Akademik okuryazarlık, bireyin bilginin farkında olarak ve bilgiyi kavrayarak hayatında kullanabilmesi, karşılaştığı problemlere bilimsel düşünme penceresinden bakabilmesi, çözüm üretebilmesi ve elde ettiği bilimsel bilgiyi etkili şekilde aktarabilmesidir. Bu yönüyle insanlığın gelişimine yön veren akademik okuryazarlık, bireyin sadece akademik hayatında etkili olan bir beceri değil insanın evrensel birikimi ve gelişimi adına tüm yaşamını çevreleyen bir beceridir. Araştırmada temel okuryazarlıktan multi-fonksiyonel okuryazarlığa doğru eğitimi gerçekleştirecek olan Türkçe öğretmeni adaylarının akademik okuryazarlıklarını ölçme adına güvenilir ve geçerli Akademik Okuryazarlık Ölçeği geliştirme amaçlanmıştır. Bu kapsamda açımlayıcı faktör analizi için 446, test-tekrar test işlemi için 118, doğrulayıcı faktör analizi için 500 öğretmen adayından oluşan farklı örneklemler belirlenmiştir. Açımlayıcı faktör analizi sonucunda Akademik Okuryazarlık Ölçeği’nin üç faktörlü yapısı doğrulayıcı faktör analiziyle doğrulanmıştır (X²=457.55, sd=226, RMSEA=.045, SRMR=.053, NFI=.91, NNFI=.95, CFI=.95, GFI=.92, AGFI=.91). Test-tekrar test işlemi, Cronbach’s Alpha, Spearman Brown, Guttman Split-Half testleri uygulanmış ve güvenirlik değerleri .70’in üzerinde bulunmuştur. Böylece güvenilir ve geçerli bir Akademik Okuryazarlık Ölçeği elde edildiği söylenebilir.

Writing increases the occurrence of problems that affect anxiety and disposition with its structure that requires the use of more than one physical, cognitive, and affective skills simultaneously. Increasing writing anxiety and decreasing writing disposition hinder to gain writing habit, which is the main objective of writing education. The purpose of this research; to determine the relationship between writing anxiety and disposition of secondary school students. In this respect, the relational survey model has been used in the quantitative design. The research has been carried out with 1325 secondary school students, determined in the Elazığ city center by graded and stratified sampling method. ANOVA and t-test, which have parametric in the analysis of data, Pearson correlation coefficient, multiple linear regression, and simple linear regression analysis has been used to determine the relationship between writing anxiety and writing disposition. At the result of the study, it has been determined that writing anxiety predicted writing tendencies to a great extent (51%); Participants' gender, class levels, hobby areas of interest, more preferred gaming environment, regular sleep habits. There has been a significant relationship between writing anxiety and disposition of students according to these variables.

This research examines the relation betweens secondary school students' use of cursive and writing disposition. This quantitative study which was carried out with pattern is in relational scanning model. The study was carried out with 506 students, 255 females (50.40%) and 251 males (49.60%). The students attend 5 different secondary schools and were chosen using stratified sampling from 5 different educational areas in the city of Elazığ. Parametric tests were used to analyze the data for comparisons of the participants' gender, having attended preschool education, grade, and talent for art and music. To determine the relations between attitude toward cursive writing and writing disposition, Pearson's correlation coefficient analysis was used, and to determine the predicting level of cursive use for writing disposition simple linear regression analysis were used. The research determined that the students' negative attitude toward cursive originated from the fact that they did not have the support they need from their environment and their teachers. When it comes to writing skills, they lack self-confidence and enough desire to write well. While gender and having music education caused significant differences, having attended preschool and talent for art did not. The level of relation between attitude toward cursive writing and writing dispositions of students is low for males as long as their grades rise. Attitude toward cursive writing explains 13% of their writing disposition.© 2018 IOJES. All rights reserved Keywords: 1 Cursive, writing disposition, attitude, first language education Extended SummaryTeaching writing is important in every society. Achieving success in writing is only possible using skill with great attention and determination (McClenny, 2010). The debate about manuscript handwriting and cursive has been going on for years because cursive affects every aspect of human life. Effective communication skills are important for every student, and cursive is a fundamental tool for effective written communication (Rockville, 1980). Manuscript handwriting can provide advantages due to its wide range of use and its easy training; however, starting training with cursive is more useful due to the fact that it is written quickly, supports the formation of private writing character and most importantly, enables putting thoughts on paper regularly and effectively. PurposeThis research aimed to describe the relation between the use of cursive and the writing disposition of secondary school students. It attempted to determine whether the attitude and writing dispositions of students differ significantly by gender, having attended preschool, and inclination for art and music. Determining the relation between the students' attitude toward cursive writing and writing disposition and 1 Corresponding author's address:

Process based writing approach that aims to grade it in order to facilitate the writing process is an approach based on the structuring and digestion of knowledge on the mind. İt aims to teach students how to use and improve writing skills. The purpose of this research is determining the opinions of the Turkish teachers about the applicability of the process based writing approach. The research was carried out in phenomenological form from qualitative patterns and analyzed data by content analysis method. The study group was determined on the basis of volunteerism through the gradual sampling method consists of 14 Turkish teachers working in Elazığ province. Face-to-face interviews were conducted with the semi-structured interview form developed by the researchers and the findings were tabulated by determining frequency distributions. As a result of evaluating the opinions of the Turkish teachers, it was found that there are serious difficulties and deficiencies about the applicability of the process based writing approach. These difficulties stem from problems such as excessive time in practice, lack of information on the subject during the preparatory phase, and the inability to learn artificial language skills.