From the moment an individual is born, he/she starts to be raised for the needs of his/her environment. This upbringing ensures both the adaptation of the individual to society and the preservation of the continuity of the social order. This concept of upbringing, which starts in the family, enters the scope of education and training under the roof of the school institution when the child reaches a certain age. Schools prepare plans that include the desired behaviors and learning areas that they will acquire with the curricula determined by the ministry. In the education system in our country, there is a 12-year compulsory process that is graded and covers various learning areas. Children are subjected to planned assessment and evaluation during the transition between levels. These assessments are important in directing children to their interests and abilities. The changing world and changing needs lead to changes in education. Since the 2000s, students who will pass to the high school level have been placed in schools determined by exams such as OKS, SBS, TEOG, and LGS. The content of these exams, which will shape students' future lives, is prepared by experts in the field within the ministry. There are two sections in these exams: verbal and numerical. When the Turkish question structures in the verbal section are evaluated, it is determined that paragraph questions are numerically high. When the paragraph structures are evaluated in general terms, it is possible to make a general judgment in terms of Turkish questions. The exams accessed through MoNE were downloaded online and subjected to content analysis. As a result of the research, it was seen that the subtraction structures in the texts did not have any correlation over the years. The types of omission were classified as subject, complement, object, predicate, and clause omission, and the highest number of subject omission and the lowest number of object omission were found in the texts examined.

Omission, text, exam, Turkish education, text linguistics