A research of 6th-8th grade Turkish coursebooks in terms of theme and text types

The aim of this study is make to a research of 6 th - 8 th grade turkish coursebooks in terms of theme and text types. Coursebooks, considering that they are the main sources of applying the teaching programme, are expected to reflect the components of teaching programme fully. In this study scanning model has been used. In terms of the theory, the emphasis has been on constructivism, theory of multiple intelligences, thematic approach and text types. Turkish coursebooks have been surveyed for theme distrubutions, convenience between theme and subtheme, theme designs, interdisciplinarity (thematic approach), alternate multiple intelligences activities and for finding the suitable text typesFor coursebooks in different grades theme and subtheme repetition; in the same grades subtheme repetition has been observed.. It has been observed that some texts aren?t appropriate with the main idea, even the same text is included in a different theme in different books. In terms of interdisciplinary relation it has been seen that relating is mostly directed with social sciences but on the other hand there is no relating with religious sciences and there is a decrease from 6 th to 8 th graders in terms of interdisciplinary relation. It has been seen that even though the coursebooks have alternate activities in case of kinesthetic and visual intelligence there are no alternate audiovisual publications which will address to many other intelligence fields. It has been detected that there is no sensivity on differentiation of text types. As a result it has been concluded that among text types informal essay and essay are mistaken with each other; in memory (trophy) type quoter(speaker) is not stated; general classifications (naming) such as thought writing and didactical text are mentioned as a kind, for some texts good examples of the kind don?t exist, so some advices have been given for all these.Keywords: Coursbooks, theme, text type.