@article{2017,title={THE EFFECTS OF MENTAL DESIGN MODELS ON THEDEVELOPMENT OF TEXT WRITING SKILLS OF 5TH GRADE STUDENTS},abstractNode={The purpose of the present study was to identify the effects of the Writing Models Based on Mental Design on the students development of text writing skills. In the study of Mental Design Writing Education Model, pre-test post-test control group design was used as the model of it. The program enhancing forming texts including explanatory and informative text types based on mental design was applied to the students by educating them about the education of writing these text types. The study was conducted to 40 fifth grade level students in a school in Bartin in the first semester of 2015-2016 education year. The program including activities designed based on the development of students’ writing skills lasted 17 weeks. Before the process of conducting the program to the students, the researcher prepared a program improving the students’ writing skills. Based on the program, the pilot study was conducted to the fifth grade students during six weeks in the second semester of 2014-2015 education year. The data of the pilot study was used in order to redesign the program by mental design writing model to develop writing skills. The data collection sources appropriate for the writing program were formed by the pilot study. Before the application of the program, the pretest was conducted to the experiment and control groups in order to determine the students’ writing and text forming skills based on mental model. The findings of the pretest showed that there was not statistically significant difference between the groups and they were similar. Through the application, while the experiment group accepted the writing education based on mental model, the control group continued the regular writing activities in the curriculum. After the application, the post-test was conducted to both of the groups. In light of the post test scores, the experiment group students improved writing skills based on mental design. Also, the development level of the writing skills of the control group students remained at a particular level. It was observed that there was statistically significant difference between post-test scores of experiment and control group students. Experiment group students showed higher level of improvement than the control group students. To conclude, it was found that Mental Design Writing Education Model had positive effect on formation of the texts based on the current study.},author={Arzu ÇEVİK-- Fahri TEMİZYÜREK & Firdevs GÜNEŞ},year={2017},journal={International Journal of Language Academy}}