Affect of 4+1 planned writing and evaluation model on the development of writing skills and written expression attidudes of sixth grade student

This study aimed to investigate the affect of 4+1 Planned Writing and Evaluation Model on the development of writing skills. The sample of this study was consisted of the sixth grade students educated in Kavaklı Atatürk Elementary School and KavaklıŞehitVarolÇalışkan Elementary School in Kırklareli, Kavaklı during 2011-2012 spring season education. Kavaklı Atatürk Elementary School students were determined as the experimental group while KavaklıŞehitVarolÇalışkan Elementary School students were investigated as the control group. The lectures of the experimental group were regulated in accordance with the 4+1 Planned Writing and Evaluation Model while the control group received standart Turkish Education Programme. The implementation of the study for the experimental group was led by the researcher whereas another Turkish teacher implemented the study for the control group, both of which lasted 12 weeks. The data were collected using 4+1 Planned Writing and Evaluation Scale and Attitude Scale developed by Karatay (2011). The results of the study revealed that; 1. There was a significant difference between the pre-test and post-test scores of planned informative writing among the experimental group students. 2. There was a significant difference between the pre-test and post-test scores of planned narrative writing among the experimental group students. 3. There was a significant difference between the experimental group and control group students' planned informative writing post-test scores. 4. There was a significant difference between the experimental group and control group students' planned narrative writing post-test scores. 5. There was no significant difference between the pre-test and post-test scores of planned informative writing among the control group students. 6. There was no significant difference between the pre-test and post-test scores of planned narrative writing among the control group students. 7. There was a significant difference between the pre-test and post-test scores of written expression attitude among the experimental group students. 8. There was no significant difference between the pre-test and post-test scores of written expression attitude among the control group students. 9. There was a significant difference between the experimental group and control group students' written expression attitude post-test scores. Key Words: 4+1 Planned Writing and Evaluation Model, writing skills, writing attitudes, written expression.