Abstract:

This study aims to study the impact of writing activities supported by visual materials on students’ writing success and their opinions about writing. The research, in the second semester of the 2013-2014 educational year, was applied to students of 8th grade of the Republican Primary School of Adana Ili Kozan District. In this study, the experimental model used for the purpose of testing hypotheses from quantitative methods to the pre-test last test controlled. For the purpose of collecting data throughout the study, "The Scale of Writing Talent Assessment", "The Student Opinion Survey on Visual-Supported Writing Events" and "The Student Interview Form for the Application Process of Visual-Supported Writing Events" were used. The twenty-seven-person experiment and control group in which the application was carried out was determined as a result of the preliminary test application to two different school students of 8th grade. The trial and control groups were given a total of three subjects, one subject every two weeks within two hours; the trial group was given a brain storm and the trial group was not interfered. When the findings obtained from the research were analyzed, a significant difference was achieved in the content, language and description of the text and the planning size in favor of the experiment group. There is a significant difference between the scores that students obtain according to the scale of the written narrative assessment as a result of visual-supported writing activities [t(26)= 11,97, p? 0 0 0 5 . When it comes to the scripture, there are significant differences. According to this, as a result of visual-supported writing activities, the experiment and control group among the points that the students have received from the content size of the written narrative to the benefit of the experiment group [t(26)= 14,86, p? 0.05; to the benefit of the trial group between the points they have received from the language and narrative size [t(26)= 5,93, p? 0.05; there is a significant difference between the points they have received from the planning size again in favour of the experiment group [t(26)=9,55, p? 0 0 0 5 . Accordingly, visual-supported writing activities are an effective application in developing students' written narrative skills.

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