Writing Education

The purpose of this study is to determine the metacognitive writing skill strategy awareness of secondary school students based on certain variables (gender, class level, reading habits, family interaction with writing activities, preschool education level, and Turkish class grades). Under this context, this study adopted the descriptive survey method and the sample of this study consisted of 4,000 students in a secondary school in Aydın which is a city located at the west part of Turkey. Data collection was conducted with " metacognitive writing skill awareness scale ". Data were analysed with SPSS for Windows 21.00 statistical package program. The results of this study indicated that in terms of metacognitive writing skills strategy awareness, female students showed better results compared to male students, 8th grade students had lower scores compared to both 5th and 6th graders, students with reading habits had higher scores than students without reading habits, families with attention to writing had higher scores than families without attention to wiritng, students with preschool education and without preschool education had no significant difference, and there was a positive relationship between Turkish class grades and metacognitive writing skills strategy awareness status of students.

Developed to evaluatesecondary school students' writing fluency skills, this studyis descriptive in nature and uses a mixed method approach. During the research, the researcher attempted to identify students' abilities to write in terms of quantity and complexity, on the one hand, and also attempted to identify findings on accuracy, the organization of ideas, and the obstacles to fluent writing using qualitative data collection tools. The research population consisted of 379 secondary school students in the city center of Hatay, Turkey.Students were given 5 minutes to write, with most texts reaching between 91 and 125 syllabes.

Osmanlı Dönemi'nde Tanzimat ve sonrasında başlayan bürokrasi ve yeniden yapılanma çalışmaları eğitim sisteminde de ortaya çıkmış, 1880 sonrası dönemde de devletin otokratik kimliği kendini eğitim alanında göstermiştir. Bu durumun bir yansıması hazırlanan programlarda karşımıza çıkmaktadır. Çalışmanın amacı, Osmanlı son döneminin geniş içerikli ilk program çalışmalarından olan 1891 programlarında Türkçe eğitiminin görünümünü ortaya koymaktır. Araştırmada doküman incelemesi yöntemi kullanılmış, ikisi iptidaiye ve ikisi rüştiye düzeyinde dört ayrı Türkçe programı incelenmiştir. Öğretim süresi, ders adları ve içeriklerinde farklılıklar ve benzerlikler taşıyan programlarda tek bir Türkçe dersi olmayıp ilkokuma yazma, okuma, yazma ve dil bilgisi konularını içeren ayrı dersler vardır. Türkçe derslerinin diğer derslere oranı ilk sınıflarda orta ve yüksek olmakla birlikte son sınıflara doğru azalmaktadır. Ders içeriklerinde dinî ve geleneksel özellikler ile II. Abdülhamit dönemi eğitiminin genel özellikleri ile birlikte sonraki döneme örnek olan, Batılı anlamda çağdaş özellikler de görülmektedir. Çalışmanın özellikle Türkçe eğitiminin tarihsel kökleri ile II. Abdülhamit dönemi eğitim anlayışının belirli bir kesitinin anlaşılmasına katkı sağlayacağı düşünülmektedir.

The bureaucracy and reconstruction in the Ottoman Period that started with the period of Tanzimat and continued afterwards were also seen in the education system and the autocratic identity of the state showed itself in the field of education in the period after 1880. A reflection of this situation can be seen in the curriculums prepared. The aim of the study is to reveal the view of the Turkish Education in the 1891 curriculum which is the first comprehensive curriculum of the last period of the Ottoman Empire. In this study document analyses method is used and four separate curriculums of the Turkish Education, two of which were in the level of iptidaiye (elementary) and two of which were rüştiye (secondary), were examined. In these curriculums which have many differences and similarities in the duration of the courses, course names and contents, there is not a single Turkish lesson but there are separate lessons which include literacy, reading, writing and grammar subjects. The ratio of Turkish lessons to other lessons is medium or high in the first grades but the ratio decreases in the last grade. Both the religious and traditional characteristics of the education in the period of Abdulhamit II can be seen in the course contents, contemporary characteristics of the Western sense, which is a model for the next period, are also seen. It is expected that the present study will contribute to the understanding of the historical roots of the Turkish Education
and of a certain section of the education in the period of Abdulhamit II.

Keywords: Turkish Education, Curriculum, Ottoman Period,
Abdul Hamit II

Özet: En yaygın ve doğal anlaşma aracı konuşmadır. Konuşma düşüncelerin, duyguların ve bilgilerin seslerden oluşan dil aracılığıyla aktarılmasıdır (Demirel,1999:40). Konuşma yeteneğinden mahrum olan insanlar, toplumla uygun bir iletişim kuramamaktadırlar. Bu insanların yaşamda başarıyı yakalaması da zor olmaktadır. Bu yüzden ana dil eğitiminde konuşma yeteneğinin geliştirilmesine gerekli önem verilmeli ve öğrencilere yeterli pratik olanağı sunulmalıdır (Özbay, 2005:177).

A unique connection between music and language has been proven many times over, not least through
neuroscience and linguistics. In particular, grammar and rhythm share a unique connection. Research has
proven the benefits of bringing music into the English classroom but not what could be learned from music
pedagogy and the analogous conclusions that could be applied. However, if the brain processes music
and language in similar and identical ways, it may be useful to consider in what ways the Literacy teacher
may be able to gain special insights from the music classroom, for the teaching of language, particularly for
the teaching of grammar and writing.

