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

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

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

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

Kaynakça

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.

Amir, Z., Ismail, K. & Hussin, S. (2011). Blogs in language learning: Maximizing students’ collaborative writing. Procedia Social and Behavioral Sciences, 18, 537–543.

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.

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.

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.

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.

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.

Dorn, L. J. & Soffos, C. (2001). Scaffolding young writers. America: Stenhouse Publishers.

Dyson, A. H. (1995). Writing children: Reinventing the development of childhood literacy. Written Communication, 12 (1), 4-46.

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.

Eliasova, V. (2001). Literature and creative writing projects. Revista de Filología y su Didáctica, 24, 473-480.

Erdoğan. E. (2012). Süreç temelli yaratıcı yazma uygulamalarının yazılı anlatım becerisine ve yazmaya ilişkin tutuma etkisi, Yayımlanmamış Doktora Tezi. Hacettepe Üniversitesi, Sosyal Bilimler Enstitüsü, Ankara.

Feuer, A. (2011). Developing foreign language skills, competence and identity through a collaborative creative writing project. Language, Culture and Curriculum, 24 (2), 125-139.

Fraenkel, J. R. & Wallen, N. E. (2006). How to design and evaluate research in education. New York: McGraw-Hill Companies.

Fung, Y. M. (2010). Collaborative writing features. RELC Journal, 41 (1), 18-30.

Gay, L. R. (1996). Educational research competencies for analysis and application. New Jersey, NJ: Prentice- Hall, Inc.

Glaveanu, V. (2011). How are we creative together? Comparing sociocognitive and sociocultural answers. Theory & Psychology, 21 (4), 473–492.

Graham, S. (2006). Writing. P. Alexander ve P. Winne (Eds.), Handbook of educational psychology, Mahwah, NJ: Erlbaum.

Graham, S. & Perin, D. (2007). Writing next: Effective strategies to improve writing of adolescents in middle and high school. Washington, DC: Alliance for Excellent Education.

Graham, S., Berninger, V. & Abbott, R. (2012). Are attitudes toward writing and reading separable constructs? A study with primary grade children. Reading & Writing Quarterly, 28 (1), 51–69.

Graham, S. & Sandmel, K. (2011). The process writing approach: A meta-analysis. The Journal of Educational Research, 104 (6), 396-407.

Graves, D. (2003). Writing: Teachers and children at work (20th Anniversary ed.). Portsmouth, NH: Heinemann.

Harper, G. (2010). On creative writing. Canada: Multilingual Matters.

Hernandez, N., Hoeksema, A. Kelm, H., Jefferies, J., Lawrence, K., Lee, S. & Miller, P. (2010). Collaborative Writing in the Classroom: A Method to Produce Quality Work.

Humphris, R. (2010). Developing students as writers through collaboration. Changing English, 17 (2), 201-214.

Jasmine, J. & Weiner, W. (2007). The effects of writing workshop on abilities of first grade students to become confident and independent writers. Early Childhood Education Journal, 35 (2), 131-139.

Jones, D. L., Jones, J. W. & Murk, P. J. (2012). Writing collaboratively: Priority, practice and process. Adult Learning, 23 (2), 90-93.

Karatay, H. (2011). Süreç temelli yazma modelleri: Planlı yazma ve değerlendirme, Yazma Eğitimi, M. Özbay (Ed.), Ankara: Pegem A Akademi.

Kahn, J. M. & Holody, R. (2012). Supporting field instructors' efforts to help students improve writing. Journal of Social Work Education, 48 (1), 65-73.

Lambirth, A. & Goouch, K. (2006). Golden times of writing: The creative compliance of writing journals. Literacy, 40 (3), 146-152. ,

Louth, R., McAllister, C. & McAllister, H. A. (1993). The effects of collaborative writing techniques on freshman writing and attitudes. Journal of Experimental Education, 61 (3), 215-224.

Lundstrom, K. & Baker, W. (2009). To give is better than to receive: The benefits of

peer review to the reviewer’s own writing. Journal of Second Language Writing, 18 (1), 30-43.

Marzano, R. J. (1993). How classroom teachers approach the teaching of thinking. Theory Into Pratice, 32 (3), 154-160.

McDonough, K. (2004). Learner-learner interaction during pair and small group activities in a Thai EFL context, System, 32 (2), 207–224.

McMillan, J. H. & Schumacher, S. (2006). Research in education: Evidence-based inquiry (6th Edition). London: UK.

Michael, K. H. (2002). Fifth grade students’ use of genre in a collaborative writing workshop. Doctoral of dissertation, Purdue University.

Miell, D. & Littleton, K. (2008). Musical collaboration outside school: Processes of negotiation in band rehearsals. International Journal of Educational Research, 47 (1), 41–49.

Miller, R. K. (2003). Motives for writing (4th ed.). New York: McGraw Hill.

Muschla, C. R. (2006). Teach terrific writing. New York: McGraw Hill.

Nauman, A. D. (2007). Writing in the primary grades: Tapping young children’s enthusiasm to help them become good writers. Illinois Reading Council Journal, 35 (4), 16-28.

Olinghouse, N. G. & Santangelo, T. (2010). Assessing the writing of struggling learners. Focus On Exceptional Children, 43 (4), 1-27.

Olive, T. (2004). Working memory in writing: Empirical evidence from the dual-task technique. The European Psychologist, 9 (1), 32-42.

Pardlow, D. K. (2003). Flight to flatland: A descriptive study of using creative writing pedagogy to improve the teaching of first year english composition. Doctoral of Dissertation, Indiana University of Pennsylvania.

Prior, P. (2006). A sociocultural theory of writing. C.A. MacArthur, S. Graham ve J. Fitzgerald (Ed.), Handbook of writing research. New York: Guilford Press.

