Özet:

In this study, it is aimed to analyse the writing activities at A1, A2, B1, B2 and C1 levels in the book, Türkçeye Yolculuk, which is used in teaching Turkish as a foreign language, in the context of different writing approaches. For this purpose, writing activities at all levels were analysed according to the in terms of the principles of focus on language structures, focus on text functions, focus on creative expression, focus on the writing process, focus on content and focus on reader that were categorized by Yaylı (2014; 2015) and Hyland (2003). The research was designed as document analysis, one of the qualitative research methods. The units in the book are shaped for a certain concept and the writing activities are designed in parallel with this concept and with similar content. In this context, language structures of writing activities at the basic level; it was observed that it was prepared in the context of focus on text functions and focus on creative expression at medium and high level. In the book, there are examples of activities that do not focus on the writing process and focus on reader but some of the few writing activities exemplified focus on content writing. It is recommended to include creative writing activities, especially at the advanced levels of the book, and to include more original examples that encourage students' creativity.

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