The aim of this study is to investigate the effect of proven instruction practices on Turkish teacher candidates writing skills. This study was designed according to pretest-posttest without control group model. The participants of the study are 35 first grade students at Eastern Mediterranean University, Department of Turkish Education in the 2011-2012 academic year. As a result of the analysed data, it was detected that proven instruction practices provided a statistical significant improvement on students phenomenon and characters basic components. On the other hand, such applications didnt provide a statistical significant improvement on students sensory organs and editing basic components writing skills.
Key words: Turkish teacher candidates, creative writing, writing skills, story
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