(four square) evan jay gould,judy gould-four square_ writing method for grades 7-9. a unique...

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Written by Judith S. Gould

and Evan Jay GouldIllustrated by Christina D. Schofield

ETLC10190

Teaching & Learning Compa

G r a d e s

7 - 9 f o r

Four SquareWriting MethodA Unique Approach to Teaching Basic Writing Skills

First

Easy to use• fill in the boxes• same format every time• becomes familiar

Also

Be Creative• use own ideas• vivid language• never just one right

answer

In additionHelpful

• organization• focus• can use for any type

of writing

In conclusionFour Square is a greatway to learn because itis easy to use, lets mebe creative, andis helpful to mewhen I write.

Four Square is a great way

to learn to write.

i



Four Square (4)

Writing Method

for Grades 7-9

Written by Judith S. Gould and Evan Jay Gould

Illustrated by Christina D. Schofield

Teaching & Learning Companya Lorenz company

P.O. Box 802Dayton, OH 45401-0802

www.LorenzEducationalPress.com



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ii

Cover photos by Images and More Photography

Pictures © Corel Corporation

Copyright © 1999, Teaching & Learning Company

ISBN No. 1-57310-190-7

Printing No. 987654321

Teaching & Learning Company1204 Buchanan St., P.O. Box 10Carthage, IL 62321-0010

The purchase of this book entitles teachers to make

copies for use in their individual classrooms, only. This

book, or any part of it, may not be reproduced in anyform for any other purposes without prior written per-

mission from the Teaching & Learning Company. It is

strictly prohibited to reproduce any part of this book for

an entire school or school district, or for commercialresale.

All rights reserved. Printed in the United States of

America.

This book belongs to

________________________________

Acknowledgments

Thanks to the students, administration and staff of Windy Hill Elementary School andR.M. Paterson Elementary School for piloting the program and believing in it.

Thanks to Mary Burke for starting the “squaring” andhaving the chutzpa to make us do this.

Thanks to Peter Correa and Barbara Najdzion for technical and artistic support.

ISBN 978-0-7877-8480-5

Teaching & Learning Companya Lorenz companyP.O. Box 802Dayton, OH 45401-0802www.LorenzEducationalPress.com

978-1-4291-1157-7



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iii

How to Use This Book . . . . . . . . . . .5

Section 1: Getting OrganizedLearning the

Four Square . . . . .6

Section 2: Other Forms ofComposition . . . .55

Section 3: Samples of FourSquares andEssays

Expository,

Narrative,Persuasiveand DescriptiveStyles . . . . . . . . .71

Section 4: Four Square andBeyond

Across theCurriculum . . . . . .80

Section 5: Practice PromptsExpository,

Descriptive,Persuasive andNarrativeStyles . . . . . . . .100

Table of Contents



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Dear Teacher or Parent,In collegiate studies of elementary education, future teachers learn about the impor-tance of writing as a language art. Elementary education students are told that itis a vital form of expression and a communication skill which is required for the workforce of the future. Writing is touted as being an interdisciplinary link for classroomteachers to apply almost universally. Today’s grammar school teachers are aware of the authentic assessments that students will face, and that the basic languagearts skills are vital to their success.

Even while writing has taken a stronger role in the elementary schools, a gap hasdeveloped at the primary and secondary levels. High school teachers are quick topoint out that students arrive without the skills to take an essay test or to write aterm paper. Yet elementary school teachers have been reluctant to abandon currentpractices.

While this disparity has existed for a long time, it did not escalate to a crisis propor-tion until states began assessing the writing of their elementary age students. The

disturbing results of the initial tests have proven that our children lack fundamentalwriting skills. Many cannot produce a focused, well-supported and organized compo-sition.

Why don’t we teach writing? When we teach children to read, we give them decodingskills to use. When we teach them science, we give them the scientific method. Whenwe teach mathematics, we give them skills and drill specific facts. And yet, we pro-vide little skill instruction for writing but expect results.

In the following chapters we present a method of teaching basic writing skills thatare applicable across grade levels and curriculum areas. It can be applied for thenarrative, descriptive, expository and persuasive forms of writing. Prewriting and

organizational skills will be taught through the use of a graphic organizer. This visualand kinesthetic aid is employed to focus writing, to provide detail and to enhanceword choice. It is an excellent aid in preparing students for the demand/prompt draftwriting assessments being given throughout the country.

Teaching writing through the use of a graphic organizer empowers students to writewith confidence. Gloria Houston in her article, “Learning How Writing Works,” for theSeptember 1997 issue of Writing Teacher states that “Visual organizers help stu-dents to conceptualize, understand and structure a piece of written discourse suc-cessfully. Organizers eliminate ‘jellyfish writing’ and provide coherence and cohesive-ness in a piece of writing.”

