European Journal of Education Studies
ISSN: 2501 - 1111
ISSN-L: 2501 - 1111
Available on-line at: www.oapub.org/edu
doi: 10.5281/zenodo.321561
Volume 3 │ Issue 4 │ 2017
THE DEVELOPMENT OF THE WRITTEN EXPRESSION SKILLS
OF A FIRST GRADE STUDENT AT HOME, SCHOOL AND
UNIVERSITY PROGRAM: A CASE STUDY i
Omer Faruk Tavsanliii,
Mizrap Bulunuz
Faculty of Education, Uludag University, Turkey
Abstract:
The purpose of this study is to examine the effect of a first grade student’s writing at
home, school, and university program on her written expression skills. In the research,
all the student’s writing was on subjects that she was interested in or ones she chose to
write about from her lived experiences or familiar events. A case study method was
used to analyze the pictures and literacy experiences. The study showed that the
student's literacy skills had developed at an advanced level. Besides the process-based
teaching program used at the school, the parents' habit of reading books to the student
and encouraging her to make pictures of interesting events experienced during the
preschool period also contributed to development of the written expression skills at an
advanced level. The results of the research pointed out that literacy education should be
perceived as a whole and that children should experience activities that support the
development of literacy from early childhood.
Keywords: written skill-process, based writing approach, family support
1. Introduction
It is accepted that written expression is an act which requires thinking process at the
highest level among language skills (Olinghouse & Santangelo, 2010). Within this
context since early ages the development of the written expression skills not only
underlies the success of the individuals’ school life and determines the limits of their
i
A part of this research was presented in the VIII International Congress of Educational Research.
Copyright © The Author(s). All Rights Reserved.
© 2015 – 2017 Open Access Publishing Group
20
Omer Faruk Tavsanlii, Mizrap Bulunuz
THE DEVELOPMENT OF THE WRITTEN EXPRESSION SKILLS
OF A FIRST GRADE STUDENT AT HOME, SCHOOL AND UNIVERSITY PROGRAM: A CASE STUDY
personal achievements in the future as well (McCarthey, 2001). In this respect in the
first periods, in which the children’s writing skills take from, families guiding their
children encouraging them to do reading and writing activities is significantly
important for literacy development. Writing is the act of putting down the opinions that
the individual would like to share after structuring in mind in several contents such as
emotion, idea, dream, experience and memory Norton,
G(ne<,
.
Mankind presenting opinion, thought, experience and dreams to others’ service
through writing, enables them to spread through time and pass down from generation
to generation (Kaplan, 2007). Writing is a kind of skill, which is needed to be used in
several stages of life of an individual, as well as it is included in the skill types
supposed to be used in an active way for students. Presently by developing the written
expression skills of the students, making them qualified writers is considered as an
important matter all over the world Seban & Tav<anlı,
”each & Ward,
Gerde, Bingham & Wasik, 2012; Smith, 2008). Although there are many skills that affect
the literacy development of the individuals, it is seen that writing skill has become
prominent during the process. In the report of the National Early Literacy Panel [NELP]
(2008), it is stated that one of the six skills that are related with the literacy development
at the highest level is the writing skill. Since the writing skill affects literacy and reading
comprehension skills directly in the upcoming years, it is indicated as one of the most
important skills which are needed to be developed since early childhood (Hammill,
2004; Gerde, Bingham & Wasik, 2012). Studies reveal that the students, who have
advanced writing skills, are also very successful in coding, orthography, spelling,
reading comprehension, recognizing words and phonological awareness (Shatil, Share
& Levin, 2000; Aram 2005; Bloodgood, 1999; Blair & Savage, 2006). In this regard
developing the written expression skills of the students since early ages is considered
significant for academic and personal success of the students.
The approaches of how to teach writing to students and what kind of writings
should be written have changed through time. In the past the writing studies that were
mostly analyzed as output based, give way to an approach that underlies constructivist
understanding, and a process, in which the production of written texts are formed, is
noticed (Calkins, 1986; Willis, 2001).
Process based writing approach, which was developed by Graves (1983) and
prepared considering constructivist model, focuses on points such as teachers’ helping
students think on the writing matter and the writing act, encouraging teacher and peer
feedback, and reviewing writing drafts studied, correction and sharing with friends
(Calkins, 1986; Willis, 2001). Since this process obliges different skills work
conformably, it may become difficult for students (Vygotski, 1998; Olinghouse &
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Omer Faruk Tavsanlii, Mizrap Bulunuz
THE DEVELOPMENT OF THE WRITTEN EXPRESSION SKILLS
OF A FIRST GRADE STUDENT AT HOME, SCHOOL AND UNIVERSITY PROGRAM: A CASE STUDY
Santangelo, 2010). At this point it is thought that while studying writing with students
at younger ages, using graphic organizers will contribute to students form their
writings more freely Tav<anlı & Seban,
McKnight,
. ”ecause graphic
organizers are indicated as one of the visual teaching methods that provides
convenience in points like students’ organizing the subjects they designed in their
minds systematically, saving major and minor ideas together, remembering, returning
the information, classification and identification (Lubin & Sevak, 2007). In addition, it is
known that graphic organizers are useful training tools in terms of increasing the
understandability of the information to be learned and organizing the content and the
ideas (McKnight, 2010).
Another important factor to develop writing skills of the children is the family.
In the first periods, in which writing skills of the children take form, guiding of the
family encouraging their children is very important for the literacy development (Ehri
& Roberts, 2006; Saracho, 1997; Bindman, Skibbe, Hindman, Aram & Morrison, 2014). It
is known that most of the families do reading studies daily in the first literacy process.
