Abstract:

The aim of this study is to examine the main topics of the education-based writing lesson to improve writing skills in secondary school Turkish coursebooks. For this purpose, it was investigated which stages of the process-based writing lesson were included in the writing activities in the fifth, sixth, seventh and eighth grade Turkish coursebooks. In the research in which the document review method was used; writing activities in secondary school Turkish coursebooks constituted the examined documents. In this research, in the 2019-2020 academic year; Turkish coursebooks prepared for secondary school and accepted as coursebooks by the Ministry of National Education, Board of Education and Discipline were used as documents. The study focused on writing activities in Turkish coursebooks through the criterion sampling method. The writing activities in the secondary school Turkish coursebooks were themed based on the activity directive, a checklist containing the stages of the process-based writing approach was created and the writing activities were examined using this checklist. The data obtained were analyzed through content analysis. As a result of the research, it was determined that the preparation stage, which is the first stage of the process-based writing approach, was included in the majority of the activities in the coursebooks, while it was found that the textbooks included a small number of activities for students to prepare drafts before writing at all grade levels. In addition, the writing activities in the textbooks did not include activities for students to review and edit the draft texts, instead, the students were asked to write texts in the direction of the given topic or the instruction given. When the findings regarding the redaction / editing stage and the publishing / sharing stages were examined, it was seen that these stages were not adequately included in the writing activities in Turkish coursebooks.

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