Abstract
This study aims to analyze written expression revision skills of students in Turkish Education Department, Education Faculty. This study was done using qualitative research method. The study group of the research consisted of 3rd grade students. The research data were collected by means of document review, a qualitative research technique. The data in the research were analyzed descriptively; content analysis was applied to the data as well. In the obtained findings, it was observed that Turkish teacher candidates did not have adequate knowledge concerning revising part of process-based writing model, and that they did not apply this step of process-based writing efficiently in the writing process. It was seen that the students made changes respectively in word level and surface level, mostly in the revision process. While these changes pertain to punctuation and correct use of particles in the surface level, they gather around sections of adding and placing in the word level. Key words: Written expression, revision process, process-based writing.
Highlights
Individuals express themselves in writing and verbally through language
It was observed that Turkish teacher candidates did not have adequate knowledge concerning revising part of processbased writing model, and that they did not apply this step of process-based writing efficiently in the writing process
It was observed that Turkish teacher candidates did not have adequate knowledge concerning revising part of process-based writing model, and that they did not apply this step of process-based writing efficiently in the writing process
Summary
Individuals express themselves in writing and verbally through language. To express oneself in writing involves a more systematic and complex process compared to verbal expression. Individuals should receive a planned and process-based writing education for the development of writing skills which goes hand in hand with thinking skills. Do not follow written expression with in-process evaluation activities in order to improve their students' skills of creating text. Instead, they assess students' competency in grammar rules, especially punctuation and spelling, readability of their writing and the way they position their paper at the end of the work (Karatay, 2011)
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