The Impact of a Semiotic Analysis Theory-Based Writing Activity on Students' Writing Skills

Abstract

Problem Statement: In entering the world intellectually and affectively equipped, humans develop in a systemic way that encompasses both thought and art education and in which written, oral, and visual texts are important tools. In particular, visual literacy, which refers to the interpretation of elements other than written text, including images, symbols, shapes, and colors, has come into prominence through new learning approaches that emphasize the importance of using numerous stimuli. All texts convey a meaning and a message, which to comprehend requires textual analysis, the different theories and methods of which vary among various types of texts. As discussed in this article, the semiotic analysis theory provides tools for textual analysis concerning the dimensions of narrative discourse.Purpose: This study aimed to determine how a writing lecture activity based on semiotic analysis theory affects students' writing skills. To that end, cartoon caricatures were selected as visual texts for analysis.Method: This experimental research based on pre-and post-tests was conducted with a dependent group of 40 7 th -grade students in a school within Turkey's Ministry of Education. Data collection involved having each student develop two texts for caricature analysis: one prior to an experiment based on the traditional approach, and the other after an experiment based on the semiotic method. The differences between scores received for each text by all students were analyzed.

Cohesion and Coherence in Written Texts of Students of Faculty of Education

“…To understand this message requires analyzing the text. There are different theories and methods for analyzing different kinds of texts (Kuzu, 2016). One of these methods is text linguistics.…”

The Relation between the Awareness Level of Writing Strategies and Writing Self-Efficacy

“…It is generally compromised that teaching to write must be performed in a process based way which consist of prewriting, drafting, revising, editing, and publishing stages (Odom, 2009). The writing skill, which is the language talent that the students have difficulty is developed more slowly than other language skills and requires the use of various methods with exercises (Kuzu, 2016). When the literature regarding writing is examined it is seen that there is not an exact model that corresponds the processes used during the writing deed and on the contrary there are common operations (Sharp, 2016).…”

Karikatürle Yazma Çalışmalarının Ortaokul Öğrencilerinin Yaratıcı Yazma Başarısına Etkisi

“…Ön testte üretilen metinlerin kapsamı dar iken son testte kapsam genişletilmiş ve emsallerinden farklı metinler üretilmiştir. Bu konuda Kuzu (2016), "The Impact of a Semiotic Analysis Theory-Based Writing Activity on Students' Writing Skills" adlı deneysel çalışmasının sonucunda "konuyu anlama, mesaja erişme ve çok boyutlu yorumlama" konularında göstergebilimsel metodun geleneksel yönteme karşı çok daha etkili olduğu sonucuna ulaşmıştır.…”