The effect of writing strategies on the informative text writing skills of gifted students

The aim of the research is to support the development of informative text writing skills of gifted students with the strategies of books and biography writing frameworks that we work with. The research is carried out with the action research pattern within the framework of the qualitative research approach. The study group of the research consists of 21 gifted 4th-grade students who are trained in the field of general mental ability at a Science and Art Center in the spring semester of the 2020-2021 academic year. The first 4 weeks of the eight-week implementation process are carried out with "all about books" strategy and the last 4 weeks with "frames for writing biographies" strategy. The data of the research are collected through observer reports, student and teacher diaries, student products, and an Informative Text Writing Rubric. The collected data are analyzed by content analysis. The findings of the research show that at the beginning of the process, students' informative text writing skills are at a moderate level. When the texts written by the students are examined in detail, it is found that the main idea is not explained enough in general, the supporting idea is not included, the vocabulary set is not rich, and the semantic integrity is not fully captured. At the end of the process, it is seen that the students reached a high level in writing informative texts. In addition, it is determined that students' writing skills improved with this process, they have discovered differences between text types, gained research skills, made progress in using the writing program, felt like an author, and seen the writing process fun. Finally, the research draws attention to the fact that more attention should be paid to informative text writing studies and students should be given the opportunity to write.