The lessons for written expression skills are in the curriculum at all education levels from the primary level to the higher education. However, it is seen in related research that young people who graduate use not the spelling-punctuation rules correctly and effectively while expressing themselves in writing, and that they have significant problems in this regard. In this study, it was aimed to determine the effect of station technique on the success and attitude of written expression of the associate degree students. The research was conducted according to the pretest-posttest pattern with control group. Research sample is composed of 54 students studying at associate degree. In this context, station method was used in the experimental group and traditional teaching method was used in the control group. In the research, the data were collected with the achievement test and writing attitude scale. In the study, quantitative data collection techniques will be made use of. Obtained data was analyzed and reported by using relevant statistical techniques via SPSS 16.0. As a result of the research, it has been determined that the teaching done by station technique is more effective in the written expression success and attitude levels of the associate students compared to traditional teaching.
Writing, spelling and punctuation rules, station technique, achievement, attitude