The Evaluation of Preservice Turkish Teachers’ Rewriting Skills in the Context of Text Transformation

Abstract

The purpose of this study is to evaluate rewriting skills of preservice Turkish teachers in the context of text transformation. The participants of the study consists of 223 preservice teachers attending the 1st, 2nd, 3rd and 4th academic years of the Turkish Language Education Branch of the Department of Turkish and Social Sciences Education in a State University. The students were asked to rewrite two different types of texts, entitled "Text 1" (poor one) and "Text 2" (good one). The data derived from the student texts were analyzed data analysis techniques. In this context, 2 different forms developed by the researchers were used to determine which rewriting techniques were used and to what extent and at which level. 2 different rubric were also utilized by the researcher in order to describe the quality of rewriting techniques, and which revisions were made at word, sentence, paragraph and text levels. According to some results obtained from the research, preservice Turkish teacher made more changes on Text 1. The students generally got 1, 2 and 3 points in all Accuracy, Clarity, Consistency, and Organization dimensions while rewriting the Text 1, when they rewrote Text 2, they usually scored (4) and (5). This has been interpreted as the students' rewritten texts are largely dependent on the original texts.