Akademik Veri Yönetim Sistemi
The Universal Academic Research Journal, cilt.6, sa.2, ss.64-83, 2024 (Hakemli Dergi)
The aim of this study was to determine the writing errors made by primary school
students in different text types in Turkish lessons. Research was conducted at all grade levels
of a primary school in Harran, Şanlıurfa in the 2021–2022 academic year2021–2022. Data were
collected through written documents obtained from 90 students in the form of written text,
116 students in the form of dictation, 71 students in the form of free written text, and 81
students in the form of writing based on comprehension, a writing error evaluation form, and
a semi-structured interview form from 8 teachers. The data were analyzed using descriptive
analysis. Because of the research, it was observed that students mostly had difficulty in free
writing and writing texts based on comprehension in Turkish lessons compared with other
writing genres at all grade levels. In the problems related to writing errors, writing of letters
with extensions and confusing similar letters were observed in the first grade, not paying
attention to the lines and indentation in the second grade, not leaving appropriate spaces
between words and sentences in the third grade, and spelling and punctuation errors in
general in the fourth grade. Teachers’ opinions on the errors made in text types, what kind of
errors were made at the grade level, and how to eliminate these errors were shared. Teachers
generally stated that students could make writing mistakes in all text types and that they had
more difficulty in free writing and comprehension-based writing at all grade levels. Because
of the study, it was recommended that students should perform regular writing activities to
address writing errors, increase family support to overcome writing difficulties, popularize
writing activities, and use writing activities such as keeping a diary.