The purpose of this study is to examine the relationship between writing self-efficacy and writing skill using meta-analysis. In line with this main purpose, the frequency and percentage distributions of the studies, which are included in the research as part of the meta-analysis, according to the moderator variables, the overall effect size of the relationship between writing self-efficacy and writing skill, and the differences in the effect sizes of the studies based on the moderator variables were examined. In order to collect data, "writing self-efficacy", "self-efficacy and writing", "writing motivation", "writing belief", "yazma öz yeterlik", "yazma öz yeterliği", "yazma motivasyonu" (Turkish terms for writing self-efficacy and writing motivation) keywords have been searched in Web of Science, Proquest, ERIC, Council of Higher Education National Theses Center, ULAKBIM (Turkish Academic Network and Information Center) Social Sciences databases, Google Scholar and Google Akademik (Turkish name of Google Scholar) search engines. 70 studies were determined as the result of these searches, and among these studies, those that did not comply with the inclusion and exclusion criteria were eliminated and 37 studies were selected as the sample of the research. In the analysis of the data, Comprehensive Meta-analysis v3.0 statistics program was used. Random effects model was chosen as the meta-analysis model for the research, and Fisher Z value was used in calculating the effect size value. As the result of the analysis carried out, the overall effect size of the relationship between writing self-efficacy and writing skill was positive and moderate (0.369). In addition to the foregoing, there were some differences between the effect sizes of the studies examining the relationship between writing self-efficacy and writing skill based on moderator variables.

This study is a partial replication of Joshua Bonzo’s (2008) study on a group of second language learner’s writing fluency in German. Both studies examine whether students write more if their instructor assigns them a topic or if they choose their own topic. 75 Japanese university students in four classes participated in six 10-minute freewriting sessions, three with teacher assigned topics and three with student chosen topics. In addition, students completed a post-study survey on their topic selection preferences. The overall results confirmed the Bonzo findings that students tend to write more when they choose their own topics.

This study was conducted to investigate the effect of education based on Self-Regulation
Strategy Development Model on the writing skills development of 6th grade (middle school)
students. In this study, a pretest-post-test, quasi-experimental method with control group was
used. The sample of the study consists of 60 students enrolled in two public middle schools
affiliated with Aksaray Central Provincial Directorate of National Education. These two schools
were determined as experimental and control groups randomly. The implementation of the study,
which included two groups designated as experimental and control groups, was completed in
12 weeks, 2 lesson hours per week. In the collection and evaluation of the data, narrative and
informative texts written by students, the Attitude Towards Writing Scale (ATWS), the SelfRegulated Writing Scale (SRWS) and the Ranked Scoring Key for the Evaluation of Written
Expression (RSKEWE) were used. SPSS 24 program was used to analyze the data. As a result of
the study, it was seen that the experimental group students’ written expression skills, writing selfregulation skills and writing attitudes levels were significantly higher compared to the control
group students’

Bu araştırmanın amacı ilkokul ikinci sınıf öğrencilerinin süreç temelli yazma yaklaşımı dikkate alınarak gerçekleştirilmiş yazma uygulamalarına ilişkin görüşlerinin ortaya çıkarmaktır. İlkokul 2.sınıf düzeyinde öğrenim gören 20 öğrencinin katıldığı bu araştırma, nitel bir araştırmadır. Araştırmanın verileri yarı yapılandırılmış görüşmeler yoluyla toplanmış, verilerin çözümlenmesinde ise içerik analizi yapılmıştır. Araştırma sonuçlarına göre süreç temelli yazma yaklaşımının iletişim boyutundan kaynaklı olarak öğrencilerin daha başarılı yazma çalışmaları yapmalarına, yazmaya ilişkin olumlu tutum geliştirmelerine ve kendilerini daha iyi bir yazar hissetmelerini yardımcı olduğu görülmüştür. Olumsuz olarak ise yazma çalışmalarının çok uzun sürdüğünü, editörlük çalışması sırasında arkadaşlarının hatalarını bulmak istemediklerini ve yazdıkları yazıları okurken utandıklarını ifade etmişlerdir.

School magazine is one of students' creativity to develop students' skill in writing, especially in journalism.  So, writing for journalism need specific attention comparing to other writing style.  The students need to know on how to present a good news around their own schools.

