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Abstract


FUNCTIONAL WRITING IN TURKISH EDUCATION CURRICULUM
FUNCTIONAL WRITING IN TURKISH EDUCATION CURRICULUM The aim of the study is to be organized in a way to respond to the practice of writing to be included in the Turkish curriculums. It might be said that writing is the most difficult skill to develop among the whole basic language skills. It might be possible to reduce these difficulties by correctly determining the writing load and needs. Strengthening the writing practices that are most needed in the usual occupations of life will make it easier to reach the aims of teaching writing in this context. In addition, teaching frequently used writing types may indirectly reduce writing anxiety. Functional writing needs vary over time according to the written communication styles required by the age. For instance, it is obvious that social media articles, which are the most common communication tools today, create a new need for functional writing. It is another matter of curiosity that functional writing includes the arrangements to meet the needs in a long historical process. Some of the functional writing achievements determined according to expert opinions are as follows: Writing a petition, filling out a job application form, writing a resume, writing an e-mail, receipt, printed statement, congratulation letters, condolences, writing appreciation letters. Whole Turkish teaching programs in Turkey were included in the study in order to determine the need for writing functional changes from 1923 to the present. The fact that there are no studies for functional writing in the teaching programs in the literature constitutes the original aspect of the research. Descriptive scanning model was used in the study, and the documents obtained were analyzed within the framework of the list of "functional writing achievements" determined according to expert opinions. Document analysis, one of the qualitative research methods, was used. Data has been obtained from open sources. Since the teaching programs have different constructs in terms of expressions (such as purpose, goal, behavior, acquisition), they have been simplified and analyzed under the titles of "goal" and "functional writing achievements". When evaluated according to the functional acquisition list prepared according to expert opinions, it is seen that all Turkish teaching programs do not adequately include functional writing outcomes.

Keywords
Key words: functional writing, Turkish education curriculums, literacy



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