Gözden Geçirme ve Dönütün 2. ve 3. Sınıf Öğrencilerinin Öykü Yazma Başarılarına Etkisi

Abstract

Süreç temelli yazma eğitimine göre yazma; planlama, taslak oluşturma ve gözden geçirme gibi sıralı adımlardan oluşur. Başarılı bir metin oluşturmaya süreç içerisindeki tüm aşamaların etkisi olmasına karşın gözden geçirme basamağı önemli bir değişken olarak görülmektedir. Bu çalışmanın amacı, süreç temelli yazma eğitiminin gözden geçirme basamağında kullanın dönütün öğrencilerin öykü yazma başarılarına etkisini araştırmaktır. Süreç temelli yazma eğitimi esaslarına göre planlanmış bir yazma programı ile öğretim yapılan 29 öğrencinin hem 2. sınıfta hem de 3. sınıfta yazdıkları taslak ve bitmiş öyküler fikir, organizasyon, ses, kelime seçimi, cümlelerin akıcılığı ve dilbilgisi alanlarında istatistiksel yöntemler kullanılarak değerlendirilmiştir. Öğrencilerin hem 2. hem de 3. sınıfta ilk yazdıkları taslak metinlerden ve değerlendirici dönüt aldıktan sonra düzelttikleri metinlerden aldıkları toplam puanlar arasında anlamlı farklılık bulgulanmıştır. Öğrencilerin her bir kategoride de başarı gösterdikleri belirlenmiştir. Bu çalışmanın sonuçlarına göre, değerlendirici dönütün öğrencilerin yazılı anlatım becerilerini geliştirmek için etkin kullanımı önemlidir. Ayrıca, bu süreç erken yaşta öğrencilere yazdıkları metinleri değerlendirebilme becerisi kazandıracaktır. Bu durum sonraki sınıflarda metin aracılığı ile düşüncelerini aktarma konusundaki başarılarına katkıda bulunacaktır.

Keywords

• Süreç Temelli Yazma
• Gözden Geçirme
• Öykü Yazma

The Effects of Revising with Feedback on Second and Third Grade Students’ Story Writing Performances

Abstract

According to process-based writing education, writing consists of sequential steps such as planning, drafting, and revising. Although all stages in the process based writing contribute raising the quality of writing the revision step is seen crucial. The aim of this study was to investigate the effect of revision with feedback on the writing quality of small moment stories written by elementary students who were educated using process oriented writing approach. 29 students’ first and final drafts written in their second and third year of schooling were analyzed in terms of ideas, organization, voice, word choice, sentence fluency and conventions. The analysis indicated that there were statistically significant differences in students’ pre and post-scores in both second and third grade. The pre and post scores of students also indicated that students showed significant progress in six-trait of writing. According to the results of this study, effective use of evaluative feedback to improve students' written expression skills is important. In addition, this process will provide students with the ability to evaluate texts they have written at an early age. This will contribute to their success in conveying their thoughts through text when they are at upper grades.

Keywords

• Process Oriented Writing
• Revision
• Writing Story

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