Author :
Abstract
Keywords
Abstract
The purpose of this study is to examine the thoughts of elementary school teachers on writer’s block. The study group of the research consists of 21 elementary school teachers who work in the central elementary schools of the city of Trabzon and were selected through the maximum variation sampling method. The qualitative research method was used in the collection, analysis and interpretation of the data obtained in the study. In this context, semi-structured interviews were conducted with elementary school teachers participated in the study. Questions about writer's block were asked to teachers in semi-structured interviews. The data obtained from the semi-structured interviews with teachers were analyzed using descriptive analysis technique. The results of the study reveal that elementary school teachers do not have sufficient information about the content of writer’s block. However, elementary school teachers think that the reasons for writer’s block are generally due to lack of classroom practice and inadequacy. Accordingly, they stated that students who suffer from writer’s block cannot produce quality products. When the research results are examined, it can be seen that the writer’s block is mostly experienced during the draft writing stage. Although most of the teachers participating in the study consider themselves to be of sufficient knowledge about writer’s block, they have formulated a small number of solutions for overcoming writer’s block. Finally, some recommendations were developed for writer’s block.
Keywords
- Akpınar, F. B. (2007). Sürece yönelik yazma dersi öğretim etkinliğinin yazma tutukluğu, yazma endişesi, yazma dersi öğretim etkinliğine karşı tutum ve yazma performansına etkileri (Unpublished master thesis). Marmara University, İstanbul.
- Amir, Z., Ismail, K., & Hussin, S. (2011). Blogs in language learning: Maximizing students’ collaborative writing. Procedia Social and Behavioral Sciences, 18, 537–543.
- Arıcı, A. F., & Ungan, S. (2008). İlköğretim ikinci kademe öğrencilerinin yazılı anlatım çalışmalarının bazı yönlerden değerlendirilmesi. Dumlupınar Üniversitesi Sosyal Bilimler Dergisi, 20, 317-328.
- Aytan, T., (2010). İlk ve ortaöğretimde yazma becerisini geliştirmeye yönelik yeni kompozisyon teknikleri. Millî Eğitim , 39, 66-80.
- Başaran, M., & Akyol, H., (2019). Dördüncü sınıf öğrencilerinin yazmanın ergonomik unsurları açısından incelenmesi. Okuma Yazma Eğitimi Araştırmaları , 7, 1-14.
- Baştuğ, M. (2015). İlkokul dördüncü sınıf öğrencilerinin yazma eğilimi, tutumu ve yazma tutukluğunun yazma başarısı üzerine etkisi, Eğitim ve Bilim, 40(180), 73-88.
- Boice, R. (1985). Cognitive components of blocking. Written Communication, 2, 91–104.
- Boice, R. (1993). Writing blocks and tacit knowledge. The Journal of Higher Education, 64(1), 19-47.
- Boice, R. (1992). Combining writing block treatments: Theory and research. Behavior and Research Therapy. 30, 107-16.
- Boice, R., & Johnson, K. (1984). Perception and practice of writing for publication by faculty at a doctoral- granting university. Research in Higher Education, 21, 33-43.
- Blanch, N., Forsythe, L. C., Van Allen, J. H., & Roberts, S. K. (2017). Reigniting writers: Using the literacy block with elementary students to support authentic writing experiences, Childhood Education, 93(1), 48-57.
- Erdoğan. E. (2012). Süreç temelli yaratıcı yazma uygulamalarının yazılı anlatım becerisine ve yazmaya ilişkin tutuma etkisi (Unpublished doctoral dissertation). Hacettepe University, Ankara.
- Gillespie, A., Olinghouse, N. G., & Graham, S. (2013). Fifth-grade students’ knowledge about writing process and writing genres. The Elementary School Journal, 113(4), 565-588.
- Hall, B. A. (1998). Writer's Block: Research, Past Remediation, and Recommendations for Future Treatment (Unpublished master thesis). The University of Houston-Clear Lake.
- Hernandez, N., Hoeksema, A. Kelm, H., Jefferies, J., Lawrence, K., Lee, S., & Miller, P. (2010). Collaborative writing in the classroom: A method to produce quality work. Retrieved from: http://www.edb.utexas.edu/cscl/2010/topicpapers/s2paper.pdf
- Humphris, R. (2010). Developing students as writers through collaboration. Changing English, 17 (2), 201-214.
- Huston, P. (1998). Resolving writer’s block. Can Fam Phys, 44, 92–97.
- Lambirth, A., & Goouch, K. (2006). Golden times of writing: The creative compliance of writing journals. Literacy, 40 (3), 146-152.
- Louth, R., McAllister, C., & McAllister, H. A. (1993). The effects of collaborative writing techniques on freshman writing and attitudes. Journal of Experimental Education, 61 (3), 215-224.
- Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis. London: Sage Publications.
- Özbay, M., & Zorbaz, K. Z. (2012). İlköğretim ikinci kademe öğrencilerinin yazma tutukluğu düzeyleri üzerine bir değerlendirme. Türkiye Sosyal Araştırmalar Dergisi, 161, 47-72
- Poff, S. I. (2004). A predictor of writer’s block and writing apprehension (Unpublished doctoral dissertation). University of Southern California.
- Rose, M. (1984). Writer’s block: The cognitive dimension. Carbondale: Southern Illinois University Press.
- Rose, M., & Rose, M. A. (2009). Writer's block: the cognitive dimension. SIU Press.
- Routman, R. (2005). Writing essentials: Raising expectations and results while simplifying teaching. Portsmouth, NH: Heinemann.
- Sutherland, J. A., & Topping, K. J. (1999). Collaborative creative writing in eight year-olds: Comparing cross- ability fixed role and same-ability reciprocal role pairing. Journal of Research in Reading, 22 (2), 154-179.
- Voss, M. M. (2003). Building self-belief: A child overcomes writer's block, Reading & Writing Quarterly, 19(4), 347-361.
- Yarrow, F., & Topping, K. J. (2001). Collaborative writing: The effects of metacognitive prompting and structured peer interaction. British Journal of Educational Psychology, 71 (2), 261-282.
- Yıldırım, A., & Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık.
- Zorbaz, K. Z. (2010). İlköğretim okulu öğrencilerinin yazma kaygı ve tutukluluğunun yazılı anlatım becerileriyle ilişkisi (Unpublished doctoral dissertation). Gazi University, Ankara.