However in the studies it is reported that in order to develop the writing skills of the
students, doing writing studies with the children is more effective (Aram & Biron, 2004;
Ritchey, 2008). Moreover, it is stated that few families contribute to their children’s
writing skills development guiding them well regarding writing matter (Wood, 2002).
For this reason, families need to make the right writing activities with their children at
home learning basic literacy strategies and contribute to their children’s writing
development (Neumann, Hood, & Neumann, 2008).
Studies performed on this matter revealed that, together with the teaching
methods used, home life, which contributes to the personality formation of the student,
in other words parental manner of approaching is also important in the development of
the written expression skills of the students (Cottone, 2012; Curenton & Justice, 2008;
DeBaryshe, Binder, & Buell, 2000). Similarly, it is determined that the literacy
experiences and attitudes of the parents are related with the guidance they give
regarding writing (Powell, Diamond, Bojczyk & Gerde, 2008). In addition, a family
supported study regarding the development of the written expression skills of the
students at first grade is not encountered.
In Turkey, it is seen that learning outcomes regarding the acquisition of writing
skills take place in course books beginning from the first grade of the primary school
considering process based writing approaches (M.E.B. 2015 Ministry of National
Education). For instance when the elementary school first grade writing skills are
examined, learning outcomes such as writing meaningful and grammatical sentences,
expressing the writings after making sure, identifying/correcting letter or spelling
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Omer Faruk Tavsanlii, Mizrap Bulunuz
THE DEVELOPMENT OF THE WRITTEN EXPRESSION SKILLS
OF A FIRST GRADE STUDENT AT HOME, SCHOOL AND UNIVERSITY PROGRAM: A CASE STUDY
mistakes and sharing writings, are seen (M.E.B., 2015). However, when the Turkish
course 1. grade learning outcomes in the Turkish Course Teaching Program Book (1-8
grade) (M.E.B. 2015) are examined, a learning outcome regarding forming a text is not
found. Also it is seen that academic studies are mostly on the evaluations of Sound
”ased Sentence Method which is used in first literacy process and first read and write
learning processes Tok, Tok & Mazı,
Çelenk,
Obalar,
Durukan &
Alver, 2008). Thus, both in 1. grade Turkish Course Teaching Program and in the
academic studies, it is seen that there are deficiencies in the studies performed
regarding the development of . grade students’ skills of creating a text.
When the concerning literature is examined, the lack of a study relating to what
extent elementary school first grade students’ writing skills are affected by directive
and educative studies to be done in home, school and university triangle, is obviously
felt. From this point of view, the aim of this study is determined as identifying the effect
of writing activities to be made in home-school-university triangle on written
expression skills of a first grade student. At this stage including the family in the
process, a 8 week process based writing program, which was prepared with the help of
the graphic organizers, was applied to the student and the results of the application is
evaluated.
2. Methodology
2.1 The Pattern of the Research
Within this study, in which the effect of writing activities to be made in home-school
and university triangle on the written expression skills of a first grade student is
examined, case study method, which is one of the qualitative research methods, was
used. Case study is a method, which is related to real life experiences in which the
intervention of the researcher is inadequate but the researcher deal with identification,
examination and in depth analysis intensively as a whole in one or more events (Yin,
2013; Christensen, Johnson & Turner, 2011). Due to the fact that case studies target to
examine a person, situation or phenomena multi-directionally and deeply, they give
more detailed and real-like information compared to general scanning studies
(Merriam, 1988).
2.2 Participator
In this study, the researcher studied with a first grade student, who has a normal
intelligence level and has no cognitive advantages or disadvantages compared to
his/her peers. The name and the school of the student is concealed as required by the
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Omer Faruk Tavsanlii, Mizrap Bulunuz
THE DEVELOPMENT OF THE WRITTEN EXPRESSION SKILLS
OF A FIRST GRADE STUDENT AT HOME, SCHOOL AND UNIVERSITY PROGRAM: A CASE STUDY
ethical codes. In the research, the student is mentioned as D which is the first letter of
his name. D is a first grade student at the age of seven and attends in a public school
in Nil(fer district in the city of ”ursa. D is the younger child of a family with two
children. D s parents work as academic members at university in the field of science
education. Parents read audio-music, fabric and pop-up books to D , who started
speaking in the normal developmental period, since s/he was two years old. D was
encouraged by the parents to make pictures of his/her observations and experiences, in
preschool period. Within this process D , who attended preschool education, joined
interactive reading studies in the classroom. When s/he started 1. grade of the
elementary school D , who did not read and write just like his/her peers, started to
read and write in the normal period. Within this process D s family did not hurry on
the matter of reading and writing process and D
studies with the teacher.
continued reading and writing
D s family, teacher and the school management were
interviewed regarding participation in this research and after taking necessary
permissions studies with D started.
2.3 Data Collection Tools
In this research, data gathering tools consist of written expression outputs taken from
the student, and interviews had with the student, parents and teacher and also the
observations of the researcher.
2.4 Application and Teaching Process
This study which is performed regarding the development of the written expression
skills of a first grade student involves 11 week process. Within this process in the first
week, the researcher examined the written expression outputs produced in the class
and out of the class, and had interviews with the family, teacher and himself/herself. In
the interview D was addressed some questions regarding the concept of writing, the
importance of writing, the place of writing in his/her life, his/her interest in writing and
frequency of writing. Later on
D
was informed about the writing study to be
performed and was asked to remember the exciting events s/he lived and write down if
possible. D was reminded that the writing studies to be performed may consist of
his/her own experiences, observation, living and events s/he lived. D was free to
choose the subject s/he was going to write.
