Writing is a process of forming a consistent and meaningful structure by gathering more than one narrative part. Flower and Hayes (1981) consider writing as a cognitive process. There is a target group and purpose for each type of written texts. An author is affected by three processes, namely environment, author’s long-term memory and writing process. De La Paz and Graham (2002) state that writing is a process that requires the planning of various cognitive resources. They think that skill, knowledge and planning can challenge authors in developing writing skills. Chien (2012) considers writing as a process that has an important role to express a person’s thoughts. This process provides the opportunity to reflect writer’s thoughts and opinions to the readers. Kennedy (1998) describes writing in two different ways from each other. First, the productive side, namely background and the second side is a combination of certain linguistic structures. According to the first description, writing is a mysterious process, whereas in the second side it is described as a connection of linguistic parts.

The texts as a final product of writing process need to have a certain number of features. Particularly, texts which are used in language education should be appropriate for target group, reflect the characteristics of text type, and should have some qualities that can be used in the training environment.

The texts used in Turkish language education should show the characteristics of the text type; they should be appropriate for target group’s academic level in terms of vocabulary, sentence features, genre, etc. In addition, if it is a text that will be used in education, it needs to have examples of grammar; shouldn’t include inconvenient expressions in terms of education. Moreover the texts should implicate the beauty of expression of Turkish language; should contribute to student’s personality development by enhancing critical thinking and problem solving skills (Duman, 2010).

In language education, particularly in Turkish language education, the texts as well as the textbooks are required. Teachers have important roles in the effectiveness of the language education since language education cannot be successful without textbooks. Therefore, language teachers should effectively use the textbooks and course books for a successful education. This is only possible through education.

The courses labeled as written expression or writing that we teach in Turkish language teacher education programs can provide pre-service teachers to reach the competence of writing favorable texts. This competence will increase their success in training the students in writing texts.  Turkish language teachers are expected to be careful about choosing texts which are appropriate for the student’s level, the objectives and the topic of course. If teachers think the texts aren’t insufficient he/she should write texts that will fill the gap in educational environment and he/she should use these texts as a teaching material when needed. Thus, teacher can give the message that they want to give with these texts (Coşkun, 2014).

Writing favorable texts for courses is an expected ability from Turkish teachers. Therefore, we try to produce pre-service teachers’ ability in writing texts as a teaching material. Accordingly, we can say the purpose of this study is evaluation of texts written by Turkish language pre-service teachers for using in Turkish courses. The sub goals of this study are

1. Determining whether Turkish language pre-service teachers’ written texts are appropriate for the qualifications of the written texts as a teaching material.

2. Determining whether Turkish language pre-service teachers’ written texts is appropriate for the purpose.

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