SavedAdd your journal

Journals / Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi / 2014 / Cilt: 14 - Sayı: 1

The Effects of Process Based Creative Writing Activities on Students’ Writing Expression and Attitude towards Writing

SÜREÇ TEMELLİ YARATICI YAZMA UYGULAMALARININ YAZILI ANLATIMA VE YAZMAYA İLİŞKİN TUTUMA ETKİSİ

Özge ERDOĞAN
Banu YANGIN
Pages
438–459
Publication Date
2014-01-01
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

Between the gain scores of 1st and 2nd experimental groups in favor of writing expression and attitude towards writing significant differences were found supporting the 1st experimental group

📌 3 Key Takeaways

🎯
Objective & Hypothesis:The purpose of this study was to find out the effects of creative writing, collaborative creative writing and writing practices of Primary Turkish Education Programme on student’s written expression and attitude towards writing.
📊
Key Findings & Data:During the study, collaborative creative writing activities were applied in the 1st experimental group.
💡
Conclusion & Impact:Between the gain scores of 1st and 2nd experimental groups in favor of writing expression and attitude towards writing significant differences were found supporting the 1st experimental group
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:Yaratıcı yazma · iş birlikli yaratıcı yazma · yazılı anlatım

Abstract

The purpose of this study was to find out the effects of creative writing, collaborative creative writing and writing practices of Primary Turkish Education Programme on student’s written expression and attitude towards writing. In the study, experimental design with pre-test/post-test control group was used. During the study, collaborative creative writing activities were applied in the 1st experimental group. In the 2nd experimental group only creative writing activities were applied. Control group carried out writing activities following the Primary Turkish Education Programme. As a result between the gain scores of experimental and control groups in favor of writing expression and attitude towards writing significant differences were found supporting the experimental group. Between the gain scores of 1st and 2nd experimental groups in favor of writing expression and attitude towards writing significant differences were found supporting the 1st experimental group

Özet

Bu araştırmanın amacı, yaratıcı yazma, iş birlikli yaratıcı yazma ve Türkçe Öğretim Programı’nda yer alan yazma çalışmalarının, öğrencilerin yazılı anlatım becerileri ile yazmaya ilişkin tutumlarına etkisini belirlemektir. Araştırmada ön test-son test kontrol gruplu deneysel desen kullanılmıştır. Araştırmanın uygulama sürecinde, deney 1 grubunda iş birlikli yaratıcı yazma ve deney 2 grubunda yaratıcı yazma uygulamaları gerçekleştirilmiştir. Kontrol grubunda ise Türkçe Öğretim Programı’na göre yazma çalışmaları yapılmıştır. Deney ve kontrol gruplarındaki öğrencilerin, uygulamaların başında ve sonunda yazılı anlatım becerileri ile yazmaya ilişkin tutumları, ilgili ölçme araçları kullanılarak belirlenmiştir. Araştırma sonunda, deney ve kontrol gruplarındaki öğrencilerin yazılı anlatım becerileri ile yazmaya ilişkin tutum erişileri arasında deney grupları lehine istatistiksel olarak anlamlı bir fark olduğu belirlenmiştir. Deney 1 ve deney 2 gruplarındaki öğrencilerin yazılı anlatım becerileri ile yazmaya ilişkin tutum erişileri arasında ise deney 1 grubu lehine istatistiksel olarak anlamlı bir fark olduğu sonucuna ulaşılmıştır

🔖

Cite This Article

ERDOĞAN, Ö., YANGIN, B. (2014). The Effects of Process Based Creative Writing Activities on Students’ Writing Expression and Attitude towards Writing. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, Cilt: 14 - Sayı: 1, 438–459. https://ajindex.com/articles/816

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (12)

  1. Albertson, L. R. & Billingsley, F. F. (2000). Using strategy instruction and self- regulation to improve gifted students' creative writing. Journal of Advanced Academics, 12 (2), 90-101.
  2. Amir, Z., Ismail, K. & Hussin, S. (2011). Blogs in language learning: Maximizing students’ collaborative writing. Procedia Social and Behavioral Sciences, 18, 537–543.
  3. Archibald, M. (2010). Perceptions of diverse first-grade learners of their writing instruction and growth as writers. Doctoral of dissertation, Walden University. Austen, V. J. (2005). The value of creative writing assignments in English literature courses. International Journal for the Practice and Theory of Creative Writing, 2 (2), 138-150.
  4. Benjamin, A. (2005). Writing in the content areas. New York: Eye On Education. Bruning, R. & Horn, C. (2000). Developing motivation to write. Educational Psychologist, 35 (1), 25–37.
  5. Carter, J. (2010). Creating writers: A creative writing manual for key stage 2 and key stage 3. Oxon: Routledge. Chien, S. C. (2010). Enhancing english composition teachers’ awareness of their students’ writing strategy use. The Asia Pacific Education Researcher, 19 (3), 417-438.
  6. Clay, M. (2001). Change over time in children’s literacy development. Portsmouth: NH:Heinemann. Craft, A. (2005). Creativity in Schools: Tensions and Dilemmas. London: Routledge. Cucciarre, C. P. (2008). Audience matters: Exploring audience in undergraduate creative writing. Doctoral of dissertation, Oakland University, Michigan, Bowling Green State University. Cutler, L. & Graham, S. (2008). Primary grade writing instruction: A national survey. Journal of Educational Psychology, 100 (4), 907-919.
  7. Dev, A. N., Marwah, A. & Pal, S. (2009). Creative writing: A beginner’s manual. Pearson longman: India. Dobao, A. F. (2012). Collaborative writing tasks in the L2 classroom: Comparing group, pair, and individual work. Journal of Second Language Writing, 21 (1), 40–58.
  8. Dorn, L. J. & Soffos, C. (2001). Scaffolding young writers. America: Stenhouse Publishers.
  9. Dyson, A. H. (1995). Writing children: Reinventing the development of childhood literacy. Written Communication, 12 (1), 4-46.
  10. Ecenbarger, L. (2007). Method mania, activities to teach written expression skills and strategies. USA: India. Elbow, P. (1998). Writing with power. New York: Oxford University Press.
  11. Eliasova, V. (2001). Literature and creative writing projects. Revista de Filología y su Didáctica, 24, 473-480.
  12. Erdoğan. E. (2012). Süreç temelli yaratıcı yazma