The effects of the 4+1 planned writing and evaluation model on the argumentative text writing skills of teacher candidates

The main purpose of this research is to reveal the effect of the 4+1 Planned Writing and Evaluation Model on pre-service teachers' argumentative text writing skills. Within the framework of this main purpose, it is aimed to reveal the effect of the model on written expression self-efficacy and free writing attitudes. In the research, mixed research method, in which quantitative and qualitative research methods are used together, was preferred. While the quantitative dimension of the research was carried out in a quasi-experimental design with pretest-posttest control group, the qualitative dimension was carried out in accordance with the phenomenology design, which is one of the qualitative research designs. In the quantitative dimension, a total of sixty Turkish teacher candidates selected according to homogeneous sampling, one of the purposive sampling methods, took part as participants, while in the qualitative dimension, thirty participants were selected from these sixty participants according to the purposive sampling method. While descriptive analysis techniques were used in the analysis of the data in the quantitative dimension, the analysis of the data in the qualitative dimension was carried out in accordance with the descriptive phenomenology. In the research, it was concluded that the writing education carried out within the framework of the 4+1 Planned Writing and Evaluation Model had a statistically significant effect on the argumentative text writing performance, written expression self-efficacy and free writing attitudes of the pre-service teachers. Findings revealed that 4+1 PYDM positively affected students' performance in writing argumentative texts in terms of content, spelling and punctuation, language use and organization; showed that written expression increased their self-efficacy. According to the findings, each of the stages of preparation, planning, development/review/revise, editing and sharing have positive reflections on the teacher candidate, writing performance and product text. The results showed that the writing training performed according to the 4+1 PYDM effective in developing the argumentative text writing skills.