Özet:

Writing is a complicated skill which has cognitive, affective, social and physical aspects and it includes process and product in it. This skill is perceived and interpreted differently by secondary school students. The primary goal of this study is to detect and analyze secondary school students' perceptions of writing skill through metaphor analysis. The study sample is composed of 202 students studying at secondary schools of Isparta in the second semester of 2015-2016 academic year. In the study phenomenology is used in compliance with qualitative research method. The data of the study is gathered through  completion of  the following sentence by secondary school students: ´´Writing is like .... Because.....`` The data gathered from the study is analyzed through content analysis and the valid metaphors formed by the students are classified and categorized according to their metaphorical justifications. According to the findings, the metaphors used by the students has 9 different categories and these are: a means of relief, a disfavored act, an ambiguous process, an entertaining and a joyous act, an act setting inner world in motion, a didactive act, a multidirectional communicational tool, a creative act, and an intentional and a demanding act. As a result of the study, the most commonly used categories belong to the categories of writing as a means of relief and writing as a disfavored act. It is remarkable that students perceive writing both as a boring and tiring act and also as a means of relief.

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