There are various types of academic writing. Among these types, article is the most commonly used one. Publishing an article is important both in terms of academic development and in terms of academic title acquisition. The publication of the article in an academic journal depends on the success of the review process. Examination of the referee evaluation forms used for evaluation by the referees before the publication of the article is important in terms of drawing the boundaries of the academic writing. The purpose of this study is to examine the article referee evaluation forms in terms of academic writing. In this study, which is planned as a qualitative research, the aimed data are summarized as follows: 2 journals which are included by SSCI, SCIExpanded and AHCI index, 3 journals which are published in Turkey and which are included in international indexes related to education determined by the Council of Universities Council, 5 journals, including 5 from ULAKBİM Social Sciences Database and 5 from Dergi Park and total 15 journals. Content analysis was carried out by reading referee evaluation forms of these journals. In the study, the data obtained from the referee evaluation forms are primarily coded. Then the encoded data are grouped together. From this grouping, categories and theme were reached. The resulting categories and themes are arranged, frequency and percentage distributions of the categories are added. This research revealed that there are differences in terms of article review criteria in referee evaluation forms. It has been determined that the categories reached in the research range in the referee evaluation forms range from 6.6% to 100%. The referee evaluation forms were found to be inadequate in terms of academic writing. It is thought that the results of the research can be used in the development of academic writing content and referee evaluation forms in Turkey.One of the elements of Turkish education as the main language is writing education. Primary school, secondary school and high school programs have included writing studies. However, there is no planned and widespread study of this area in universities. Apart from open education and distance education students, 3.536.787 students are studying at pre-license, undergraduate and graduate levels in Turkey according to Council of Higher Education’s 2015-2016 Academic Year data. Reading and writing have important place among the four language skills at the higher level of education where so many learners receive academic education. Because, for academic success in higher education, students have to read academic texts written by scientists and write academic texts. Writing in the academic environment is found in the literature as academic writing. However, there is no education in primary and secondary schools about academic writing, nor is there a planned education at pre-license, undergraduate and graduate levels in Turkey. What academic writing is and how to upskill it is a topic that needs to be investigated in terms of the development of this field. One of the points to look for in-depth insights into this issue is article referee evaluation forms. Examination of the forms used for evaluation of the articles before they are published is important in terms of drawing the boundaries of academic writing. The purpose of this study is to review article referee evaluation forms in terms of academic writing. Method The study is planned as qualitative research. Academic journals in education science field and some social science journals that have researches on educational sciences constitute the universe of this research. 15 journals including 2 journals that are included in SSCI, SCIExpanded and AHCI indexes; 3 journals that are included in international field indexes determined by Republic of Turkey University Council Committee and are related to education and published in Turkey; 5 journals from ULAKBİM Social Science Database and 5 journals in DergiPark constitute the sample of this research. Content analysis was done by reading 15 referee evaluation forms. The data obtained from the referee evaluation forms were primarily coded in this study. Then the encoded data were grouped together. Themes were reached from this groups. The resulting codes and categories were arranged, frequency and percentage distributions were added. Conclusion and Discussion Categories were generated from the data on the referee evaluation forms. The themes were arranged according to these categories. Themes are six pieces including introduction, method, development, result, language and other. A total of forty categories including ten in the introduction theme, five in the method theme, three in the development theme, five in the result theme, two in the language theme, fifteen in the other theme have been reached. It has been found that the range of taking part of categories in referee evaluation forms was in a wide range from 6.6% to 100%. Language and expression category took part in all forms at 100%. This was followed by headline (at 93.3%), summary (at 80%), thoughts at (73.3%) categories. In the introduction theme, introduction was located in one form (6.6%), heading was located in fourteen forms (93.3%), abstract in Turkish was located in twelve forms (80%), abstract in English was located in five forms (33.3%), keywords were located in four forms (26.6%), importance of study was located in one form (6.6%), problem statement was located in six forms (40%), come up and scope of subject matter were located in three forms (20%), purpose was located in ten forms (66.6%), literature review was located in five forms (33.3%In the method theme, method was located in eighteen forms (40%), research design was located in three forms (20%), data collection technincs were located in three forms (20%), data analysis was located in five forms (33.3%). The method section is a point in which a researcher tells us how the research was carri