تحلیل محتوای کتاب‌‌‌های نگارش فارسی دوره‌‌‌ی دوم ابتدایی بر اساس پیوستار نوشتن (مقاله علمی پژوهشی)

This paper attempted to study the writing tasks of Persian writing textbooks used at primary schools (4th, 5th and 6th grades). The main tool of the research is a taxonomy designed within writing continuum and in accordance to the writing tasks of Persian writing textbooks. The research method of this paper is descriptive-analytic. At first the writing tasks of Persian writing textbooks were accounted and they were classified according to the proposed taxonomy. The data has been analyzed by using (SPSS 20). Results from the codification of 386 tasks showed that the distribution of the items in the taxonomy is not the same. The majority of writing tasks in the writing textbooks (70, 46 %) has been allocated to controlled writing emphasizing on improving the language knowledge and basic lower-level writing skills. It shows that the product-approach is the dominant approach in Persian writing textbooks used at primary schools (4th, 5th and 6th grades). So the textbook designers should pay attention the balance between basic skills and higher-level ones in writing skill. In addition, a significant difference was found between writing tasks of the textbooks in their inclusion of different levels of the taxonomy. It can also be said that as the students proceed to higher grades and their language knowledge and background knowledge develop, the level of writing task designing gets higher.
Extended Abstract:
Writing is a way to produce the language which comes from our thought. Nunan (2003) claimed that learning to write fluently and expressively is the most difficult of four language skills for all students.For this reason, there should be appropriate materials, which cater for the students needs.
This paper attempted to study the writing tasks of Persian writing textbooks used at primary schools (4th, 5th and 6th grades). The main tool of the research is a taxonomy designed within the framework of previous researchers (Juriah, 2015; Hartanti, 2011; Dickson, 2001; Verghase, 1989& …) and in accordance to the writing tasks of Persian writing textbooks.
According to Hyland (2003), since the development of the writing as a distinctive area of scholarship, two major approaches have been introduced: product-oriented approach and process-oriented approach. Product approach sees writing as being primarily about linguistic knowledge. This approach may include the skills of getting the grammar right, having a range of vocabulary, punctuating meaningfully, using the conventions of layout correctly, e.g. in letters, spelling accurately, using a range of sentence structures.The process approach stresses the composing processes of planning, drafting, and revising.The major aim of the process approach is to train writers how to generate ideas for writing,plan  these  ideas, draft and redraft in order to produce a final written paper that is likely to communicate their own ideas. 
Various studies (Verghase, 1989; Dickson, 2001; Hartanti, 2011 &… ) stress the three stages in teaching writing skill: a) controlled writing b) guided writing c) free writing.The controlled writing  emphasizesaccuracy rather than fluency. It focuses on the structural aspect of the language and neglects its communicative aspect. The guided writing concerns with the organization of the material which is given. (Verghase, 1989). Dickson (2001) introduces some prompts to be used  by the teacher or the textbook in guided writing such as pictures, proverbs, short stories and so on. These activities facilitate the act of writing for the students. Free writing means that the students write without any interference, and are encouraged to emphasize content and fluency first.When adopting this method, one should not feel concerned with grammar, punctuation, spelling or style. While free-writing the writer should not reread what s/he has already written. Rather, if stuck on what to write next, just continue to write anything that comes to mind or rewrite the last word until another idea comes to mind. According to Raimes’s (1983) study, for controlled writing students need the following components of writing: syntax, grammar, mechanics, and word choice. In contrast, free writing requires all of Raimes’s components of writing: syntax, grammar, mechanics, word choice, organization, content, the writer’s process, audience, and purpose.
The research method of this paper is descriptive-analytic. At first the writing tasks of Persian writing textbooks were accounted and they were classified according to the proposed taxonomy. The data has been analyzed by using (SPSS 20). Results from the codification of 386 tasks showed that the distribution of the items in the taxonomy is not the same. The majority of writing tasks in the writing textbooks (70, 46 %) has been allocated to controlled writing emphasizing on improving the language knowledge and basic lower-level writing activities. It shows that the product-approach is the dominant approach in Persian writing textbooks used at primary schools (4th, 5th and 6th grades). In addition, a significant difference was found between writing tasks of the textbooks in their inclusion of different levels of the taxonomy. It can also be said that as the students proceed to higher grades and their language knowledge and background knowledge develop, the level of writing task designing gets higher. The textbook designers should pay attention the balance between basic activities and higher-level ones in writing skill.
However, it is dangerous to rely on any single group of writing activities, because each of the three kinds of writing activities has its own function and plays an important role in developing students’ writing abilities. Not only grammatical learning for understanding language functions and usage but also activities such as guided writing incorporated into free composition will encourage students to write their own thoughts.
Therefore, writing instruction should aim to develop students’ practical communication abilities by proactively increasing the opportunities for free writing. However, because the analyzed textbooks included so few guided writing tasks and so many controlled writing tasks, it is better to be included enough guided writing tasks serving as a bridge to greater ability in free writing. The findings of this study can be used both by the textbook designers and teachers.