Sürece Dayalı Yazma Yaklaşımının Yazma Başarısı ve Kaygısı Üstündeki Etkisi

Abstract

AbstractThe process writing approach treats writing not as a completed product but as a process. Writing studies are carried out as a part of the process before the written text is completed. This approach focuses on the student in writing lessons, and the teacher only acts as a guide. The process writing approach involves activities occurring during the production of a written text. This study investigated the effect of the process writing approach on writing success and anxiety. The participants in this study were first-year preschool teaching students; a pretestposttest control group quasi-experimental design was employed. Experimental procedures for the study lasted 10 weeks. Data regarding the dimension of written expression were obtained through evaluation of academic writings generated by students at the beginning and end of experimental procedures. Data associated with writing anxiety were collected through the Writing Apprehension Test. Analysis of covariance (ANCOVA) was used for statistical analysis of the data. As a result of the statistical analysis, the study found that the process writing approach had a significant effect on writing success and anxiety. Based on this finding, the use of process writing approach is recommended for written expression studies.Key WordsProcess Writing Approach, Writing Anxiety, Writing Expression, Language Skills, Preschool Teacher Candidates.Written expression is a difficult language skill for students. The fact that writing activities in schools are mostly oriented toward formal features (Gocer, 2011; Temizkan, 2007; Ulper, 2012) is among the reasons for this difficulty. It is preferable to give priority to content characteristics in the act of writing that aims at transferring a message. Moreover, receiving only negative feedback related to errors leads to writing anxiety in students (Barnett, 1992; Madigan, Linton, & Johnson, 1996). This can result in unsuccessful acts of writing and consequently, unsuccessful texts. However, this problem can be solved if evaluation of the written text is conducted as part of the writing process. This study aims to determine the effect of Flower and Hayes's (1981) Process Writing Approach, which allows the written product to be checked and evaluated during the writing process, on students' writing success and anxiety.The Process Writing ApproachFour different approaches have been proposed for writing: the Schmidt model, the Van Galen model, the Hayes and Flower model, and the Hayes model (Gune?, 2007). In the approach developed by Flower and Hayes (1981), the points to be realized throughout the writing process are focused on improvement of the written product. In this approach, three dimensions of the act of writing are emphaa sized: the task environment, long-term memory, and the writing process. Two important units of the task environment are the topic and the text. The writer's ability to determine and present the topic is a major part of the writing process. The writer's long-term memory is important for retrieving information from memory or activating hints that will realize it. The retrieved information is expected to be integrated into the topic. Although correct information about a specific topic can be retrieved, sometimes it cannot be organized in a way the reader can understand (McCurdy, Schmitz, & Albertson, 2010). The writing process is the third unit of the cognitive process approach. This unit is composed of the stages of planning, translating, and reviewing. Planning refers to content production and organization (Graham, 2006). During the translation stage, opinions are transformed into written language, and the writer addresses numerous details of written language such as syntax, grammar, and spelling. During review, the writer reads to develop the text or correct any errors. Constant monitoring during the writing process serves to determine the transitions from one phase to another (Flower & Hayes, 1981). …