We hope you can use the four square to help teach students writing, thoughtprocesses and study practices.

Sincerely,

Judith S. and Evan Jay Gould

&



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5

Four square instruction and practiceshould be incorporated into a writing pro-gram that is rich with writing experiences.During the learning of the organizer, stu-dents should maintain poetry, shared writ-ing and journal writing activities.

Section 1

Learning the Four SquareEach of these steps typically takes about aweek of instruction and practice. Thereshould be daily modeling and practice. Itis important to remember to keep the writ-ing on the organizer until all steps arecomplete.

Section 2Other Forms of Composition

This section provides the same step-by-step instruction in organizing a composi-tion for the narrative, descriptive and per-suasive styles. It is recommended thatthese be taught after the expository style islearned.

Section 3

Samples of Four Squareand Essays

This section is for instructor reference and

can be used as models for students.There are samples for expository, narra-tive, descriptive and persuasive writing.

Section 4

Going Across the CurriculumFour square is a tool for organizing, sowhy not move it out of the compositionbook and into students’ study habits?There are hints for applying four square in

other subject areas.

Section 5

Practice PromptsA few prompts to get you started. Theseare to be used when the entire processhas been learned.

How to Use This Book



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Section 1

Getting Organized

Learning the Four Square

Support Detai ls

Co n nec t io nsV iv id s



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7

Step 1

Getting Started

Before the 4

We begin our study of organizationand prewriting thought process witha focus on the expository style.There are several reasons for teach-

ing this first. One reason is that stu-dents typically find this the mostdaunting type of writing, and masteryof a difficult form builds confidencefor future application. However,more importantly, expository writingon a familiar or personal topic is aclassic topic of primary grade dis-course and journaling. Studentswant to tell you about the things theyknow best and all the reasons they

love them. These

topics are magi-cally convenient for writing andthought organization practice.

The prewriting organization activitiesused to prepare students for exposi-tory writing are identical to thoseactivities required for the descriptiveand persuasive forms, so no duplica-tion of effort is needed to transferskills. However, the instruction will

focus on the expository because itallows for a combination of descrip-tion and persuasion. Suggestionsfor teaching the difference betweenstyles is included in a later section ofthis book.



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Pre 4 Activities

Understanding Relationships

In order to organize writing intotopics and subtopics, we firstneed to explore the ways thatthings are related. Somewords, objects or ideas arebroad and can encompassother ideas. Beneath thesebroad words, objects or ideaswe can give examples, defini-

tions or subcategories. Beforestudents can develop mainidea and supporting detail,they must understand that thesubordination of one idea toanother is natural and some-thing they have observed intheir world.

Provide multiple examples ofthis relationship’s practice.

Students can be challenged tothink of as many subtopics toan idea as possible, usingcereal brands; rock bands;football, baseball, soccer orhockey teams; television pro-grams or any other familiar andcomfortable topic. We wantstudents to feel like this is a“game” and to achieve immedi-ate success in writing instruc-

tion.

Reproducible worksheets areprovided on pages 9-10 forpracticing this important

con-cept.



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9


Name ______________________________________________

Directions: Fill in the lines beneath the topic with three items that belong as subtopics.

______________________

______________________

______________________

______________________

______________________

______________________

______________________

______________________

______________________

______________________

______________________

______________________

People

Birds

SubjectsThings

to Drink



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Name ______________________________________________

Directions: Fill in the lines beneath the topic with three items that belong as subtopics.

______________________

______________________

______________________

______________________

______________________

______________________

______________________

______________________

______________________

______________________

______________________

______________________

Food

FruitAnimals

Sports



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In this step we move our brainstorming activityonto the four square format. We will continue ourpractice in understanding the relationshipsbetween ideas. The main, broad or general ideais placed in the center box of the four square (box1). The top two boxes (2 and 3) are each used foran example, detail or definition of the central ideain box 1. The lower left (box 4) is used for a sup-porting example or detail as well. The remainingbox, lower right (box 5), will be employed to build asummary or concluding sentence. In practice thisis referred to as the “wrap-up” sentence because itencompasses all the ideas developed in the foursquare in the form of a series sentence.

While introducing the series sentence on instruc-tion this early may cause technical

difficulties, the importance of the wrap-up sentence cannot beunderstated. This all-encompassing sentence is the basis for future development of introductoryand concluding paragraphs. Indeed, the wrap-up is truly the statement of the three-prongedthesis for a thesis and development paper. Just remind students of the need for commas in theserial sentence and get beyond the technical. Throughout four square instruction, spelling andmost technical matters are deemphasized. Our goal is to GET STUDENTS TO THINK!