The researcher, who is a specialist in teaching writing, performed a writing
workshop study with D for
weeks considering the stages of process based writing
approach with the help of graphic organizers. The study firstly started with the
projection of a subject that s/he wanted to write about. D shared the subject s/he
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Omer Faruk Tavsanlii, Mizrap Bulunuz
THE DEVELOPMENT OF THE WRITTEN EXPRESSION SKILLS
OF A FIRST GRADE STUDENT AT HOME, SCHOOL AND UNIVERSITY PROGRAM: A CASE STUDY
wanted to write with the researcher in a detailed way and the researcher asked
questions at times. “t this stage
D
was supported especially in the matters of
organizing, planning, determining the writing sequence, the major and the minor
themes of the subject s/he wants to write about. After the writing preparation speech,
which took 10-15 minutes, choosing one of the graphic organizers that were prepared
appropriate for the level of D in advance, the researcher introduced how to use them.
The graphic organizers were prepared appropriate for the level of D by the
researcher (picture 1 and picture 2). The graphic organizers prepared were checked by
an academic member and an elementary teacher and decided to be appropriate for the
study. For each writing study, a different graphic organizer was used. “fter
D
recognized the graphic organizer and learned how to use it, transformed the subject
s/he planned to write in his/her mind on the graphic organizers primarily. In the
meantime guiding D , the researcher asked questions about the writings in the graphic
organizers.
Figure 1: Example for the Organizers Used
Figure 2: Examples for the Graphic Organizers Used
After the graphic organizer was filled up, the draft of the writing was transmitted to the
writing studies papers existed in the field to make pictures and prepared by the
researcher. “t this stage staying in communication with D the text transmitted was
mentioned. Reading the text with D the points s/he wanted to add or take out were
determined and necessary adjustments were made. In the next stage, D was asked to
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Omer Faruk Tavsanlii, Mizrap Bulunuz
THE DEVELOPMENT OF THE WRITTEN EXPRESSION SKILLS
OF A FIRST GRADE STUDENT AT HOME, SCHOOL AND UNIVERSITY PROGRAM: A CASE STUDY
make a picture related with the writing in each page after completing his/her writing.
Thus, with the purpose of drawing, reading that page once more was provided and
revising process continued. Meanwhile D was observed to read the writing more
carefully since s/he was going to make a picture about it. After completing the
picturing, the whole writing was read together with the researcher and they had
interviews regarding the pictures.
In the study, during writing processes family supported actively in the matter of
writing studies at home. In accordance with the information and the instruction
obtained from the researcher D s written expression outputs were read again at home
and D was interviewed about the writing. When the writing applications carried out
at the university were not completed, having an interview with D s parents, the
researcher informed them about how the studies should be continued at home. In
addition, parents took information from D at home about the events that excited
him/her and s/he wanted to write about, they tried to make D talk in order not to
forget. At this stage, parents informed the researcher at times taking notes.
2.5 The Analyze of the Data
In the analysis of the quantitative data obtained, all the written expression outputs of
the students were evaluated according to the evaluation criterions within the context of
6+1 Analytic Writing and Evaluation Model. 6+1 Analytic Writing and Evaluation
Model was developed in response to the need of a gradual evaluation tool in the
writing process by the researchers and teachers in North West Regional Education
Laboratory in 1980s in order to be able to evaluate features a qualified writing should
have (Grundy, 1986; Özkara, 2007). Accordingly the processes of forming a good
writing and evaluation are:
1. Ideas: The development of the message the writing intend to give,
2. Organization: It constitutes the structure of the writing. The reasonable sequence
of ideas and meaning flow,
3. Literary style: The personality the writer give to the writing, its mode,
4. Word selection: In the writing using rich, effective and exact words that
illuminate the reader,
5. Sentence fluency: In the writing using the right and fluent expressions,
6. Orthography: Writing the text obeying orthography rules,
7. Presentation: The appearance of the text on the page as a whole, legibleness of
the text.
Within this context, the written expression outputs of the student were scored
from 1 to 5 for each category. In addition, in each text the number of the words used
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Omer Faruk Tavsanlii, Mizrap Bulunuz
THE DEVELOPMENT OF THE WRITTEN EXPRESSION SKILLS
OF A FIRST GRADE STUDENT AT HOME, SCHOOL AND UNIVERSITY PROGRAM: A CASE STUDY
was considered and included to the analysis. Thus it was attempted to determine
whether the student used more words or not in the process of forming the text.
In the qualitative part of the study content analysis method was used in order to
understand the words, expressions, comments and characters obtained in the
interviews from audio records of the student, teacher and the parents and to reveal
what the statements meant Merriam,
Kızıltepe,
. “fter transcription of the
audio records obtained from the interviews had with the student, teacher and parents,
all interviews were examined one by one and appropriate codes were developed for the
expressions. The codes obtained were grouped under similar titles, themes were
accessed and codes and themes were matched. Also giving place to the statements
taken from the expressions of the student, teacher and D s parents, it was aimed to
support codes and themes with examples. In addition to all these, including the
observations of the researcher, who carried on the application process, it was aimed to
support the interviews had with the student and teacher.
3. Findings
3.1 Findings Obtained From the Quantitative Part
The scores obtained from the written expression outputs of the student, who was scored
according to the evaluation criterions within the scope of 6+1 Analytic Writing and
Evaluation Model, are indicated in Table 1.
