A research on develop of narration abilities in writings of high school's first class students about micro structure in ankara city

The study is a research on develop of narration abilities in writings of high school?s fırst class students about micro structure in Ankara city. This study evaluates, the assays of 300 nineth class high school students from schools of different socio-economic levels in terms of, the use of conjuctions, the mistakes of conjuction usage, the coherence desire and the in context mistakes of statements without coherence. It is required from students to select one of 7 different topics and write an assay. Two different scales are applied in order to evalute the assays as to;?Conjuctions Using Stage and Chorence Kind Evaluation Scale , Conjuction Mistakes and Inchorence Stace Evaluation Scale?. With respect to secondary-education evaluation scales ( idea production, argumentetive integrity, suitableness of general language rules, plan, narration success, suitableness to spelling and punctuation rules, suitableness of headline) 44,7% of nineth class students are determined in modareate, 39,7% of them are in good, and 15,6% of them are in low levels. Making the tests of statistical analysis it is founded that topic selection and socio-economic level are ineffective on the student success. Taking the excuse of research datas, the average values 16,37 for useage of conjuctions and 2,21 for mistakes of conjuctions usage are determined. In general, the mistakes in conjuction usage are maden of ; inconsistent usage of conjuctions to their meanings and affect, close usage of conjuctions which regards to confusions, failure in cohesion skips and lack of narration heaps. Mistakes are conjuctions has an ordinarily observed effect of creating inchorences in context. In research, the sensitive differences of counter socio-economic level reasoned from each conjuction usage are noticed. vii In the research datas, the macro-structure units (topic ?discussionconclusion) which constructs assays are generally ordered by topic-discussioun ? conclusion order with the majority of 58,7% by nineth class students. This can be claim that this stuation above has a relation with teaching introduction-devolapingconclusion menthal way for writing education in high-schools. A group of students, who take 18,7% , has distinguished in writing orders, wrote moderate and good leveled assays with a percentage of 94,7 so tehy are not insuccessive about other evaluation scales. Another considerable part of nineth class students, %22,6, are used different narration ways as stories , could not reach obvious conclusions or wrote writings which can not seemed as assays, so they form another different group. Totaly 80 in context incohrence mistake is determined in assays of nineth class students. This mistakes are at most in ?Mamak High School ?which represents the lower social status with a 43,75%, it is 32,5% for ?Aydinlikevler High School? which corressponds to middle social level and at least it is 23,75 for ?Gazi Anotolian High School? which represents the upper social status. The microstructure sclaes used for evaluation are seem to be inadequate by the unexpected result of that 57,5% incontext inchorence mistakes are founded in assays of moderate stage. With respect to research datas, the general problems are observed such as; writing in more then one topic, wrong understanding of topic, lack of argumentative order, lack of idea production, lack of giving examples, lack of headline or suitable headline, writing in speaking language, unknown of the concept of paragraph, ineffective usage of macro-structure elements of assay, inadequate topics,discussions and conclusions, violence of grammmer and writing rules, lack of right and good commands, lack of stating the ideas in an effective and commucatively beaituful manner and unreaching a conclusion or integrity in narration, reflecting the abbreviations of internet communucation.