A comparative study of writing activities and writing curriculum of the secondary school level textbooks in Turkey and the USA (The case of California)

The purpose of this study is to compare the 5th grade Turkish textbook which was prepared according to Turkish curriculum in Turkey and Writing Grade 5 textbook prepared according to CCSS (Common Core State Standards) in California in terms of writing skill. In the study, writing activities in the textbooks and the aims and achievements of the fifth grade writing education of both countries were examined. This study attempted to determine the differences and similarities of writing skills development in accordance with both curricula. Within the scope of the research, activities related to writing skills in eight themes in the 5th grade Turkish textbook and forty-five subheadings under four main headings in the English textbook were examined. In addition, the appropriateness of these activities within the curriculum was examined. According to the results of writing activities in the study, it was determined that the writing activities in the Turkish textbooks were greater in number than those in the English writing book. All writing methods and techniques are included in the Turkish textbook, but there is no group writing activity in the English textbook. In general, activities are compatible with the curricula. Keywords: Mother tongue, textbook, teaching writing, comparison, Turkey - the USA