Bu araştırmanın amacı 4+1 Planlı Yazma ve Değerlendirme Modeli (PYDM) çerçevesinde gerçekleştirilen hazırlık çalışmalarının yazma sürecindeki işlevlerine ilişkin öğretmen adaylarının deneyimlerini ve algılarını ortaya koymaktır. Bu amaç doğrultusunda araştırma, nitel araştırma desenlerinden olgubilim desenine uygun bir biçimde tasarlanmıştır. Çalışma grubu ölçüt örnekleme yoluyla seçilen otuz öğretmen adayıdır. Araştırmada 4+1 PYDM çerçevesinde hazırlık çalışmaları yapma deneyimine sahip öğretmen adayları çalışma grubu olarak seçilmiştir. Katılımcıların hazırlık çalışmalarının yazma sürecindeki işlevlerine yönelik deneyimlerini ortaya çıkarmak amacı ile yarı yapılandırılmış görüşme formu kullanılarak görüşmeler gerçekleştirilmiştir. Araştırma sonucunda hazırlık aşamasının kendinden sonraki yazma süreçlerinin başarılı bir biçimde gerçekleştirilmesi açısından önemli olduğu görülmüştür. Bununla birlikte hazırlık çalışmalarının belirsizlikleri engelleyerek ve yazarın üretkenliğini artırarak daha nitelikli metinler ortaya çıkarılmasında belirleyici bir rolü olabildiği sonucuna ulaşılmıştır. Ayrıca bu aşamanın yazara konu ile ilgili bilgi ve veri sağlayarak onun yazmaya daha hazır bir hale gelmesini, böylece yazma isteği duymasını ve daha akıcı bir şekilde yazmasını sağlayabildiği sonucuna ulaşılmıştır.

The essay addresses the disappearance of postsecondary education from US prisons; prison-university educational partnerships as one remedial response from an English department; the rationale for such programming as pursuit of a fundamental human right to education embedded in international law; and the potential role of online initiatives toward realization of education rights for US prisoners. It concludes with discussion of the co-authors’ design and teaching of an online creative writing coaching internship with primarily maximum-security prisoners at the Penitentiary of New Mexico.

Con tono narrativo, simulando una conversación informal con los vecinos, que han adoptado una niña china y están preocupados por su alfabetización, el investigador va desgranando consejos prácticos para las familias para educar en la escritura a sus hijos. Basado en una situación real.

This study aims to evaluate writing activities in the primary school 6th, 7th and 8th student’s workbook, teacher guide books according to the teachers’ views. The study is important in terms of the determination of views of teachers at the implementer position of program for the writing activities specified in the 2005 Primary School Turkish Course Educational Program.
The sample of the study includes 92 Turkish teachers working at 36 primary schools in the Antakya city-center.  This study was carried out using the 6th, 7th and 8th student’s work books, teacher’s guide books published by Koza Yayınları which are taught in the Antakya city-center for 2010-2011 educational period and teachers’ opinions were received in respect with the 83 writing activities included in these books. 
In the study, three different data collecting tools titled as the “Teacher Opinion Scale for the Writing Activities in the Primary School 6th Grade Turkish Teacher's Guide Book and Student's Workbook” “Teacher Opinion Scale for the Writing Activities in the Primary School 7th Grade Turkish Teacher's Guide Book and Student's Workbook” and “Teacher Opinion Scale for the Writing Activities in the Primary School 8th Grade Turkish Teacher's Guide Book and Student's Workbook” which were developed in order to collect the views of teachers were utilized. The scales developed were applied to the teachers following the validity and reliability study conducted and collected after a while.  The data acquired from application were transferred to the SPSS 17.0 and Microsoft Office Excel 2007 programs; and analyzed using the percentage, frequency, arithmetical average, standard deviation, Independent Variables t-Test and One-Way Analysis of Variance (ANOVA) statistics.
According to the study results, while 37 of 83 writing activities were found to be highly appropriate for expediency, applicability, fitness for level, understandability dimensions, and the same proportion for 23 activities was below the %50.  As for the teacher views about the expediency, applicability, fitness for level, understandability of the writing activities, gender, it was concluded that in terms of independent variable gender, male teachers; in terms of independent variable seniority, teachers with seniority of 16 years and above; and in terms of independent variable alma mater, the teachers graduated from educational faculty considered more positively.

X I V. Ul u s l a r a r a s ı K a t ı l ı ml ı S ı n ı f Öğ r e t me n l i ğ i E ğ i t i mi S e mp o z y u mu Öz e l S a y ı s ı (2 1-2 3 Ma y ı s 2 0 1 5 , B a r t ı n / T ÜR K İ Y E) S p e c i a l I s s u e o n X I V. I n t e r n a t i o n a l P a r t i c i p a t i o n S y mp o s i u m o f P r i ma r y S c h o o l T e a c h e r E d u c a t i o n P r i ma r y S c h o o l T e a c h e r E d u c a t i o n (2 1-2 3 Ma y , 2 0 1 5-B a r t i n , T UR K E Y) U l u s l a r a r a s ı H a k e m l i D e r g i I n t e r n a t i o n a l R e f e r e e d J o u r n a l

Process based writing approach that aims to grade it in order to facilitate the writing process is an approach based on the structuring and digestion of knowledge on the mind. İt aims to teach students how to use and improve writing skills.  The purpose of this research is determining the opinions of the Turkish teachers about the applicability of the process based writing approach. The research was carried out in phenomenological form from qualitative patterns and analyzed data by content analysis method. The study group was determined on the basis of volunteerism through the gradual sampling method consists of 14 Turkish teachers working in Elazığ province. Face-to-face interviews were conducted with the semi-structured interview form developed by the researchers and the findings were tabulated by determining frequency distributions. As a result of evaluating the opinions of the Turkish teachers, it was found that there are serious difficulties and deficiencies about the applicability of the process based writing approach. These difficulties stem from problems such as excessive time in practice, lack of information on the subject during the preparatory phase, and the inability to learn artificial language skills.

