Abstract:

In order to improve the writing skills of the Turkish Teacher candidates, an action plan is proposed in the study, a action plan is prepared covering 7 applications for the process of 14 weeks. Thro the course of the study, the student’s needs are focused on the action. The scale of evaluation of creative writing developed by Karatay (2020) in the applications for evaluating students' writing successes has been used. The experiment and control group has been used to assess the impact of the plan implemented throughout the process both in the group and in the field. The experimental group of the research constitutes 27 first-class students who are trained in the Star Technical University Turkish Teaching Bachelor Program, and the control group is also 30 first-class students of Turkish Teaching who are trained in Bolu Abant İzzet Baysal University. The study determined the use of non-parametric tests as a result of the normality of the distribution of the data obtained in the study. In the academic success variable, the Wilcoxon test was used to make a significant difference between the pre-test and final test scores of the experiment and control groups. The Mann-Whitney U test was conducted to determine whether the test and control groups showed a significant difference between the pre-test points and the final test points. As a result of the analyses, the writing success of the experiment group has achieved a significant difference in the originality and creativity, style, text structure and subfactors of writing, pointing and page layout in favor of the final test. In comparison with the experimental-control group, a significant difference has been achieved in all these categories for the benefit of the experimental group. The results indicate that the model may be useful for developing the writing skills of the Turkish teacher candidates.

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