Examination of written expression activities in Turkish textbooks with a textlinguistic approach

The use of scientific knowledge in teaching environments is of great importance for the effectiveness and reliability of learning. In this context, studies in the field of language teaching should be based on linguistics. This study aimed to examine the writing practices in Turkish lessons in secondary schools in terms of three main topics of text linguistics and to propose a sample education model based on the data obtained. In this context, the writing activities in the 5th, 6th, 7th and 8th-grade Turkish textbooks prepared by the Ministry of National Education were examined. This study, carried out to explore the writing activities of Turkish lessons in secondary schools in terms of text linguistics, was carried out with the document analysis method, an effective type of analysis in qualitative research. In order to support the research findings, the teachers' opinions in the article "Evaluation of Composition Writing Studies in Secondary Schools in Terms of Evaluation of Textlinguistics in the aspect of Text Production Phases" by Sarar Kuzu and Soytürk (2019) were also used. As a result of the examination, it was found that 3% of text-linguistic criteria can be associated with the writing activities, 38.7% with text structure, and 33.4% with the text production stages. In the second stage, educational syllabus (lesson contents) suggestions were prepared, which aim to set an example for the transfer of text linguistics subjects to educational environments and, therefore, for the teachers and learners to benefit from the study's findings. Considering the necessity of text-based teaching in Turkish lessons, some suggestions were made on the importance of developing the activities of Turkish textbooks in secondary school in terms of text-linguistics. Keywords: Educational syllabuses, Turkish teaching, Text linguistics, Turkish Textbooks, Written Expression Activities