ÖZ
Süreç temelli yazma yaklaşımı; yazma sürecini aşamalandırarak yazma işlemini kolaylaştırmayı, öğrencilerin yazma becerilerini nasıl kullanacaklarını öğretmeyi ve bu becerilerini geliştirmeyi amaçlayan, bilginin zihinde yapılanmasını ve özümsenmesini temel alan bir öğretim yoludur. Bu araştırmada Türkçe öğretmenlerinin süreç temelli yazma yaklaşımının uygulanabilirliğine yönelik görüşlerinin tespit edilmesi amaçlanmıştır. Araştırma, nitel desenlerden fenomenolojik türde gerçekleştirilmiş ve veriler içerik analizi yöntemiyle analiz edilmiştir. Aşamalı örnekleme yöntemiyle gönüllülük esası temel alınarak belirlenen çalışma grubu, Elazığ il merkezinde görev yapan 14 Türkçe öğretmeninden oluşmaktadır. Araştırmacılar tarafından geliştirilen yarı yapılandırılmış görüşme formu ile yüz yüze gerçekleştirilen görüşmeler sonucunda elde edilen bulgular, frekans dağılımları belirlenerek tablolaştırılmıştır. Türkçe öğretmenlerinin görüşlerinin değerlendirilmesi sonucunda süreç temelli yazma yaklaşımının uygulanabilirliği konusunda ciddi zorluklar ve eksiklikler yaşandığına dair görüşler tespit edilmiştir. Katılımcılar tarafından bu zorlukların, yaklaşımın uygulamada fazla zaman alması, öğrencilerin hazırlık aşamasında konu hakkında yeterli bilgi edinememesi ve yapay dil becerilerini öğrenememiş olmaları gibi sorunlardan kaynaklandığı belirtilmiştir.

The study aimed to determine the relationship between writing anxiety and writing self-efficacy of students learning Turkish as a foreign language. The study sample consisted of 247 international students at B1 and B2 levels at the Turkish Education Application and Research Center of a foundation university. The Writing Anxiety Scale for Learners of Turkish as a Foreign Language, developed by Şen and Boylu (2017), was used to determine students' writing anxiety. There were 13 items and two factors on the scale: Action-Oriented Anxiety and Environmental Oriented Anxiety. The Writing Self-Efficacy Scale for Turkish Students who Learn Turkish was developed by Büyükikiz (2012) to determine the students' writing self-efficacy. This two-factor scale had 16 items and explained 56.85% of the variance. The research was designed based on the relational screening model. SPSS 21.0 package programs were used to analyze the data. The study results indicated a significant positive relationship between writing anxiety and writing self-efficacy of students who learned Turkish as a foreign language. Besides, there was no significant difference between the Turkish learners' scores from the writing anxiety scale and their language level.

ABSTRACT Writing motivation supports the development of students' writing skills and their habit of using writing skills through lifelong interest, desire and pleasure. At this point, writing motivation is the driving force that enables the individual to perform the writing process with enthusiasm in order to achieve a successful writing result. The purpose of this research is to develop a reliable and valid Writing Motivation Scale to measure the writing motivation of students aged 9.5-14 (middle school 5, 6, 7, and 8th grade). The Cronbach Alpha, Spearman Brown and Guttman Split Half reliability values of the scale were above .85, and the scale was highly reliable. The internal consistency coefficient obtained by the test-retest process was .85, which indicates that the consistency of the scale was good. Different samples were determined with simple random and cluster sampling methods for each of the exploratory and confirmatory factor analyses with testretest operation. As a result of confirmatory factor analysis, a 13-item single-factor scalestructure with a total variance of 42.52% has confirmed by confirmatory factor analysis (x² = 83.05, sd = 61, RMSEA = .038, NFI = .97, NNFI = .99, CFI = .99, GFI = .95, AGFI =.93, SRMR = .039). Since the reliability of the scale is .89, it can be concluded that the scale structure is sufficiently reliable. As a result of the research, it can be stated that a onedimensional, valid and reliable measurement tool consisting of 13 items has been brought into the field.
Keywords: Mother tongue education, writing skill, writing motivation, confirmatory factor analysis, validity and reliability.
ÖZ
Yazma motivasyonu, öğrencilerin yazma becerilerini geliştirmenin yanında hayat boyu ilgi, istek, haz duyarak yazma alışkanlığı kazanmalarını sağlamaktadır. Yazma motivasyonu, yazma performansını artırdığı gibi bireyin öz düzenleme becerilerini de desteklemektedir. Bu noktada yazma motivasyonu bireyin başarılı bir yazma sonucuna ulaşabilmesi için coşkunlukla yazma işlemlerini gerçekleştirmesini sağlayan itici bir güçtür. Bu araştırmanın amacı 9.5-14 yaş (ortaokul 5, 6, 7, ve 8. sınıf) öğrencilerin yazma motivasyonlarını ölçmek amacıyla güvenilir ve geçerli bir Yazma Motivasyonu Ölçeği geliştirmektir. Açımlayıcı faktör, test-tekrar test işlemi, doğrulayıcı faktör analizlerinin her biri basit seçkisiz ve küme örneklemeyle belirlenen farklı örneklemler üzerinden gerçekleştirilmiştir. Ölçeğin Cronbach’s Alpha, Spearman Brown ve Guttman Split Half güvenirlik değerleri .85’in üzerinde olması nedeniyle ölçeğin yüksek düzeyde güvenilir olduğu söylenebilir. Test-tekrar test işlemiyle elde edilen iç tutarlılık katsayısının .85 bulunması ölçeğin tutarlılığının iyi düzeyde olduğuna işaret etmektedir. Açımlayıcı faktör analizi sonucunda %42.52 toplam varyans değeriyle 13 maddelik tek faktörlü ölçek yapısı, doğrulayıcı faktör analizi ile doğrulanmıştır (x²=83.05, sd=61, RMSEA=.038, NFI=.97, NNFI=.99, CFI=.99, GFI=.95, AGFI=.93, SRMR=.039). Ölçeğin yapı güvenirliğinin .89 değerinde hesaplanması, ölçek yapısının yeterli düzeyde güvenilir olduğuna işaret etmektedir. Araştırma sonucunda 13 maddeden oluşan, tek boyutlu, geçerli ve güvenilir bir ölçme aracının alana kazandırıldığı ifade edilebilir.
Anahtar Kelimeler: Ana dili eğitimi, yazma becerisi, yazma motivasyonu, doğrulayıcı faktör analizi, geçerlik ve güvenirlik.