Table 1: The Scores That the Student Took from the Written Expression Outputs
Ideas Organization Style
Word
Sentence Orthography Presentation Total Number of
Selection
Fluency
Score
Words
1.writing
2
2
1
2
2
3
1
13
52
2.writing
3
3
2
2
2
3
2
17
65
3.writing
3
4
2
2
2
4
3
20
75
4.writing
4
4
3
3
3
4
4
25
107
5.writing
5
5
4
4
4
4
5
31
131
When Table 1 is observed, it is seen that the student scored 13 in the first writing study
and used 52 words in the written expression output. It is determined that the student
not only increased his/her scores in the writing study but also took better scores
generally throughout the study in all criterions. The number of the words used in the
writings increased in each study and in the last study the student used more than twice
as much of the words used in the first study. When the Table is examined carefully, it is
seen that the field that the student proved the maximum success was presentation and
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Omer Faruk Tavsanlii, Mizrap Bulunuz
THE DEVELOPMENT OF THE WRITTEN EXPRESSION SKILLS
OF A FIRST GRADE STUDENT AT HOME, SCHOOL AND UNIVERSITY PROGRAM: A CASE STUDY
the least was orthography. The first and the last writing of the student are indicated in
picture 3 and picture 4.
Figure 3: The First Writing of the Student
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Omer Faruk Tavsanlii, Mizrap Bulunuz
THE DEVELOPMENT OF THE WRITTEN EXPRESSION SKILLS
OF A FIRST GRADE STUDENT AT HOME, SCHOOL AND UNIVERSITY PROGRAM: A CASE STUDY
Figure 4: The Last Writing of the Student
In this part of the study, the data obtained was evaluated according to 7 different
criterions. Considering the concerning criterions some examples of the students’
writings are presented below.
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Omer Faruk Tavsanlii, Mizrap Bulunuz
THE DEVELOPMENT OF THE WRITTEN EXPRESSION SKILLS
OF A FIRST GRADE STUDENT AT HOME, SCHOOL AND UNIVERSITY PROGRAM: A CASE STUDY
Table 2: Examples from the Written Expression Outputs of the Student
Criterions
D s First Writing
D s Last Writing
1.
Ideas
My mother, my father and my brother
Today is April 27 Wednesday.
2.
Organization
and I went to my cousin’s home on
Today is a special day. It is the
Monday evening and when we went
world awareness day against noise.
there, they had their babies at home.
My father, my mother my brother
Arda is not 1 year old yet. Arda has
Ömer and sister Jonida came
chubby cheeks. When he smiles, it is
together to make an activity.
cute. I danced to make him fun. When
I danced, Arda smiled. I was very
happy.
3.
Style
I danced to make him fun. When I
I was very tired today when I was
danced, Arda smiled. I was very
making the activities but I had fun
happy.
too. I don’t want schools to make
noise anymore because of today.
4.
5.
Word Selection
Sentence Fluency
Arda has chubby cheeks. When he
Silent and quiet school means
smiles, it is cute.
successful and healthy kids.
My mother, my father and my brother
Today
and I went to my cousin’s home on
brother Ömer and I cut the labels
Monday evening and when we went
we are going to hand out especially
there, they had their babies at home.
for today. After we cut the labels,
Arda is not 1 year old yet. Arda has
we put tables in the entrance of the
chubby cheeks. When he smiles, it is
faculty. Then we put the labels we
cute. I danced to make him fun. When
cut to the tables. After we put the
I danced, Arda smiled. I was very
leaflets, we handed them to the
happy.
students and we had our photos
taken
firstly,
all
my
together.
father,
When
my
the
activity was over we gathered
leaflets, banners and labels. Later
on we had a meal with my father
and my mother, my brother Ömer
and Jonida sister.
6.
Orthography
My mother, my father and my brother
Today is April 27 Wednesday.
and I went to my cousin’s home on
Today is a special day. It is the
Monday (should start with small
world awareness day against noise.
letter) evening and when we went
My father, my mother my brother
there, they had their babies at home.
Ömer and I came together to make
Arda is not 1 year old yet (full stop at
an activity for today. (inflectional
the end of the sentence) Arda have
suffix and adverb confusion)
chubby cheeks. (possessive suffix)
when he smiles it is cute.(the sentence
should start with capital letters)
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Omer Faruk Tavsanlii, Mizrap Bulunuz
THE DEVELOPMENT OF THE WRITTEN EXPRESSION SKILLS
OF A FIRST GRADE STUDENT AT HOME, SCHOOL AND UNIVERSITY PROGRAM: A CASE STUDY
danced
shaking
to
make
him
fan.(miswriting) When I danced Arda
(private
names
have
capital
letters)smiled (full stop at the end of
the sentence) I was very happy
(sentence should start with capital
letters and full stop at the end)
7.
Presentation
See Picture 3 and 4
See Picture 3 and 4
3.2 Findings Obtained From the Qualitative Part
In this part of the study, the interviews with the student, teacher and parents and the
observations of the researcher will be presented.
A. The data obtained from the interviews with the student. According to the results of
the interviews with the student, it is seen that s/he uttered 28 statements under 7
different themes. These themes consist of the features of a good writer, the importance
of writing, attitude towards writing, the development of writing skills, the evaluation of
the writing program, the attitude towards getting help and the attitude towards sharing
the writings.
While explaining the features of writer D stated that a good writer should be
smart, helpful, attentive, who do not upset the teacher and listens carefully, read a lot
and lean to get help, laborious and someone who pay attention to details. The features
D stated while defining a good writer are indicated in Table .
