An Analysis of the Writing Disposition of Fourth and Fifth Grade Elementary School Pupils.

Abstract

The objective in first level language teaching in elementary schools is to ensure that language skills (listening, speaking, reading, writing, visual reading and visual presentation) are used in most effective and competent manner. Among leading comprehension problems in teaching of Turkish at elementary school as a mother tongue are inability to develop a positive attitude towards language, inability to build love and respect, and most importantly, inability to develop language awareness. The inability to develop language awareness also brings many problems with it. One of these problems is related to skills. This can involve spelling and punctuation or composition stages. Thus, there are many problems arising from act of which occupies important place in individual's life and that has been noted in literature (Aslan, 2007: 17). Language teaching is perceived as a whole together with skill and subject matter and encompasses activities that are directed toward developing pupils cognitive, affective and kinesthetic characteristics (Sever, 2004: 7-27). What can be considered as integrated language skills in Turkish teaching must be separated into equal time periods, and in order to develop language skills it must be made up of writings of a literary nature. This will enable school books presented to educational and teaching settings to increase productivity of Turkish teaching has been stated in literature (Iseri and Unal 2010; Asian, 2007; Iseri, 2007; Akyol, 2006; Demirel and Sahiner, 2006; Ozbay, 2003, 2005 and 2006; Sever, 2004; Sever et al, 2006; Kavcar, Oguzkan and Sever, 2004; Yangin, 2002 and Gogus 1978). In terms of productivity of teaching Turkish, it is necessary that areas of basic skills must be developed in integrated manner with sufficient, effective and suitable level of activities. Kecik and Uzun (2004:10) note that in communication based on language, neither sounds and words nor sentences take on a task by themselves and that basic unit of linguistic communication is texts and that individuals use texts in communicating with one another. For this reason, texts must provide examples in performance in language teaching, and therefore, care must be given in development of skills. The most important contribution that mankind has made to civilization is that through writing, transfer of knowledge and culture has been made much easier and more effective (Coskun, 2007: 52). Writing is most important tool that expresses feelings, thoughts and skills not only for a child but also for adult (Artut, 2005: 70). The act of makes it compulsory that text be a linguistic transmitting activity and that in communication based on language, texts are used and that concepts such as communication, text, type of text, text writing, textualization (Kecik and Uzun, 2004: 1-30) be taught to students. As a tool in expressing feelings and thoughts, examining how should be, is necessary in order to put into words of expression of mankind in best possible way (Arici and Ungan, 2008: 318). Many researchers have attempted to define act of writing. Hubner, Nuckles and Renkl (2010: 18) have indicated that is, an activity that is as widespread as activity of homework. As one of four basic language skills, act of is defined according to Ozbay 2006: 121), as, the expression of emotions, thoughts, wants and events according to certain symbols based on certain rules and points out that act of is a necessity. Kirby and Liner (1998) stress that writing is a complex and a high level human behavior (as quoted by Oral, 2008) and that a good writer must be honest. The Ministry of National Education (MEB, 2005:21) defines skills as, the activity of transferring and telling in of seen and lived emotions, thoughts and knowledge. …