Bu araştırmanın amacı, yazma stratejileri eğitiminin Türkçe öğretmenliği 1. sınıf öğrencilerinin yazılı anlatım başarılarına olan etkisini belirlemektir. Bu amaç doğrultusunda, ön test-son test kontrol gruplu yarı deneysel desene başvurulmuştur. Araştırmada yarı deneysel desen kullanıldığından dolayı evren ve örneklem seçilmemiş, bunun yerine çalışma grupları alınıp grupların eşitliği üzerinde durulmuştur. Kontrol grubu 18 kız, 6 erkek olmak üzere toplam 24 kişiden, deney grubu ise 21 kız, 5 erkek olmak üzere toplam 26 kişiden oluşmaktadır. Çalışmada ölçme aracı olarak Yazılı Anlatımı Değerlendirme Ölçeği kullanılmıştır. Araştırmanın sonunda deney grubu öğrencilerinin yazma başarısı ön test ve son test puanları arasında son test lehine anlamlı farklılık olduğu, kontrol grubu öğrencilerinin yazma başarısı ön test ve son test puanları arasında anlamlı farklılık olmadığı tespit edilmiştir.

With respect to the writing process in particular, a now well-established body of research demonstrates that process-oriented writing instruction benefits student achievement in writing. Process-oriented terms and concepts have entered the material environment of America's schools, in ...

Bu araştırmanın amacı,  ilköğretim okullarındaki bitişik eğik yazı uygulamalarına ilişkin öğretmen, öğrenci ve veli görüşlerinin değerlendirilmesidir. Araştırmada öğretmen, öğrenci ve velilerin görüşlerini belirlemek üzere Öğretmen Görüşme Formu, Öğrenci Görüşme Formu ve Veli Görüşme Formu kullanılmıştır. Ölçme araçlarının geçerliği için literatür taraması ve uzman görüşüne başvurulmuştur. Görüşme formlarıyla elde edilen verilerin
analiz edilmesi sürecinde kodlayıcılar arası uyuma bakılmıştır. Araştırma sonuçlarına göre
sınıf öğretmenleri tahtada çoğunlukla bitişik eğik yazı kullanırken Türkçe öğretmenleri dik temel yazıyı kullanmayı tercih etmektedir. Ders kitaplarında ve ders araçlarında kullanılması
gereken yazı tipi konusunda öğretmenler arasında bir görüş birliği olmadığı, velilerin ise dik temel yazı kullanılması gerektiği konusunda ortak bir görüş belirttikleri belirlenmiştir. Bitişik
eğik yazı öğretiminde velilerin rolüne ilişkin olarak öğretmenler, velilerin bu yazıyı bilmedikleri için yanlış öğrettiklerini ve bu yanlışların düzeltilemediğini belirtmişlerdir. Ayrıca ilköğretim
okullarında bitişik eğik yazı uygulamalarının devam ettirilmesinin  gerekliliği  konusunda da öğretmenler arasında görüş birliği olmadığı tespit edilmiştir.

The aim of this study is to evaluate teachers’, students’ and parents’ views on cursive  italic  handwriting    practices    in  primary    and    secondary    schools.  In  order  to  determine
teachers’, students’ and parents’ views Teacher Interview Form, Student Interview Form and  Parents  Interview  Form were used.  For the  validity of  measurement  instruments,  review of
literature and punditry were consulted. In the process of analyzing the data obtained from the interview forms, compliance between encoders were examined. According to the results of research while primary school teachers often use cursive italic handwriting on the board, teachers  of  Turkish  prefer  to  use  upright basic  writing.  It  was determined  that  there  is no consensus among teachers on the font that should be used in textbooks and teaching tools
and parents stated a consensus that upright writing should be used. On the role of parents in teaching  cursive  italic  handwriting  teachers  stated  that  parents  teach  it  wrongly  because they    do  not  know    this  writing  themselves    and    these  mistakes  cannot    be  corrected.
Furthermore, it was found that there is not a consensus among teachers if it is necessary to continue with the cursive italic handwriting practices in primary schools or not.