Table 3: The Features of a Good Writer
The Features of a Good Writer
f
%
Smart
1
10
Does not upset the teacher
1
10
Helpful
1
10
Listens to the teacher carefully
1
10
Reads a lot
1
10
Leans to get help
2
20
Attentive
1
10
Laborious
1
10
Pays attention to details
1
10
For instance;
D
If somebody is a good writer, s/he is smart and does not upset his/her teacher.
D
Also when somebody says something s/he is someone who contributes to the offer.
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Omer Faruk Tavsanlii, Mizrap Bulunuz
THE DEVELOPMENT OF THE WRITTEN EXPRESSION SKILLS
OF A FIRST GRADE STUDENT AT HOME, SCHOOL AND UNIVERSITY PROGRAM: A CASE STUDY
D: It should be detailed and well written. Should labor. Should be attentive.
D uttered three statements towards the attitude of getting help. While doing
writing studies D uttered that s/he wrote better when s/he got help, and felt happy at
the same time. The features D uttered under the theme of the attitude towards getting
help are indicated in Table 4.
Table 4: The Attitude towards Getting Help
The Attitude towards Getting Help
f
%
Increasing the writing skill
2
67
Feeling happy
1
33
For example;
D
I become happy. Because while helping me your purpose is not bad it is good. Also you make
me write well.
D
I mean you help me then I can write better, I can write more detailed.
“nother theme, which consists of the statements D uttered, constitutes from
the ideas towards sharing the writings. D stated that s/he became happy when s/he
shared her/his writings. In addition, s/he stated that sharing the writings support
his/her fighting spirit. The attitudes
D
uttered towards sharing the writings are
indicated in Table 5.
Table 5: The Attitude towards Sharing the Writings
The Attitude Towards Sharing the Writings
f
%
Feeling Happy
1
50
Feeling As a Fighter
1
50
For instance;
D
Yes I mean I become happy. If they see that my writings are beautiful.
D
If they do not like it, if my writing is bad then I make an effort to make my writing well. I
struggle.
In the interviews, D talked about the studies and applications performed in
order to make his/her writing better and develop writing skill. Accordingly, D , who
stated that s/he read books for the development of the writing skills, also uttered that
s/he performed writing applications as well. The studies
D
performed for the
development of the writing skills are indicated in Table 6.
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Omer Faruk Tavsanlii, Mizrap Bulunuz
THE DEVELOPMENT OF THE WRITTEN EXPRESSION SKILLS
OF A FIRST GRADE STUDENT AT HOME, SCHOOL AND UNIVERSITY PROGRAM: A CASE STUDY
Table 6: The Development of the Writing Skills
The Development of the Writing Skills
f
%
Reading books
1
50
Performing Writing studies
1
50
For instance;
D
I read books in order to write better. “lso I write a lot.
“nother theme emerged from the results of D s statements consists of the views
on the writing program carried out within the context of the study. D stated that the
writing program carried out enable him/her to remember the information to be written
and organize the writing better. It is seen that D generally stated that the program
developed his/her writing success. D s views on the writing program are indicated in
Table 7.
Table 7: The Evaluation of the Writing Program
The Evaluation of the Writing Program
f
%
Increasing the writing success
1
33
Remembering the information to be written
1
33
Increasing the organization skills
1
33
For instance:
D
Graphic organizers make my writings easier. Because if I start to write in details and if I
forget what I will write, I look from there immediately.
D
This helps me plan my writing. By the help of this study now I can write better texts.
In the interviews with
D , it was seen that
D
developed expressions
regarding the importance of writing. “ccording to D the reasons of the importance of
writing were based upon the functions of affecting academic success, providing
individual assumptions and fulfilling the social needs. D s views on the importance of
writing are indicated in Table 8.
Table 8: The Importance of Writing
The İmportance of Writing
f
%
Academic success
1
33
Individual assumption
1
33
Social needs
1
33
For instance;
D
For example if I am at the university they give me grades according to my writing. Exams
are evaluated according to that.
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Omer Faruk Tavsanlii, Mizrap Bulunuz
THE DEVELOPMENT OF THE WRITTEN EXPRESSION SKILLS
OF A FIRST GRADE STUDENT AT HOME, SCHOOL AND UNIVERSITY PROGRAM: A CASE STUDY
D
To be a good writer. We should write well for ourselves.
D
Because if I did not know how to write or if I cannot write when my mother told me to write
something I wouldn’t write. Then I would be ashamed of it that’s why.
The last theme obtained from the statements of
D
includes
D s attitude
towards writing. Regarding writing D uttered that when s/he wrote s/he felt happy,
loved writing and associated writing with his/her own life. The views of D s/he
uttered under the theme of attitude towards writing are indicated in Table 9.
Table 9: Attitude towards Writing
Attitude Towards Writing
f
%
Association with real life
3
60
Feeling love
1
20
Feeling happy
1
20
For instance;
D
Writing my experiences pleases me more. I have more fun. My experiences and my writing
become closer.
D
I become happy as long as I write. I love writing very much that’s why.
B. The data obtained from the interviews with the teacher. According to the results of
the interviews with the teacher, it is seen that D s teacher uttered
statements under
different themes. These themes consist of the features of a good writer relating D s
writing skills, D s past of writing and D attitudes towards writing. The teacher
uttered
statements about the
D s past of writing. These statements are before
starting to write D was quite successful in drawing lines and dictation studies and
also read a lot of books. Teacher’s views towards D past of writing are indicated in
Table 10.
Table 10: D s Past of Writing “ccording to the Teacher
D s past of writing according to the teacher
f
%
Successful in drawing lines
1
33
Reads a lot
1
33
Successful in dictation
1
33
For instance;
T: S/he was quite a successful child in drawing lines.
T: I guess since s/he was willing to read and write and comprehend what is said immediately
s/he writes well.
