Özet:

The process-based writing approach aims to organize the pre-stageed writing process with the cognitive support of teachers according to the understanding of the structuring learning theory. Process-based writing helps the student acquire the ability to plan, develop and correct the writing process. Process-based writing ensures that the student acquires the cognitive awareness skills concerning each stage of the writing process. The purpose of this research is to study the opinions of classmates about the process-based writing work. The universe of research is formed by class teachers who work in the primary schools located in the center of the province of Bartın in the 2017-2018 educational year. The sample consists of 101 class teachers selected by random group sampling. The method of research is in the screening model. In the study, the data collection tool developed by the researchers was used 5 liquid-type survey form consisting of 20 items for the evaluation of process-based writing practices. The validity study of the measurement has been done, the substance below 40% of the factor load value has been removed from the measurement. The alpha reliability ratio of the scale is calculated as .88. In the analysis of the data, the statistical processes used the arithmetic average, standard deviation and t-test. The study found that classmates showed significant differences by gender in process-based writing, the difference was in favor of women teachers. It is found that there is a significant difference according to the faculty graduated in the process-based writing, the difference is in favor of those graduated from the educational faculty. There is also a significant difference between 1-10 years and 11 years and above, according to the professional age variable, the difference is found to be in favour of 11 years and above.

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