Bu araştırmanın amacı 4+1 Planlı Yazma ve Değerlendirme Modeli (PYDM) çerçevesinde gerçekleştirilen hazırlık çalışmalarının yazma sürecindeki işlevlerine ilişkin öğretmen adaylarının deneyimlerini ve algılarını ortaya koymaktır. Bu amaç doğrultusunda araştırma, nitel araştırma desenlerinden olgubilim desenine uygun bir biçimde tasarlanmıştır. Çalışma grubu ölçüt örnekleme yoluyla seçilen otuz öğretmen adayıdır. Araştırmada 4+1 PYDM çerçevesinde hazırlık çalışmaları yapma deneyimine sahip öğretmen adayları çalışma grubu olarak seçilmiştir. Katılımcıların hazırlık çalışmalarının yazma sürecindeki işlevlerine yönelik deneyimlerini ortaya çıkarmak amacı ile yarı yapılandırılmış görüşme formu kullanılarak görüşmeler gerçekleştirilmiştir. Araştırma sonucunda hazırlık aşamasının kendinden sonraki yazma süreçlerinin başarılı bir biçimde gerçekleştirilmesi açısından önemli olduğu görülmüştür. Bununla birlikte hazırlık çalışmalarının belirsizlikleri engelleyerek ve yazarın üretkenliğini artırarak daha nitelikli metinler ortaya çıkarılmasında belirleyici bir rolü olabildiği sonucuna ulaşılmıştır. Ayrıca bu aşamanın yazara konu ile ilgili bilgi ve veri sağlayarak onun yazmaya daha hazır bir hale gelmesini, böylece yazma isteği duymasını ve daha akıcı bir şekilde yazmasını sağlayabildiği sonucuna ulaşılmıştır.

In this study, the relationship between writing anxiety and blocking of middle school fifth grade students and their written expression skills was examined. The study group, which was formed by the simple random sampling method conducted with the relational screening model, consisted of 482 fifth grade students attending schools in the city center of Aksaray. Writing Anxiety Scale and Writer's Block Scale were used to collect data. The compositions written by the students were evaluated with the Writing Skills Analytical Rubric. As a result of the statistical analysis, it was determined that the students had a medium level of writing skills and a low level of anxiety. Writer's block was sometimes or occasionally observed in a significant part of the students. It was found that the higher the writing success was, the less writing anxiety and writer's block they had. It was determined that writer's block had a negative and significant effect on writing success. A significant and positive relationship was found between writing anxiety and writer's block. As the writing anxiety increases, the writer's block level also increases significantly. Moreover, it was also examined within the scope of the study whether students' writing anxiety, writer's block and written expression success differed significantly in terms of various variables. The findings obtained were discussed in light of the literature.

This study, which aims to provide basic and
comprehensive information on writing strategies, is a review article. In such studies, the information in the relevant literature is researched, classified analyzed and compared. In this study, national or international articles, postgraduate theses and printed books are used as databases in DergiPark and YÖK thesis database and studies in international indexed databases were used. When scanning in digital media, scanning was done using the keyword "writing strategies".
As the approach of Turkish teaching programs
changed, the importance given to the product decreased and the process became more important. The process-oriented approach has also led to the emergence of certain strategies in writing education. When the literature is examined, it is seen that writing strategies consist of three stages as “pre-writing, during writing, post-writing” strategies. When we look at the reflections of these strategies in the 2019 Turkish Curriculum (grades 5, 6, 7 and 8), 29 of the 67 acquisitions in the field of writing skills are related to writing strategies. It can be said that writing strategies are highly included in the 2019 Turkish Education Program.

Why? What is motivating us? What are the outcomes of our writing experiences? How to improve them? How to enable and empower young writers, students or independent artists to write more and better? What are the challenges? The activity of writing has been observed in this eBook from, mainly, two different perspectives: writing, self and discovery, on a predominantly institutional level, and writing as craft, with focus on text and writing practice. The division seems simple, but the variety of articles cover a wide range of subjects within the topic, creating interesting overviews – writing starts with writing instruction, progresses to discovery of the text, and this stage progresses frequently, as shown in the articles, as journeys of discovery and self-discovery.

This research examines the relation betweens secondary school students' use of cursive and writing disposition. This quantitative study which was carried out with pattern is in relational scanning model. The study was carried out with 506 students, 255 females (50.40%) and 251 males (49.60%). The students attend 5 different secondary schools and were chosen using stratified sampling from 5 different educational areas in the city of Elazığ. Parametric tests were used to analyze the data for comparisons of the participants' gender, having attended preschool education, grade, and talent for art and music. To determine the relations between attitude toward cursive writing and writing disposition, Pearson's correlation coefficient analysis was used, and to determine the predicting level of cursive use for writing disposition simple linear regression analysis were used. The research determined that the students' negative attitude toward cursive originated from the fact tha...

