The effect of planned writting and evaluatine model on enhancing 8th grade students' expository writting skills

This research was conducted to determine if Planned Writing and EvaluatineModel that combines teaching and scoring is effective on enhancing students?expository writing skills and evaluating their own papers.The population of this study is composed of 8th grade students of PiripasaElementary School, located in Beyoglu, stanbul, during 2008?2009 spring semester.According to the pre-test results applied to 8th grade students of PiripasaElementary School, two classes which have no significant differences in terms ofexpository writing skills were identified as experimental and control groups, eachcomposed of 35 students.In order to determine whether there is a significant difference betweenexperiment and control groups in terms of written expression skills or not, students?cumulative grades were tested with unrelated measurements t-test and it was provedthat there is not any considerable difference between groups in terms of writtenexpression skills.In result of research, pre-test / post-test control group experimental modelwas used. In order to obtain data, ?Planned Writting and Evaluatine Test? with 25items was developed by the researcher. In order to analyze the obtained data, thepercentage (%), frequency (f), arithmetic average (x) and related/unrelated t-testfrom statistics techniques were adopted.At the end of the research,1. It was observed that the Planned Writing Model applied to students in theexperiment group, caused a statistically different form of improvement on writtenexpression skills in students writings compared to that of the control group.2. By looking at student?s writings it was determined that in the developmentof language and verbal skills there was a noticeable difference in the scores of thepre-test and final test between the control group and the experiment group in whichthe Planned Writing Model was applied to.3. By looking at student?s writings it was determined that in the developmentof language and punctuation skills there was a noticeable difference in the scores ofthe pre-test and final test between the control group and the experiment group inwhich the Planned Writing Model was applied to.4. It was observed that the Planned Writing Model applied to students in theexperiment group, caused a statistically different form of improvement on targetedskills in format and paper neatness in students writings compared to that of thecontrol group.