When this stage is first done with students, it is help-ful to point out the similarities between the basic foursquare and the preschool game “one of these things

is not like the other” as played on television’s Sesame

Street . Remind students that the central topic is theimportant one. All other boxes touch the middle one,so we must stay close to it.

The brainstorming should be an engaging challengeto students, encouraging even reluctant writers toparticipate!

Step 1

4 Brainstorming Three Supporting Ideas

and Writing a Concluding Sentence

1

2 3

4 5



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At this stage, students will be happy to bereminded that thus far you have asked themto write only one sentence!

(Reproducible workbook practice pages forthis stage follow the transparency repro-ducible on pages 14 and 15.)

Snacks

Pretzels Popcorn

Peanuts

Pretzels,popcorn andpeanuts aresnacks.

This example of a basic four square shows

the relationships between the main

idea–“snacks”–and the three sub-

ideas–pretzels, popcorn and peanuts.

It is recommended that students prac-tice this very basic four square repeat-edly. Whole class modeling and coop-erative writing can be used. Small

group work is also very effective inthese early stages of instruction on theorganizer. The basic four square pro-vided on page 13 can be duplicated ona transparency for an overhead projec-tor or opaque machine. Each groupdraws a topic “out of a bag” and therecorder writes it in the center box ofthe transparency with a wet-erase pen.The group then completes the foursquare cooperatively. The use of

groups removes any intimidation andalso promotes the idea that the foursquare is a friendly, game-likeapproach to writing. Teams may evenrace one another. Also, students enjoywriting on the transparencies and plac-ing them on the machine!



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13

Group: ______________________________________________________________



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Board Games

______________ ______________

______________

Wrap-Up Sentence:

______________

______________

______________

Healthy Foods

______________ ______________

______________

Wrap-Up Sentence:

______________

______________

______________

Sports Equipment

______________ ______________

______________

Wrap-Up Sentence:

______________

______________

______________

Things in the “Fridge”

______________ ______________

______________

Wrap-Up Sentence:

______________

______________

______________

Directions: Complete the four square with one item in each box and a wrap-up sentence.

Name ______________________________________________



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Clothing

______________ ______________

______________

Wrap-Up Sentence:

______________

______________

______________

Presidents

______________ ______________

______________

Wrap-Up Sentence:

______________

______________

______________

School Subjects

______________ ______________

______________

Wrap-Up Sentence:

______________

______________

______________

Tools

______________ ______________

______________

Wrap-Up Sentence:

______________

______________

______________

Directions: Complete the four square with one item in each box and a wrap-up sentence.

Name ______________________________________________



TLC1019016

Now the stage has been set for real logical reasoning and persuasion. The next part ofstep one involves only a small change in the challenge. The center box will now contain acomplete sentence. In previous exercises there was only a word or short phrase. The intro-duction of a complete sentence now alters the requirements for boxes 2, 3 and 4. Theseboxes must now contain reasons, examples or explanations that prove box 1 true. Thesereasons, examples or explanations must all be different from one another and must be real,quantifiable reasons, not merely matters of opinion.

Being egocentric, children may not easily identify the distinction between fact and opinion. Ifthey believe that “fun,” “cool” and “awesome” are quantifiable and different from one another,they will have difficulty building a good persuasive or expository piece. To help them under-stand that perceptions are very different and that an opinion is not reliable, start by tellingtwo stories.

Story 1

Teacher: I have just heard a great song. Itis cool, awesome and great. Do

you want to hear it?

Students: (shouting) Yeah!

Teacher: Great. I didn’t know you wereinto opera!

Point out that opera is cool, awesome and great to you, but you may not wish to endure any music that is cool, awesome and great to them.

Story 2

Teacher: I’ve got a great new food here.It’s delicious, wonderful and sotasty.

Students: (if they fall for it a second time)Yeah!

Teacher: Great. I didn’t know you kidsliked liver.

4

Three Supporting Ideas and aConcluding Sentence, Using an Expository

or Persuasive-Type Prompt



TLC10190 17

For further practice in developing strong orpersuasive reasons and examples, encour-age students to “prove” the prompting sen-

tence. The ubiquitous courtroom drama ontelevision has exposed kids to a great deal ofpersuasive argument. This can help themrelate to the need for quantifiable reasons.

A “Prove It!” reproducible worksheet is pro-vided on page 18 for extra practice on thisskill.