While some may equate the daily chaos and disorder of working in a writing center with anarchy, I invoke anarchism as an overlooked theoretical lens with which to view literacy and learning. This essay begins by posing the question, What might tutors, educators, and scholars be missing by not looking at writing centers from an anarchist perspective? Blending writing center lore with ethnographic and theoretical research, I approach anarchism as both a lens and a process for exploring the everyday, informal learning practices of peer tutors at a large university writing center. Overall, I explain how tutoring in this particular informal learning space fosters an autonomous form of “anti-oppressive” educational praxis, prefiguring a normative set of anarchist values including spontaneity, mutuality, and cooperation. In the end, I argue that re-presenting writing centers as affinity spaces of social learning through an anarchist lens offers rich potentials for re-envisioning our work through more radical conceptions of non-hierarchical learning and social relations, while also transforming higher education policies and practices along more ethical and egalitarian lines.

... öğretmenlerin sahip olması gereken yeterlik alanlarının ayrıntılı bir biçimde belirlenmesi her ülke açısından önem taşımaktadır (Gökçe, 2003 ... nicelik ve nitelikte gerçekleştirmesi; bir davranışı yapmak için gerekli bilgi ve beceriyi kazanmış olmak (Üstüner, Demirtaş, Cömert ve Özer ...

The Prison Writing & Critical Practice Internship (ENG 484) is a graded, supervised online internship organized in cooperation with the Pen Project at the New Mexico Corrections Department.  Interns in this project will employ the critical skills they have learned over the course of their undergraduate education in order to read and critically comment upon the writing – fiction, poetry, non-fiction prose – mostly produced by maximum-security inmates at the Penitentiary of New Mexico.  Writers are inmates who cannot meet for classes.  Since this is a facility-wide project, writing from some lower-security inmates may be included. 

This pilot online project provides a much-needed means for inmate writers to obtain critical comments on their writing.  The internship will employ a Blackboard platform where prison staff will post scanned hardcopy writings submitted by inmates.  Interns then will comment on these writings using a designated framework and post their comments on the Blackboard site.  Prison staff will download and print out intern comments for inmates to read. 

The internship aims to use critical reading, thinking, and writing skills developed during coursework for a real-world setting.  Interns will receive supervision and guidance in critical writing.  The Blackboard site will serve to provide an online setting for collective discussion about the effective practice of criticism.

Writing motivation is effective on writing behavior and writing habits. The aim of this study is to determine the factors that motivate pre-service teachers to write and thus support their writing habits. For this purpose, the research was designed in accordance with the phenomenological pattern from qualitative research designs. In the research, interviews were conducted with pre-service teachers through the semi-structured interview form prepared by the researcher. The data obtained from these interviews were analyzed by content analysis technique. Research findings showed that there were internal (internal) and external (external) factors motivating teacher candidates to write. According the findings, the main internal factors that motivated pre-service teachers to write were positive thoughts and beliefs about writing and writing skills, goals expected to be achieved by writing, and lastly, interest and desire for writing. Requirements and environmental expectations for writing, appreciation and support from family and readers, and the environment which is a positive role model in writing were external factors that motivated pre-service teachers to write. In the study, these factors and student views under these factors were discussed and what could be done to increase their motivation for writing was evaluated.

The purpose of this study was to develop and validate a Digital Writing Scale that measures the perspectives of individuals on digital writing. A total of 615 preservice teachers studying in the faculty of education at a state university in Turkey participated in the study (n = 615). The data were collected in two phases for exploratory factor analysis and confirmatory factor analysis. Three hundred pre-service teachers participated in the first phase and 315 in the second phase of the study. In the analyses of the data obtained in the first phase, the exploratory factor analysis employed principal axis factoring technique with direct oblimin rotation and a two-factor model, both of which consists of 7 items, was obtained. The Cronbach’s α coefficients were 0.851 for digital translating factor and 0.852 for digital reviewing factor. In the second phase, confirmatory factor analysis with maximum likelihood estimation demonstrated a statistically significant model fit to the data with five indices indicating a good fit and one indicating a substantial fit. The study, which endorsed the Hayes and Flower model and cognitive process theory of writing, resulted in a valid and reliable Digital Writing Scale. Digital Writing Scale is the first Turkish scale that measures the perspectives of individuals on digital writing. Factor scores did not differ according to sex or department of the respondents.

