The effect of planned writing method on the unique text creation access of fourth grade primary school students

The purpose of this research is to determine the effect of the planned writing method on the access to unique texts of primary school fourth graders. The research was carried out in a primary school in the central district of Aksaray province in the academic year of 2015-2016. Mixed method was used in the research. In the quantitative dimension, one group pre-test post-test experimental model is preferred; qualitative dimension field notes were applied. The study group of the research consisted of 21 students. Prior to the practice, interviews were held with the classroom teacher in order to learn about the preparations before writing, the methods used, the techniques used, the activities performed and the evaluation criteria. After the interview the students wrote pre-test texts on "The Importance of Book Reading". After the pre-test, the groub was applied for six weeks of instruction and teaching. In the teaching process of the research that includes the first week teaching and the practice in the other weeks, lectures were given in the context of sample text. The practice process was composed of text reading, text review, making activities related to the topic and writing texts. Students wrote texts about the Importance of Science and Development, Turkish, the Importance of Unity and Cooperation, the Education and the Importance of Healthy Nutrition. In the text writing process, it is aimed to create text according to the stages of the planned writing method. Then the students have written their final test text on our Turkey. After the practice, interviews were held with the teacher and the students about the practice process and learning about the impressions of the students. Texts were evaluated with "Evaluation Criteria for Creative Writing (YİDÖF)". YİDÖF consists of the following criteria: 1.CRITERIAN: The content of the article contains a certain novelty or innovations other than usual (20 points). 2. CRITERIAN: A new expression of a known element in the article (20 points). 3. CRITERIAN: Simile or imagery in the article take the place of the original (15 points). 4. CRITERIAN: An understandable explanation of new ideas in the article (10 points). 5. CRITERIAN: Effective and fluent presentation of the feelings and ideas in writing (20 points). 6. CRITERIAN: Giving an appropriate title to the article (15 points) (Susar Kırmızı, 2011). For each criterion of YİDÖF and the total of the criteria, three-point range has been formed. The students of these points ranges are defined as low, middle and unique levels. Students must be able to successfully evaluate these criteria and the total of the criteria; at least 71.4% of the Working Group of the students at the unique level. In the analysis of the data, SPSS 18.0 statistical program, Shapiro-Wilk test, t test for dependent groups, YİDÖF and descriptive analysis were used. The data were interpreted with arithmetic mean, meaning, frequency and percent values. According to the results obtained from quantitative data analysis, the average scores of the students in each criterion of YİDÖF and the total of the criteria were increased in the final test. While there is a significant difference between the pre-test and post-test scores of the students in the 3rd, 6th and the total of the criteria, no significant differences were found in the 1st, 2nd, 4th and 5th criteria. While the students are successful in the 1st, 2nd, 5th and 6th criteria in the final test; the third criterion was not successful in the final test. On the 4th criterion, success was seen in both tests. In the total of the criteria, it is seen that the students can create text in the unique level in the final tests. While the students are successful in the study of texts about Turkish, the Importance of Union and Collaboration; they have not been successful in the study of texts on the Importance of Science and Development, Education and the Importance of Healthy Nutrition. Findings from the analysis of qualitative data have shown that students find it difficult to give a unique title and to give an simile in their texts. The success of students in creating unique ideas, expressing a known element in a new way, giving ideas and emotions in an effective, fluent and understandable manner has increased. It has shown that teaching and practice leave a positive impression on students' interest, desire and attitude toward writing.These results show the effect of the planned writing method on students' access to the unique text.