@article{2018,title={THE ANALYSIS OF WRITING ACTIVITIES IN TURKISH AND ENGLISH NATIVE LANGUAGE COURSEBOOK FOR 11-14-YEAR STUDENTS},abstractNode={In this study, writing activities of the 11-14 years students’ mother tongue coursebooks in the UK and Turkey have been evaluated. To compare the mother tongue coursebooks in Turkey and the UK, data has been collected by using documentary analysis method. Writing activities of the 7th grade Turkish mother tongue books, which were used in 2014-2015 Education year, and writing activities of the Year 8 English mother tongue coursebooks have been analysed. Writing activities have been analysed in the frame of writing techniques and their similarities and differences have been put forward. Writing methods and techniques in the research have been constituted by collecting 64 writing methods and techniques, derived by literature review, under the 17 main titles. In the study, it has been seen that there are more writing activities in Turkish course books than English books in number. In Turkish coursebooks, writing activities generally aim to write sentence or paragraphs; however, in English books writing activities include more detailed and complex exercises which focus on writing paragraphs and essays rather than writing sentences. In Turkish coursebooks, there are few pre-writing and post-writing tasks. In English coursebooks, writing activities are mostly linked to the previous or the next activities, or the writing activities are generally wanted to be done in a process with pre and post writing tasks.},author={Zekerya BATUR-& Mevlüt ELLİALTI},year={2018},journal={International Journal of Language Academy}}