Preparation and implementation of a writing skill development program based on local environment and experiences

The main purpose of the current study is to investigate the effect of the writing skill development program based on local environment and experiences on the development of the writing skills of 5th graders. In this context, the effect of the prepared program on students' skill of writing narrative and informative texts, the internal structure of the text, the external structure of the text, language and expression, writing anxiety and writing motivation was examined. The study was designed in line with the mixed method and in the quantitative dimension, it was designed as the multiple probe model, one of the single-subject research models, and in the qualitative dimension, it was designed as the case study model. The study group is comprised of two 5th grade students, one female and one male, attending a state school located in the city of Van. The writing skill development program based on the local environment and experiences, which was prepared by taking expert opinion, was applied for 14 weeks. The data of the study were collected by using the "Story Elements Evaluation Scale", "Informative Text Evaluation Scale", "Writing Motivation Scale", "Writing Anxiety Scale", student documents, observation, student and parent interview forms. The collected data were analyzed with graphical representation, calculation of non-overlapping data percentage, document analysis and content analysis methods. On the basis of the results derived from the findings of the study, it was concluded that the writing skill development program based on local environment and experiences positively affected the development of the students' narrative and informative text writing skills, the development of the elements of narrative and informative texts, reduced the students' writing anxiety, increased their writing motivation, reduced mistakes in sentences and words, yet it did not have any positive effect on the external structure of the text, language and expression (dividing the text into paragraphs, spelling rules, punctuation rules and paper layout). In light of these results, suggestions were made.