此文档是毕业设计外文翻译成品（ 含英文原文+中文翻译），无需调整复杂的格式！下载之后直接可用，方便快捷！本文价格不贵,也就几十块钱！一辈子也就一次的事！外文标题：Evaluation of Secondary School Students Writing Fluency Skills外文作者：Arzu Atasoy， Mehmet Temizkan文献出处: Educational Sciences: Theory and Practice 2018(5) October 2018 (如觉得年份太老，可改为近2年，毕竟很多毕业生都这样做)英文6177单词，39265字符(字符就是印刷符)，中文9137汉字。（如果字数多了，可自行删减，大多数学校都是要求选取外文的一部分内容进行翻译的。）Evaluation of Secondary School Students Writing Fluency SkillsAbstract：Developed to evaluate secondary school students writing fluency skills, this study is descriptive in nature and uses a mixed method approach. During the research, the researcher attempted to identify students abilities to write in terms of quantity and complexity, on the one hand, and also attempted to identify findings on accuracy, the organization of ideas, and the obstacles to fluent writing using qualitative data collection tools. The research population consisted of 379 secondary school students in the city center of Hatay, Turkey.Students were given 5 minutes to write, with most texts reaching between 91 and 125 syllabes. Students texts scored 5 points, 19-36 points, and 3 points on the “Accuracy,” “Syntactic Complexity,” and “Organization of Ideas” dimensions, respectively. Students lexical diversity was found to be 17.48% when taking polysemy into account, however, the lexical diversity ratios of the students are 20.9%. The lexical density percentage of students was found to be 86.01%Keywords：Fluent writing，Secondary school students，Organization of ideas ， Lexical complexity ，Syntactic complexityA work that expresses itself well has specific characteristics. Not only do such works include proper grammar, spelling, punctuation, and syntax rules, their ideas are organized in a rational and cohesive manner (Demiray, 1973; Ertan, 1968; Kavcar & Kantemir, 1986). Complex, yet still understandable, sentence structures (Kavcar & Kantemir, 1986) and a multitude of vocabulary items are used in the text. A person with good expression skills organizes his/her text taking these characteristics into consideration, does have difficulty in organizing cohesive ideas, and does not waste much time writing. The more a persons writing level develops, the more his/her skill in fulfilling the requirements of written expression improves. This lays the groundwork for fluency.The word fluent is defined as having the characteristic of being fluid, easily understood, readable, clear in terms of meaning, and being cohesive.Fluency is defined as being fluent, the characteristic of a word, writing, and expressions being fluent in the Turkish Dictionary (2005). According to Schmidt (1992), the words fluent and fluency have been generally used in a non-technical manner. We can state that the situation in question applies to us as well. We can describe a film that we have watched or a text that we have read as being fluent in daily language. Just as we can describe body movements or a psychomotor performance, like a dance, as being fluent based on body coordination, so can we describe language skills, like speaking, and reading, as being fluent depending on how well they convey the performer or speakers intended message. When we say, “The last film I watched was so fluent that I couldnt understand where the time went,” “It was such a fluent and absorbing book that I finished it right away,” or “My friend speaks English very fluently,” we actually touch upon some common characteristics related to the concept of fluency. Therefore, the word fluent has a very broad area of use, from how its used in daily language to how its used as an academic term. The common denominator of the concept of fluency includes such meanings as “being fluid, being cohesive, and not losing the characteristic of being whole.”Although fluency is used frequently in daily language, it varies in terms of its technical definition and how it is measured. This variability is also reflected in literature in which numerous perspectives have been formed about it. Researchers have stated that fluency is the amount obtained at a certain extent in a given time (Chenowith & Hayes, 2001; Lannin, 2007; Wolfe-Quintero & Kim, 1998) without putting in too much effort, without experiencing difficulties (Brand & Brand, 2006; Schmidt, 1992; Zutell & Rasinski, 1991), without stopping for a long time or being interrupted (Casanave, 2004; Fillmore, 1979; Shekan, 2009), and is related to the consistency and coherence of the created written or oral product (Fillmore, 1979; Lannin, 2007).There is a close relationship with fluency and language skills. For instance, reading is a language skill closely related to fluency. According to researchers (Baaran, 2003; Batu, 2012; Keskin, 2012; Kuhn, Schwanenflugel, & Meisinger, 2010; Rasinski, 1989), the criteria on which fluent reading is based are generally accuracy (word recognition), automaticity (speed), and prosody. According to Akyol (2006), fluent reading may be defined a