Journal of Mother Tongue Education

Abstract

In this study, impact of the 4+1 Planned Writing and Evaluation Model, which is one of the process based writing models, on 8th class student’s way of making their performance works was assessed. In the research, in addition to the pretest-posttest control group design, interview is used as a qualitative research method. Sample of the research is 164 8th class students from Hacı Bektaş-i Veli Secondary School located in Ankara. Lectures of the experimental group were arranged as 2 hours per week in accordance with the 4+1 PWEM, whereas writing studies of the control group were designed in line with the general writing expression applications of Turkish lesson. Experimental applications of 4+1 PWEM lasted 12 weeks. In the research, the 4+1 PWEM and the Writing Expression Attitude Scales, as well as a single consultation question of the qualitative part of the test were used in order to obtain data. As a result of the study; it was identified that pretest-posttest planned writing skills of experimental group students have a meaningful difference. It was also identified that there was not a meaningful difference between posttest writing skills of the experimental and the control group students, whereas there was a meaningful difference in favor of the experimental group students regarding to planning stage of the writing process. It was found out that there was not a meaningful difference pretest-posttest planned writing skills of the control group students, there was not a significant difference between pretest-posttest written expression attitude scores of the experimental group students, there was not a significant difference between pretest-posttest written expression attitude scores of the control group students. It was determined that there was not a meaningful difference between pretest-posttest written expression attitudes of the experimental and the control group students. From the opinions of the experimental group students on the applied writing model and writing expressions after the completion of the 4+1 PWEM applications, it was observed that 76,8% of the students found the study helpful for her/himself, 12,1% of the students were not found the study helpful for her/himself, and 10,9% of the students stayed indecisive.