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THE DEVELOPMENT OF THE WRITTEN EXPRESSION SKILLS
OF A FIRST GRADE STUDENT AT HOME, SCHOOL AND UNIVERSITY PROGRAM: A CASE STUDY
T: S/he was one of the best students in writing what is said in dictation studies and perceiving
the sound.
In the interview, the teacher often expressed that D was a successful writer and
stated the features that a good writer should have over D . “t this point, the teacher
uttered that D had a character in the writings, the writings are well stylistically and
had strong expressions, successful in orthography and s/he made few mistakes, was
successful in transferring what s/he understood, could organize the events and create
coherence and could use a fluent language together with rich vocabulary. The views of
teacher regarding the features of a good writer relating D s writing skills are indicated
in Table 11.
Table 11: The Features of a Good Writer Relating D s Writing Skills “ccording to the Teacher
The features of a good writer relating D s writing skills according to the teacher
f
%
Stylistically writing well
2
14
Correct use orthographic rules
2
14
The existence of writing character
2
14
Adaptation
1
7
Strong expressions
1
7
The power of transferring what is understood
1
7
Organizing the sequence of events
1
7
Create coherence
1
7
Rich vocabulary
1
7
Fluent narration
1
7
Successful presentation
1
7
For instance;
T
S/he uses the lines of the notebook very well for example some children go down quickly.
“lthough they see those lines and in spite of my warnings they suddenly go down. However D
does not do that.
T: I also like orthography dimension. Using orthography and punctuation marks, starting the
sentence with capital letters, putting question mark instead of exclamation point but of course it
will settle in time.
T
I think s/he has very good writing skills. Moreover the writing has a character. Even more
recently it crossed my mind without knowing that I was going to make this speech with you.
T
right in here I see D very successful in terms of reading comprehension and put down
on paper.
T
S/he can make fluent sentences and put them down on paper.
Finally, regarding D s attitude towards writing the teacher stated that, D was
very willing to writing studies, felt the absence of it when s/he did not write, enjoyed
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THE DEVELOPMENT OF THE WRITTEN EXPRESSION SKILLS
OF A FIRST GRADE STUDENT AT HOME, SCHOOL AND UNIVERSITY PROGRAM: A CASE STUDY
writing studies and felt love. The views of the teacher towards writing are indicated in
Table 12.
Table 12: D S “ttitude towards Writing “ccording to the Teacher
D s attitude towards writing according to the teacher
f
%
Willingness towards writing studies
2
40
Feeling love for writing studies
1
20
Enjoying writing studies
1
20
Feeling absence of it when s/he does not write
1
20
For instance;
T
D always says that teacher can we write to our notebook? Teacher I want to write
to my notebook.
T: I give them small texts for them to write. Several times s/he stated that s/he liked them
writing them pretty much.
T: Even more yesterday s/he said teacher we haven’t written to our notebooks for a few days
why don’t we write.
C. The data obtained from the interviews with parents. According to the results of the
interviews with the parents of D , it is seen that D parents uttered
statements
under 4 different themes. These themes consist of the features of a good writer
regarding D s writing skill, D s writing past, motivation for writing studies and
views on writing program carried out.
The parent uttered
statements about D s writing past. These statements are in
the way that D was encouraged to do simple line and drawing studies before starting
to write and D listened to his/her parents reading books regularly. The views of D s
parent towards D s writing past are indicated in Table
.
Table 13: D s Writing Past
D s writing past
f
%
Doing simple line and drawing studies
2
33
Reading books to D
2
33
Making draw pictures
1
17
Positive attitude towards writing
1
17
For instance;
P: I think when s/he was , or
years old we started with appropriate books that such a child
could understand and attribute to his/her sense of touch since they were made of cloth or
cardboard.
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THE DEVELOPMENT OF THE WRITTEN EXPRESSION SKILLS
OF A FIRST GRADE STUDENT AT HOME, SCHOOL AND UNIVERSITY PROGRAM: A CASE STUDY
P: “lso especially we encouraged him/her to make pictures of the events s/he observed, lived or
saw.
P: In preschool I guess they had a few studies on writing letters and numbers. “lso they had a
study to make every child write their names.
P: I mean s/he was always interested in writing and drawing.
It is seen that D s parent evaluated the features that a good writer should have
together with the features D had in writing. “t this point D parent defined a good
writer as someone who had an effective verbal expression, successful expression
strength, presentation talent and persons that write texts with qualified content. The
views of D s parent regarding the features of a good writer relating D s writing skill
are indicated in Table 14.
Table 14: The Features of a Good Writer Regarding D s Writing Skill “ccording to the Parent
The features of a good writer regarding D s writing skill according to the parent
f
%
Effective verbal expression
1
25
Successful expression strength
1
25
Successful presentation
1
25
Qualified content
1
25
For instance;
P: I think that way his/her verbal transfer I mean s/he can express experiences very easily.
P: S/he can convey his/her thoughts using conjunctions, S/he has a successful expression
strength.
P: His/her writing skill is not bad due to the content of the writings and his/her handwriting is
decent…it looks good.
D s parent uttered some statements about encouraging D for writing studies.
At this point
D s parent stated that they bought some presents for him/her after
writing studies. In addition D s parent stated that while doing writing studies they
encouraged D for writing especially the events D experienced. The parent uttered
that D avoided giving negative feedback during the writing studies and tried to give
feedback to the point that s/he considered positive. Herein the parent said that making
D draw pictures about the writings motivated D positively. The views of D s
parents about encouraging students for writing studies are indicated in Table 15.
