Abstract
Analysis of Writing Activities in Turkish Textbooks in terms of a Process-Oriented Approach
The aim of this study is to examine the writing activities in Turkish textbooks in terms
of process-oriented writing approach. Basic qualitative research, one of the qualitative
research methods, was used in the study. The criterion sampling method was used in
determining the study material subject to the study. Accordingly, six Turkish textbooks
and 198 writing activities form the material of the study. The research data were collected
through document review. The obtained data were analyzed through descriptive analysis.
As a result of the research, it was found that the prewriting phase of the writing process
was not included in most of the activities (% 41.92) in the examined textbooks. It was
observed that the activities in the prewriting phase included the production of ideas based
on the sample text, idea generation based on other parts of the text, idea generation based
on visuals, sample text analysis and research. It has been observed that determining the
topic, determining the main idea, using the graphic organizer, question-answer, classroom
discussion, brain storming, and concept map/clustering studies were used to a very limited
extent. In addition to this, it was determined that drafting (% 89.90), revising (% 99.5),
editing (% 83.84), and publishing (% 79.80) stages of the activities were not included. It
was revealed that the most important stages in the writing process were preparation and
sharing, and the least involved stages were reviewing the draft and drafting. Accordingly,
it was seen that writing took place as a one-time action in most of the activities and a
more product-oriented writing approach was adopted.
Keywords
Teaching Writing, Process-Oriented Writing, Textbook, Activity, Prewriting.