One area of difficulty that you mayencounter at this stage involves the intro-duction of a conjunction in the wrap-up sen-tence. Since , Because or Due to usuallywork nicely in this situation.

Because the wrap-up is now stringingtogether different ideas and objects, there isa need to give some attention to the flow ofwriting in the serial wrap-up sentence.

With modeling and ample group practice(overhead transparency or opaque for shar-ing), students quickly assimilate the lan-guage needed for a nicely flowing wrap-upsentence.

If a student is writing wrap-up sentenceswithout consideration of the flow in theseries of ideas, it can be read aloud in astraight monosyllabic monotone deemedthe “Tarzan” voice. They quickly understandthat the sentence lacks flow when it is spo-ken in “jungle talk.” They will seek to avoida “Tarzan” sentence when they hear it readaloud.

To provide continuity from now on, it isrecommended that you use the same

prompt for introduction of additional stages.The familiarity and predictability of the topic

will provide comfort for students while learning additional steps.

The “spaghetti and meatballs” example will be used for introduction of future stages of

the four square development. My favorite meal isspaghetti and meatballs.

Easy to cook Fun to eat

Delicious My favorite meal isspaghetti andmeatballs because

it’s easy to cook,fun to eat and deli-cious.



TLC1019018

Directions: Circle the two reasons that make the best argument for the sentence. Remember to avoid opinions!

1. My school is the best in the world.

a. It’s cool

b. They pay us to attend

c. I like it

d. Candy in the lunchroom

2. The beach makes a good vacation.

a. Awesomeb. Super

c. Cool water

d. Soft sand

3. Pizza is the best food.

a. It rules

b. It’s inexpensive

c. It tastes the best

d.

It has all food groups

4. Basketball is a great sport.

a. Exciting to watch

b. Fun to play

c. Mega, mega cool

d. It’s groovy

5. The best book I ever read was __________________

____________________________________________.

Give three good reasons.________________________

____________________________________________

____________________________________________

____________________________________________

“Prove It” exercise may be completed orally or reproduced to trans-

parency.

Prove It!

Name ______________________________________________



TLC10190 19

Directions: Write a reason, example or explanation in each box to support the main idea sentence in the center box, and write a wrap-

up sentence.

Name ______________________________________________

________________

________

________________

________________ ________________

________________

______________

______________

It is important tohave friends.

________________

__________

________________

________________

________________

________________

______________

______________

My family is

very special.



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Name ______________________________________________

Directions: Write a reason,example or explanation in each box to support the main idea sentence in the center box,and write a wrap-up sentence.

________________

________

________________

________________

________________

________________

______________

______________

Bicycle helmets

are important.

________________

________

________________

________________

________________

________________

______________

______________

Kids should not

start smoking.



TLC10190 21

Step 2

4 + 3Adding Supporting Details

The reasons, examples or explanations cre-ated in the four square stage of organizationnow need further development. In a sense,boxes 2, 3 and 4 will now be “four squared”independently. These details will be devel-oped later to make up the meat of the para-

graphs in the body of the composition. Usingthe four square to develop these ideasensures that details are aligned with mainideas, and a topic sentence starts everyparagraph.

Students may not be so easily convinced ofthis need for expansion of their thoughts.One way to point out the need for elaborationis to “read” the story created by four squarealone.

My favorite meal isspaghetti and meatballs.

It’s easy It’s fun to eat

It’s delicious My favorite meal isspaghetti andmeatballs becauseit’s easy, fun to eatand delicious.

Adding detail and support poses difficultyfor some students. Many are not accus-tomed to elaborating. Writing is not like amultiple-choice examination, and startingtheir brains may be painful for some kids!

The story created by our example wouldread as follows:

My favorite meal is spaghetti and meatballs. My

favorite meal is spaghetti and meatballs becauseit’s easy. My favorite meal is spaghetti and meat-

balls because it’s fun to eat. My favorite meal is

spaghetti and meatballs because it’s delicious. My

favorite meal is spaghetti and meatballs because

it’s easy, fun to eat and delicious.

If read orally, the students will identify the rep-etition and need for detail to enhance thestory.



TLC1019022

Occasionally students will needsome prompting to elaborate on asubject. For an item in boxes 2, 3and 4, ask students to prove, clari-fy or give examples of the word or

phrase at the top of the box.“What’s so good about it?” or“What’s great about thisreason/example?” often engagesthe students’ imaginations a bit.

It is important to remind studentsthat there may not be a repetition of details from one box to another.

Because of difficulty that some

students encounter during thisstep of instruction, it is recom-mended that there be ampleopportunity for practice. Thelessons work well in modeling,group work and individual drills.The overhead transparency groupproject is terrific at this stage, andeach group can have a recorderand a reporter who will read the“story” during sharing.