Pour-Mohammadi, M., Abidin, M. J. Z. & Fong, C. L. (2012). The effect of process writing practice on the writing quality of form one students: A case study. Asian Social Science, 8 (3), 88-99.

Rojas-Drummond, S. M., Albarrán, C. D. & Littleton, K. S. (2008). Collaboration, creativity and the co-construction of oral and written texts. Thinking Skills and Creativity, 3 (3), 177-191.

Ritter, S. M., Baaren, R. B. & Dijksterhuis, A. (2012). Creativity: The role of unconscious processes in idea generation and idea selection. Thinking Skills and Creativity, 7 (1), 21-27.

Ruddell, R. B. (2006). Teaching children to read and write: Becoming an effective literacy teacher (4th ed.).Boston: Pearson.

Shehadeh, A. (2011). Effects and student perceptions of collaborative writing in L2. Journal of Second Language Writing, 20 (4), 286-305.

Storch, N. (2005). Collaborative writing: Product, process, and students’ reflections. Journal of Second Language Writing, 14 (3), 153–173.

Susar Kırmızı, F. (2008). Türkçe dersinde yaratıcı drama yöntemine dayalı yaratıcı yazma çalışmalarının yazmaya yönelik tutuma etkisi. Yaratıcı Drama Dergisi, 4 (7), 51-68.

Sutherland, J. A. & Topping, K. J. (1999). Collaborative creative writing in eight year- olds: Comparing cross-ability fixed role and same-ability reciprocal role pairing. Journal of Research in Reading, 22 (2), 154-179.

Temizkan, M. (2010). Türkçe öğretiminde yaratıcı yazma becerilerinin geliştirilmesi. Türklük Bilimi Araştırmaları, 27, 621-643.

Topping, K., Nixon, J., Sutherland, J. & Yarrow, F. (2000). Paired writing: A framework for effective collaboration. Reading, 34 (2), 79-89.

Wang, A. Y. (2012). Exploring the relationship of creative thinking to reading and writing. Thinking Skills and Creativity, 7 (1), 38-47.

Weldon, F. (2009). On assessing creative writing. New Writing, 6 (3), 168 -174.

Vass, E., Littleton, K., Miell, D. & Jones, A. (2008). The discourse of collaborative creative writing: Peer collaboration as a context for mutual inspiration. Thinking Skills and Creativity, 3 (3), 192–202.

Vass, K. (2002). Friendship and collaborative creative writing in the primary classroom. Journal of Computer Assisted Learning, 18 (1), 102-110.

Vass, E. (2007). Exploring processes of collaborative creativity-The role of emotions in children’s joint creative writing. Thinking Skills and Creativity, 2 (2), 107– 117.

Yarrow, F. & Topping, K. J. (2001). Collaborative writing: The effects of metacognitive prompting and structured peer interaction. British Journal of Educational Psychology, 71 (2), 261-282.

Zampardo, K. M. (2008). An examination of the impact of teacher modeling on young children's writing. Doctoral of Dissertation, Oakland University, Michigan.

56340 14825

Arşiv
Sayıdaki Diğer Makaleler

ÖZEL ETÜT EĞİTİM MERKEZİ ÖĞRETMENLERİNİN SORUMLULUKLARI: BİR DURUM ÇALIŞMASI

Nihan COŞKUN, Kerim GÜNDOĞDU

GÖRSEL SUNUM İLE GÜVEN ARALIKLARI KAVRAMINI ANLAMA

Bilgin NAVRUZ, Erhan DELEN

İlköğretim Müzik Dersine Yönelik Veli ve Öğrenci Görüşleri

Abdurrahman ŞAHİN, Mehtap TORAMAN

İçindekiler

Mehmet BAHAR, Sevilay KİLMEN, Dil EDİTÖRLERİ, Melih Derya GÜRER, Uğur ALPAGUT, Murat ALTUN, Tayyip DUMAN, Soner DURMUŞ, Nesrin KALYONCU, Metin ORBAY, Murat ÖZBAY, Mehmet TAŞPINAR, Türkan ARGON, Zeki ARSAL, Cemal AVCI, Mukadder Boydak ÖZAN, Yasemin AYDOĞAN, Sefa BULUT, Mehmet CANBULAT, Eyüp COŞKUN, N

Abant İzzet Baysal Üniversitesinde Görev Yapan Öğretim Elemanlarının Bilgisayar Kullanma Öz-Yeterlik Düzeyleri

İşıl AKTAĞ

4-5 YAŞ ÇOCUKLARININ SOSYAL YETKİNLİK, SALDIRGANLIK, KAYGI DÜZEYLERİ İLE ANNEBABALARININ EBEVEYN ÖZYETERLİĞİ ALGISI ARASINDAKİ İLİŞKİLERİN İNCELENMESİ

Hülya GÜLAY OGELMAN, Zeynep ÇİFTÇİ TOPALOĞLU

ORTAOKUL 7. SINIF İNGİLİZCE ÖĞRETİM PROGRAMININ DEĞERLENDİRİLMESİ

İshak KOZİKOĞLU

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

Özge ERDOĞAN, Banu YANGIN

GRAFİK DÜZENLEYİCİLER VE ORTAÖĞRETİM FİZİK DERS KİTAPLARINDA KULLANIMLARININ İNCELENMESİ

Canan NAKİBOĞLU, Merve ÇAMURCU

SOSYAL BİLGİLER ÖĞRETMEN ADAYLARININ ÖZEL ALAN YETERLİKLERİNE İLİŞKİN ÖZ-YETERLİK İNANÇLARININ ÇEŞİTLİ DEĞİŞKENLER AÇISINDAN İNCELENMESİ

Cengiz DÖNMEZ, Salih USLU