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THE DEVELOPMENT OF THE WRITTEN EXPRESSION SKILLS
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Table 15: Encouraging Students for Writing Studies According to the Parent
Encouraging students for writing studies according to the parent
f
%
Buying presents
1
20
Making them to write the experiences
1
20
Making them to draw pictures
1
20
Avoiding negative feedback
1
20
Giving special feedback to good points
1
20
For instance;
P: I could never imagine that the diary notebook would encourage D for writing. If I knew I
would buy a more beautiful one long before. However s/he found it in the toy store by chance and
wanted to buy. After buying the diary, s/he started to write at home. The diary encouraged
him/her pretty much.
P: Still in the first place I started to encourage for example we went for a walk to a garden in
the woods I asked whether s/he wanted to write about it and s/he said yes. If s/he liked it s/he
started to write and s/he can write without help.
P: I never criticize. ”ecause I know that the criticism of the writings of the children whether
grammatically or in terms of other aspects will cause them write less. Instead I try to emphasize
the points that I recognize in the writing.
The theme, about which D s mother made statements primarily, consists of the
views s/he uttered on the writing program carried out. Herein the parent stated that the
writing program carried out increased the writing success, was useful in developing
positive attitude towards writing studies, the application was appropriate for effective
guidance and also the parent gave some advice for making the program better. The
views of D s parent regarding the writing program carried out are indicated in Table
16.
Table 16: The Views of D s Parent Regarding the Writing Program Carried Out
The views of D s parent regarding the writing program carried out
f
%
Increasing writing success
5
31
Positive attitude towards writing studies
4
25
Advice for the program
4
25
Effective/successful guidance
2
13
More willingness for writing
1
6
For instance;
P: I mean I see a development in his/her skills that s/he can write longer, it enabled him/her to
have a better perception on writing.
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THE DEVELOPMENT OF THE WRITTEN EXPRESSION SKILLS
OF A FIRST GRADE STUDENT AT HOME, SCHOOL AND UNIVERSITY PROGRAM: A CASE STUDY
P: “lthough s/he leaves school at
:
I mean although s/he is partly tired, the fact that s/he
comes here and do writing studies with you indicates that s/he enjoys it.
P: S/he says detailed writings etc. s/he not only knows about the main idea and there are details
as well which means it enables a frame to constitute in his/her mind.
P
Once I had the opportunity to observe one of the studies you performed with D . What I
liked or found interesting was that you as a specialist enter into a dialogue with a student and
leave the process of pulling him/her to an upper point from where s/he is and guiding for writing
is very favorable I suppose.
P: “lso the environment, in which distractions, entrances and exits are less, is very important
in writing it is important in reading too but in writing it is more important.
D. The data obtained from the observations of the researcher. According to the data
obtained from the observations of the researcher, it is seen that the researcher lays
emphasis on four points. These points are the titles of the increase of positive attitude
regarding student’s writing studies with the program carried out, the increase in the
writing success, the increase of awareness level of the student towards writing and
association of writing with daily life. First of all it is seen that the writing program
carried out help the student participate in the writing studies and increase the will of
maintaining these studies day by day. In addition writing became a part of the student’s
life and s/he wants to do writing studies concerning his/her experiences without delay,
proved that the student associates life with the writings seriously. For example D
wrote an introduction to the diary that his/her mother bought from the bookstore and
worked excitedly in order to make his/her friends and teacher write their thoughts and
feelings about himself/herself (picture 5 and 6).
Figure 5: The text D wanted his/her friends
Figure 6: The letter D wrote to
to write about himself/herself
his/her teacher
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THE DEVELOPMENT OF THE WRITTEN EXPRESSION SKILLS
OF A FIRST GRADE STUDENT AT HOME, SCHOOL AND UNIVERSITY PROGRAM: A CASE STUDY
As a result of the studies performed with this, it is observed that in the writings the
student gained awareness in the matter of writing, and paid attention to the content,
word selection, fluency and sequence of events. Early on when the study started while
it was seen that the student had trouble in planning and organizing the writings, at the
end of the study it was seen that these troubles were overcome. As a result of the
studies performed and the program carried out the researcher reported that the writing
success of the student increased.
4. Discussion
In the study quantitative and the qualitative findings pointed out an advanced increase
in the written expression success of the student. It is seen that the student got a higher
score in each step of criterion evaluated. It is determined that among these criterions the
field which proved the maximum development was the presentation step, the field
which proved minimum development was the orthography step. In the writing of the
students in the beginning of the study, the existence of less orthographic mistakes
already can be accepted as the reason for this situation. The reason for the maximum
development in the presentation dimension is the instructions of the researcher
throughout the applications performed and that the student was willing to write. The
interviews had with the student, teacher and the parent point out D s enthusiasm for
writing. In addition, throughout the program carried out it is thought that the student’s
exposure to writing processes was also effective in this development.
In the study, it is seen that besides the increase of written expression success the
use of vocabulary improved two times more nearly. Although the student used 52
words in the first written text, s/he reached 131 words in the last written text study,
making the number of words used more than twice as much. Karatay (2007) states that
the development of the students’ vocabulary is closely associated with their basic word
attack skills. 5zbay and Melanlıoğlu
express that the vocabulary of the students’
needs to be developed in order to enable them express themselves better. In this sense it
can be said that the program carried out is useful in terms of enabling students express
themselves better.