Özet Bu çalışmanın amacı, Türkçe öğretmenliğinde okuyan öğrencilerin Yazma becerisine yönelik metaforik algılarını belirlemektir. Araştırma modeli olarak nitel araştırma yöntemine uygun araştırma desenlerinden olgu bilim (fenomenoloji) kullanılmıştır. Araştırmanın çalışma grubunu Mustafa Kemal Üniversitesi Eğitim Fakültesi Türkçe Eğitimi Bölümü'nde öğrenim gören 98 Türkçe öğretmeni adayı oluşturmuştur. Araştırma verilerini toplamak amacıyla öğrencilerin metaforlarını yazabilmeleri ve kendilerini açıkça ifade edebilmeleri için bir form geliştirilmiştir. Bu form, " Yazı yazmak ……. gibidir, çünkü …….. " şeklinde bir cümleyle oluşturulmuştur. Öğretmen adaylarından konuyla ilgili tek bir metafor üzerine yoğunlaşıp gerekçesini açık bir biçimde ifade etmeleri beklenmiştir. Araştırmanın verileri içerik analizi yöntemiyle çözümlenmiştir. Verilerin analizi, Kodlama ve Ayıklama, Örnek Metafor Derleme, Kategori Geliştirme, Geçerlilik ve Güvenilirlik ve Verilerin Bilgisayar Ortamına Aktarılması aşamalarından oluşmaktadır. Sonuç olarak, 5 kavramsal kategori (Aktarım, Yaşam, Sanat, Özgürlük, Sonsuzluk) ve 72 metafor belirlenmiştir. Araştırma sonucunda öğrencilerin en fazla metafor geliştirdiği kategori " aktarım " (%41.6) iken öğrencilerin en az metafor geliştirdiği kategori ise " sonsuzluk " (%8.3) olarak tespit edilmiştir. Abstract The aim of this study is to determine Turkish education students' metaphorical perceptions related to writing skills. The research is carried out using one of the qualitative research, phenomenology. The working group of this study consists of Mustafa Kemal University Department of Turkish Education's 98 students. In order to collect research data have been developed a form that can write metaphor and be able to express themselves clearly. The form is based on that students completed

L’Alberta, située entre les grandes plaines intérieures et la barrière des Rocheuses, est la province qui affiche la plus forte croissance nette du nombre de francophones vivant en milieu minoritaire. 6.6 %1 de la population albertaine se déclare capable de s’exprimer en français. Parmi ce bassin, 2.2 % ont le français comme langue première, qu’ils soient natifs de la province ou venus (pour plus de la moitié d’entre eux) d’autres provinces canadiennes. Les francophones sont également issus d’une immigration internationale toujours plus nombreuse, attirée par l’économie dynamique de l’Alberta.
Mais, comme dans les autres provinces canadiennes, la visibilité de la langue française est aussi à relier au succès des écoles d’immersion, qui offrent aux enfants non francophones la possibilité d’être scolarisés en français, depuis l’élémentaire jusqu’au secondaire. Le français parlé en Alberta est donc un français varié. Les parlers canadiens-français vernaculaires de l’Alberta, du Québec et des autres provinces côtoient le français parlé par les immigrants venus de France, d’Afrique noire ou encore du Maghreb. Ils côtoient également ce que R. Lyster (1987) nomme le « parler immersion ». En effet, en dépit d’années d’études en français, les élèves issus de ces programmes tendent à conserver une interlangue où l’accent, la prosodie ainsi que certaines erreurs grammaticales se fossilisent à travers le temps.
Pour autant, les difficultés langagières ne sont pas le seul fait des étudiants d’immersion : elles concernent également les étudiants francophones qui évoluent dans un environnement clairement anglo-dominant. Les résultats de l’enquête PISA 2006 indiquent que les élèves du secondaire vivant en milieu francophone minoritaire ont une maitrise de la littératie plus faible que les élèves parlant la langue de la majorité anglophone (Bussière et al. 2007). Une enquête du Canadian council on learning (2009) vient préciser que le niveau de littératie démontré par les élèves vivant en milieu francophone minoritaire est également inférieur aux compétences en français des adolescents québécois.

ÖZET: Bu araştırmanın amacı, Türkçe öğretmeni adaylarının özel alan yeterlilik algılarının çeşitli değişkenler açısından değerlendirilmesidir. Çalışmadaki veriler, araştırmacılar tarafından geliştirilen "Türkçe Öğretmenliği Özel Alan Yeterlik Algısı Ölçeği" aracılığıyla toplanmıştır. Beşli likert tipindeki ölçeğin güvenirlik katsayısı .97 olarak belirlenmiştir. Araştırmanın evreni, Türkçe Eğitimi bölümlerinde öğrenim görmekte olan 4. sınıf öğrencileri, örneklemi ise 7 ayrı üniversiteden 289 Türkçe öğretmeni adayıdır.

In this study, 168 postgraduate theses in the field of writing education in Turkey were evaluated in different perspectives. Detected theses have been coded by the triple coding method in terms of types, years, universities, target groups and subjects. According to the results of research, 62.5% of theses were concluded between 2006 and 2010. 81% of theses are master and 19% of it is doctoral theses. Theses mostly intended to determine writing skills of primary and secondary students. In most theses, student's texts are evaluated as superficial or with formal qualifications. Theses in this area are centered on specific universities.

Article History: Received 27.07.2017 Received in revised form 06.10.2017 Accepted 16.10.2017 Available online 21.10.2017 This research examines the relation betweens secondary school students’ use of cursive and writing disposition. This quantitative study which was carried out with pattern is in relational scanning model. The study was carried out with 506 students, 255 females (50.40%) and 251 males (49.60%). The students attend 5 different secondary schools and were chosen using stratified sampling from 5 different educational areas in the city of Elazığ. Parametric tests were used to analyze the data for comparisons of the participants’ gender, having attended preschool education, grade, and talent for art and music. To determine the relations between attitude toward cursive writing and writing disposition, Pearson’s correlation coefficient analysis was used, and to determine the predicting level of cursive use for writing disposition simple linear regression analysis were used....