In this study, the orthography and punctuation problem was evaluated within the context of the curricula and textbooks. The data obtained from both sources were assessed by way of document reviews, and consequently, it was seen that the orthography and punctuation topics existed as learning outcomes only in the curricula for the 1st, 2nd, 3rd, 4th and 5th grades. No learning outcomes related to orthographic or punctuation rules were found in the curricula from the 6th grade to the 12th grade. The picture of the topic of orthographic and punctuation rules in the textbooks is even more blurred. These two topics were included in the textbooks for the first five grades in line with the learning outcomes of the curriculum. No activities related to orthographic and punctuation rules were seen in the textbooks for the 6, 7 and 8th grades. As a matter of fact, this situation ironically matches the curricula. As for the textbooks for the high school, even though the curriculum does not include, there are activities related to orthographic and punctuation rules. This complex situation is naturally reflected upon the teaching applications as well. Thus, the orthography and punctuation problems starting from the primary school continues through the secondary school and high school. The results of this study were compared with those of the studies in the literature, conducted on the orthography and punctuation mistakes of students.
Key words: Curricula, orthographic rules, punctuation marks, textbooks, writing education.
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