
Aristotle. Poetics
Aristotle. Politics
Pope, An Essay on Criticism Lines 68-91, 333-366 and
560-571
Wordsworth, All selection in the Anthology
Arnold, All selection in the Anthology
Eliot, Metaphysical Poetry
Eliot, Traditions and the Individual Talent
I. A. Richards, Science and Poetry
Adams, Hazard, et al. Ed. Critical Theory Since 1965.
Course Description
Selections from Spenser, Shakespeare, Milton, Dryden, Pope,
Wordsworth, Coleridge, Shelley, Keats, Tennyson, Browing, Arnold,
Yeats, Eliot and some other 20 th century poets will be studied
to see a continuity of the poetic tradition in the United
Kingdom. Students will learn to write critical appreciations of
individual poems and poets, with special references to the
language used in the poem.
Text:
Allison, A. et al. ( Eds.) The Norton Anthology of
Poetry. New York, NY: W.W. Norton & Company.
1989.
(7010634-3) Islam in Western Literature
This Course aims at scrutinizing English Literary works that
represent Islam directly or indirectly. Students will be trained
to read into the texts to find out how Islam is presented and to
evaluate the presentation; and they will be taught how to correct
the Westernsâ views of Islam and how to defend it orally and in
written form. The instructor will choose from the following
list.
Write a concise and interesting paragraph here that explains what this course is about
This course is going to be on modern drama. Each student is going
to read seven plays and read critical articles on each play
( I may provide some articles for the class). Each
student is responsible to look for good articles or books on
those plays. The classes will be based on the students' readings
and discussions (40% of the total grade), and we will
have one final exam (60%). I hope this would be very informative
and interesting.
Week One (starts on 6, March, 2010) & Two: Introduction
and A Doll's House, by Henrik Ibsen.
Week Three & four: Major Barbara, by George Bernard Shaw.
Week Five & Six: Miss Julie, by August Stridnbirg
Week Seven & eight: Waiting for Godot, by Samuel Becket.
Week Nine & Ten: All My Sons, by Arthur Miller.
Week Eleven & Twelve: True West, by Sam Shepard.
Week Thirteen & Fourteen: The American Dream, by Edward
Albee.
Final Exam
Selections from Anne Bradstreet,
Edward Taylor, Freneau, Bryant, Poe, Emerson, Longfellow, Whitman, Dickinson,
Frost, Stevens, WC Williams, Cummings, Roethke, Snyder,
Wilbur (mostly, one
or two poems each) will be studied to see the development of the
poetic art in the United States. Students will
be expected to write critical appreciations of individual poems,
the general
themes, and the stylistic features.
Text:
Allison, A. et al. ( Eds.)
The Norton
Anthology of Poetry. New York, NY: W.W. Norton
& Company.
1989.
638- Research Project
Each student has to submit a short proposal to the literature
committee. The proposal should be prepared under the guidance of
the students academic advisor or any other literary specialist or
any tow teaching staff in the department provided that the topic
is either stylistics or a linguistics analysis is required.
The following regulations have to be met in order for the
proposal to be accredited:
1- The proposal for the research project has to be to the point
and has to show an understanding of the topic and must contain a
bibliographical list according to the MLA style sheet.
2- The literature committee will read the proposal to approve
it.
3- Upon approval of the proposal the student will work with
his/her supervisor.
4- The whole research project must:
a) Has a new topic or contains a new contribution to the
field.
b) 10000 word in length.
c) Follow the latest edition of the MLA Style sheet.
5- Tow members of the literature committee, one is the
supervisor, will evaluate the research project and grade it.
M A Comprehensive Examination in Literature
A
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List
The aim of
this course is to analyze
and
discuss some of the theoretical and methodological issues which
are relevant to second language acquisition
research.Topics to be discussed
include (but not limited to): 1) maturation vs. continuity; 2)
initial vs. final state; 3) ultimate attainment; 4) acquisition
of functional categories/features; 5) critical period
hypothesis; 6) L2 morphosyntax; 7) optionality....
Write a concise and interesting paragraph here that explains what this course is about
(731) Theories of Linguistics
When the
student has chosen a topic, the project preparation will be
carried out under the supervision of one of the professors in the
programme. The student should meet his/her supervisor once a week
to work on the preparation and the writing of the project.
The students
will be credited with (IP) for this term until they finish their
projects by the end of the second term of the second year.
As
students are expected to finish their MA projects' writing-up by
the end of the second term of the second year, they continue to
meet their supervisors for one hour a week to complete their
projects requirements.
Course Objectives:
-
Enabling students to form a general idea about the nature
of translation
-
Training students in written translation from English into
Arabic
-
Sensitizing students to translation problems between the
two languages as well as introducing them to some translation
methods
-
Preparing students to translate general and specialized
texts
Course Description:
Students are trained in translation from English into Arabic.
Short but graded texts (from the simplest to the most difficult)
are translated and discussed. Throughout this course (and indeed
in every other practical course throughout the programme)
students are introduced to some translation methods and
procedures.
Course
material: The material for this course should be based
on a selection of texts from various fields and various
types.
Write a concise and interesting paragraph here that explains what this course is about Write a concise and interesting paragraph here that explains what this course is about Write a concise and interesting paragraph here that explains what this course is about This course is to enable the English Langauge student to practice the Toefl exam. Here we discuss the issues that will help us learn better. Also, there will be many topics about study skills.
The
Creative Writing Project Magazine
Students
who are interested in writing:
You
may start sending your own
writing, on
whatever topic, to the email shown here.
Further
information about this magazine will be posted later.
Materialize
your creative abilities by writing your ideas down.
Be
inspiring and depend on yourself and start the work.
The
door is open to every contributor.
Write
a poem, a short story, an article, or just a book review and
email it to us.
When,
in the beginning of the next semester, we start the real work, we
give you more information.
Let
us start building our database.
Invest
your time.
Read
and Write.
Please:
email your work here:
cwpmag@uqu.edu.sa
Good
Luck!
This course aims to improve your writing skills through
cooperative learning
Course Description
This is a specific course designed for the students of the
department of Computer Science. The main goal of this course is
to help the students reach a high level of proficiency which will
enable them to use the language academically and confidently. For
this reason, the course provides the students with a variety of
lessons that cover different topics relevant to their field and
focuses on training them to use both written and spoken English
efficiently. This is achieved through intensive lessons in
reading, writing, listening, and speaking, in addition to the
extensive grammatical and lexical exercises and everyday
situations they have to solve by using the language
professionally.
PREREQUESIT
CONTENT
BOOKS
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