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Using a descriptive analysis design with qualitative research methods, ten students were randomly selected from each grade in two schools in Van, Eastern Anatolia, Turkey. Narrative Text Consistency Rubric scores revealed issues such as unclear event relations, abrupt transitions, contradictions, missing conclusions, protagonist inconsistencies, and character non-identification, with levels varying across creative and partially accepted texts.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/consistency-of-the-narrative-texts-written-by-middle-school-students-and-their-textual-creation-levels/602821/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/consistency-of-the-narrative-texts-written-by-middle-school-students-and-their-textual-creation-levels/602821.png","ImageObject",300,407,{"name":92,"@type":93},"dabgoudw","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the study trying to achieve?","Question",{"text":112,"@type":113},"The study aimed to identify and classify consistency problems in narrative texts written by middle school students and determine their textual creation levels.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were students and texts selected for analysis?",{"text":117,"@type":113},"Ten students were randomly selected from each grade level (5th to 8th) from two middle schools in Van. Codes were assigned to the 40 students and their narrative texts for rubric-based analysis.",{"name":119,"@type":110,"acceptedAnswer":120},"What consistency problems were found in the students’ narratives?",{"text":121,"@type":113},"Findings showed problems including difficulty reflecting event relations, shifting narratives between events with sudden transitions, contradictions and irrational transitions between sections, lack of conclusions, inconsistencies about protagonists, and failure to identify characters.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},602821,1792762687,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},3985747860484,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Consistency of the Narrative Texts Written by Middle School Students and Their Textual Creation Levels  \nMustafa Said KIYMAZ1  \nAdıyaman University, Adıyaman, Turkey  \nİbrahim DOYUMĞAÇ2  \nAdıyaman University, Adıyaman, Turkey  \nAbstract  \nThe present study aimed to identify and classify the consistency problems in the texts written by middle school 5th, 6th, 7th and 8th grade students and to determine their textual levels. In the study, numerical data were also used within the context of descriptive analysis design, a qualitative research method. The study group included 5th, 6th, 7th and 8th grade students attending two middle schools in Van province, located in the Eastern Anatolia Region in Turkey. Ten students were randomly selected from each grade level. The texts were analyzed by assigning codes to 40 participating students and their narrative texts based on the grade level. The analysis of the narrative texts written by the students was conducted with the “Narrative Text Consistency Rubric” developed by the authors. The validity and reliability of the rubric were determined based on the expert opinion. The texts written by the students were analyzed based on the rubric by additional 2 faculty members. The study findings demonstrated that the students experienced consistency problems in narrative texts such as inability to precisely reflect the relations between events in the text, alteration of the narrative between the events narrated in the text and sudden transitions, contradictions and irrational transitions between the sections, the lack of a conclusion, inconsistencies about the protagonists, and non-identification of the characters in the story. It was also determined that the number of creative texts was 4, the number of successful texts was 8, the number of texts that could be accepted as a text partially was 9, the number of texts that could be considered in the phase of text creation was 12, and the number of texts that could not be accepted as texts was 7.  \nKeywords: Consistency, narrative text, textual level, middle school students.  \nDOI: 10.29329/epasr.2020.270.10  \n1Assist. Prof. Dr., Adiyaman University, Faculty of Education, Department of Turkish Education, Turkey, 0000-0003-3821- 5499, [mkiymaz@adiyaman.edu.tr](mkiymaz@adiyaman.edu.tr)  \n2Research Assistant, Adiyaman University, Faculty of Education, Department of Turkish Education, Turkey, 0000-0002- 8234-7555, [ibrahim63doyum@gmail.com](ibrahim63doyum@gmail.com)  \nCorrespondence: [ibrahim63doyum@gmail.com](ibrahim63doyum@gmail.com); [idoyumgac@adiyaman.edu.tr](idoyumgac@adiyaman.edu.tr)  \nIntroduction  \nWriting can be considered as an image of the mind of an individual. As a concept, writing is the sum of the codes and symbols that reflect the mental structure of the individual in particular, and the society in general. In other words, writing is a reflection of an individual's personality. The act of writing, which is a reflection of an individual's personality, is a process. Accurate management of this process could only possible through taking the achievements, goals and activities associated with writing in the education and instruction programs into account and conducting related writing practices.  \nWriting, a time consuming and challenging act, is a mental process. According to Hartley (2008), this process includes four stages: planning, writing, editing and review. Since writing is a constantly changing and developing process, the first stages of this process are associated with planning and design/thought, while the final stage is associated with editing and review. According to Wellington (2003), planning could be considered as a prerequisite for good writing practice. Therefore, the first stage of textual creation, planning is the main element of the text and it is indispensable for creating a solid text. Writing is directly associated with thinking. Because, creating a text is the task of organizing ideas. Thus, it is obvious that someo","cbCaifobF5JBRAyh","https://ap.wps.com/l/cbCaifobF5JBRAyh","pdf",285621,26,"English","# Abstract\n# Introduction\n## Stages of writing and planning\n## Sentence-to-text transitions and consistency\n## Text integrity and discourse elements\n## Criteria for defining text","[{\"question\":\"What was the study trying to achieve?\",\"answer\":\"The study aimed to identify and classify consistency problems in narrative texts written by middle school students and determine their textual creation levels.\"},{\"question\":\"How were students and texts selected for analysis?\",\"answer\":\"Ten students were randomly selected from each grade level (5th to 8th) from two middle schools in Van. Codes were assigned to the 40 students and their narrative texts for rubric-based analysis.\"},{\"question\":\"What consistency problems were found in the students’ narratives?\",\"answer\":\"Findings showed problems including difficulty reflecting event relations, shifting narratives between events with sudden transitions, contradictions and irrational transitions between sections, lack of conclusions, inconsistencies about protagonists, and failure to identify characters.\"}]","Consistency of the Narrative Texts Written by Middle School Students and Their Textual Creation Levels | PDF",1792095291,66]