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The profound use of discourse makers in the all text genres is an important factor that affects the success of the text’s coherence and cohesion relations. Otherwise, discourse makers; contribute other textuality properties’ prominence, strengthen readability a text and, increase the interaction level of reader with author directly. The writings of authors who do not make effective use of narrative determinants will not be at the desired level in terms of coherence and coherence. In addition, this kind writings might complicate the readers’ tracing of text and might damage literary communication Writing skills can develop by writing education primarily in schools. The topic of discourse makers should be described as prerogative factor of writing process in writing lessons which contain some training applications about techniques for providing literal communication; textual features, mainly coherence and cohesion relations. Actually, the discourse makers are mentioned as "navigational expressions", "transitional expressions", "transitional expressions" in The Turkish Language Teaching Program’s (2016) reading and verbal communication parts, which has been implemented by the Ministry of National Education. Therefore, although the term unity is not provided in this issue, it can be said that the relevant Program offers a suitable legal framework for the development of the determinants of discourse in Turkish lessons. In this context, it is necessary to examine the case of students in using discourse makers. In this study, we examined that using of discourse makers in pupil’s essays by content analysis and we have expressed some suggestions from the problems observed.

Discourse makers, writing education, coherence, cohesion, text.

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    Dear Academicians,

    IJLA's issue 7/1 (March 2019) is published, under the guest editor of Associate Professor Dr. Fulya TOPÇUOĞLU ÜNAL from Kütahya Dumlupınar University and the co-guest editor is Dr. Muharrem Kürşad YANGIL is from Kütahya Dumlupınar University.



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