Abstract:

This study aims to study the impact of word knowledge and language knowledge levels on the writing skills of students of the seventh class. According to the relational scan model, this study was conducted on a total of 515 seventh-class students from six different schools located in Diyarbakır in the spring period of the 2016-2017 educational year. The language knowledge success test developed by the researcher as a data collection tool, the word knowledge success test and the narrative text completion form; the narrative text score key developed by the researcher was used to evaluate the written narratives of the students. The research data was analyzed with TAP and SPSS 21.0 statistical package programs. According to the results of correlation and regression analysis, word knowledge and language knowledge influence the ability to write variables in a positive, medium and meaningful way.