Abstract:

In this study, the students of the seventh class studied whether their narrative text writing skills differed by gender, parental education level, monthly average income, reading frequency, pre-education receipt, and the variables in the Turkish class score. The research was carried out on the texts written by a total of 515 seventh-class students who studied in six different schools located in the Diyarbakır province in the 2016-2017 educational year. The research was carried out according to the relational scan model. The study used the Storytelling Text Complement Form (President, 2018) to evaluate the texts that students create; the Storytelling Text Score Key (President, 2018) to evaluate their written narratives. The research finds that the students who participate in the study have a medium level of narrative text writing skills. The study also identified statistically significant differences between the students' narrative text writing skills and the variables between gender, parent education status, book reading frequency and pre-school education status.