Among the reasons for the success of the writing program carried out, it is
thought that process based writing teaching approach used in the application was
effective. It is revealed that the writing teaching program carried out, developed the
written expression skills significantly. Process based writing teaching program used in
the study, focuses on issues like helping students think on writing matter and writing
act, encouraging peer and teacher feedback, reviewing writing drafts they study,
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THE DEVELOPMENT OF THE WRITTEN EXPRESSION SKILLS
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revising and sharing with friends (Calkins, 1986; Willis, 2001). Studies on this matter
assert that creative writing studies performed considering process based writing
approach has a positive effect on the student’s written expression skill Pardlow,
5zt(rk,
Temizkan,
Feuer,
Erdoğan,
.
In the study, one of the factors that contribute to the increase in the student’s
written expression success is the graphic organizers used in the process of creating text.
This result coincides with the results that indicate graphic organizers are effective in the
development of the students’ written expression skills Culbert,
Robinson,
Tav<anlı & Seban,
Katayama &
. For elementary school first and second grade
students organizing the pieces of information and combining them and doing writing
studies is quite difficult Seban & Tav<anlı,
. “ccording to the observations of the
researcher, graphic organizers are useful concerning organization of structure that
provides texts constitute. As it is known learning only grammar or orthographic rules is
not enough for writing a text (Sharples, 2003). At the same time teaching the students
the ways of editing and forming a text is necessary. Within this frame it is advised that
graphic organizers should be used by students in organizing and combining the pieces
of information.
In the study, all of the studies performed with the student consisted of subjects
that s/he chose among the events or experiences s/he lived or was interested in. Because,
studies performed indicate that the foreknowledge possessed about the subject to be
written is effective on the quality written expression outputs (McCutchen, Covill,
Hoyne & Mildes, 1994). Offering options to the student about the subjects to be written
may have affected the attitude toward writing positively. Because, students generally
tend to write their own experiences (Ruddell, 2006). In the study, the student decided to
write a text when s/he wanted to. S/he was asked to consider the events s/he lived while
making this decision. As a result of this it was observed that the student shared the
experiences with the researcher before writing and that s/he was very happy during the
writing process. On the other hand, it is known that the students’ performing writing
studies regarding the subjects they are interested in is quite effective in terms of having
positive attitude towards writing ”runing & Horn,
. Students’ performing writing
studies toward their own wishes and interests fosters their enthusiasm towards writing
(Nauman, 2007). Similarly, researchers state that students tend to write events in which
they are interested and they occupy in the process in person (Bus & Out, 2009; Lee,
2008).
“nother reason for the increase of the student’s success is the family support.
The interviews indicate that it starts from the preschool and continue in the process of
the study. The family’s reading books to the students during the preschool period and
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THE DEVELOPMENT OF THE WRITTEN EXPRESSION SKILLS
OF A FIRST GRADE STUDENT AT HOME, SCHOOL AND UNIVERSITY PROGRAM: A CASE STUDY
encouraging drawing pictures comes out as a factor that affects literacy development in
a positive way. It is a known fact that the process of reading books advances language
development besides vocabulary, increasing the level of readiness toward writing.
Researches point out that past literacy experiences shape the later literacy skills in life
Collier,
Seban & Tav<alı,
.
It can be advised to families that they frequently read books appropriate for the
children’s level beginning from the babyhood considering the advance development
observed in the writing skill. In the education system of Holland, Ministry of Education
sends a package to the families that have 3 year old children. Within this package, there
are books to read, activities to develop the literacy skills of the children and leaflets to
increase the literacy awareness of the family. Accordingly, in the matter of literacy
education in favor of creating awareness in every part of the society the families, whose
children are over a certain age, it is advised to make various activities to develop the
literacy skills of the children (Erginer, 2012). From this point of view, those who
regulate the education policies should be in charge in terms of performing such
activities. Besides beginning from the preschool period, the children should be
encouraged to draw pictures and for the development of their finger muscles, play
dough games should be performed. The experience of a rich literacy past helps students
find themselves competent positively beginning from the writing studies and
participate in the writing studies with the feeling of confidence.
Another contribution of the family to the success of the program is that they
were in cooperation with the researcher encouraging the student during the writing
studies and guiding the student with the part of the studies to be applied at home.
Studies carried out reveal that family support is quite effective in the literacy
development of the children (Worzalla at al., 2009; Gerde, Foster & Skibbe, 2014).
Especially for the acquisition of competences such as coding, alphabet knowledge and
increasing vocabulary, it is emphasized that the family support needs to be included to
the child’s literacy development process Otto,
Worzalla at al.,
“ram,
Gerde, Bingham & Wasik, 2012).
Due to the fact that the study performed is carried out with a student, its
generalizability is quite limited. In further studies the program to be carried out need to
be performed with a larger sample group. Besides, the effect of the program prepared
can be tested after being applied to the students in different grades. It is thought that
the interpretation of the results of the quantitative researches to be performed
explaining through qualitative research methods in a detailed way will contribute to the
development of the program. Thus, further studies in this field will not only contribute
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Omer Faruk Tavsanlii, Mizrap Bulunuz
THE DEVELOPMENT OF THE WRITTEN EXPRESSION SKILLS
OF A FIRST GRADE STUDENT AT HOME, SCHOOL AND UNIVERSITY PROGRAM: A CASE STUDY
to the concerning literature and reveal which methods and techniques should be used
in terms of the development of written expression skills as well.
The study performed indicates the importance of activities that will include
family support for the literacy development of children beginning from the preschool
period. It is not right to think that literacy education starts in the first grade of the
elementary school. Within this, context parents need to perceive literacy education as a
whole and should be involved in activities that support the development of children
beginning from the early ages.
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OF A FIRST GRADE STUDENT AT HOME, SCHOOL AND UNIVERSITY PROGRAM: A CASE STUDY
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