At this stage you can preview tostudents that they have done allthe hard work of writing a five-paragraph essay!

My favorite meal is spaghetti and meatballs.

It’s easy

• roll up meat

• throw in pot

• pour store-bought

sauce

It’s fun to eat

• twirl on fork

• slurp it

• splatter the sauce

It’s delicious

• tomatoes

• Italian spices

• filling meat

My favorite meal is

spaghetti and meatballs

because it’s easy to

make, fun to eat and

delicious.

Although you have not yet asked students to take

their writing off the organizer and into para-graph form, it is valuable to read them the essayin its formation. At this stage this is the essay.


My favorite meal is spaghetti and meatballs because it’s

easy. You simply roll up the meat, then throw it in the pot

and pour on the store-bought sauce.

My favorite meal is spaghetti and meatballs because it’sfun to eat. I like to twirl it on my fork. It’s fun to slurp. I

always splatter the sauce.


delicious. I like the taste of tomatoes. The Italian spices are

great. The meat is very filling.


easy, fun to eat and delicious.



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Name ______________________________________________

Directions: Write a reason, example or explanation in each box to support the main idea sentence in the center box. Then give

three details for each and write a wrap-up sentence.

__________________

__________________

__________________

__________________

________________

• ________________

• ________________

• ________________

________________

• ________________

• ________________

• ________________

________________

• ________________

• ________________

• ________________

My school is a great school.

__________________

__________________

__________________

__________________

________________

• ________________

• ________________

• ________________

________________

• ________________

• ________________

• ________________

________________

• ________________

• ________________

• ________________

My favorite holiday is _________.



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25

When the students have achieveda general competency in the foursquare plus three stage, it is appro-priate to give them a “writing test.”Students (in this exam) should begiven a one-sentence prompt forthe center of the four square withapproximately 15 minutes to com-plete it. There is a need for expe-diting their thoughts because four

square is a prewriting activity. Evenwhen using an elaborate organizer,we still want students spendingmost of their writing time on thecomposition itself.

Below is a checklist that is a usefulinstrument in evaluating four squareplus three.

Evaluating 4 + 3A Checklist for the Teacher

Evaluating 4 + 3Student Name: ______________________________________________________________

Yes No

1. Are the four square reasons quantifiable and not opinion? ____ ____

2. Is there repetition of detail? ____ ____

3. Are the details logical expansion of the reasons? ____ ____

4. Are the details quantifiable or factual and free of opinion? ____ ____

5. Are there gross mechanical problems in the wrap-up sentence? ____ ____



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Step 3

4 + 3 + CAdding Connecting Words

to Provide Transition Between Thoughts

By now students are developing their thesis(box 1) into three reasons, examples orexplanations (boxes 2, 3 and 4) and support-ing elaboration. These ideas should be dif-ferent from one another. These differences

necessitate the use of transitions betweenideas.

Transition words, or as the formula callsthem CONNECTING words, can bridge thegap between ideas. If there are two similarideas, there is an appropriate connectingword to link them. If there are contrastingideas, there are words that key us to the dif-ference. These connecting words also pro-vide smooth reading when changing para-

graphs. Use of these words is critical to suc-cessful writing. In fact, it is so critical thatstudents should not be asked to rememberthem. Color-code connecting words on wallposters and make them available wheneverthey write. (See pages 29-31.)

To introduce the concept of connectingwords to students, ask for a show of handsof those who have ever worked a puzzle.Most students can identify a puzzle pieceand are familiar with its design. Explainthat connecting words are the “little stickingout part” of the puzzle piece; they arewords that do the same job as that part.Connecting words hold the different piecesof an essay together.



TLC10190 27

The oral reading of our essay at thisstage (Remember, students are writ-ing only in four square form .):


First, my favorite meal is spaghetti and

meatballs because it’s easy. You simply roll up

the meat, then throw it in the pot and pour on

the store-bought sauce.

Also, my favorite meal is spaghetti and meat-

balls because it’s fun to eat. I like to twirl it on

my fork. It’s fun to slurp. I always splatter the

sauce.

Third, my favorite meal is spaghetti and

meatballs because it’s delicious. I like the taste

of tomatoes. The Italian spices are great. The

meat is very filling.

So you can see, my favorite meal is spaghetti

and meatballs because it’s easy, fun to eat and

delicious.

Provide ample practice with this newstep of instruction in modeling groupand individual settings.

The following pages are wall postersand workbook pages for this step.

This explanation lends itself well forthe presentation of the connectingword wall posters. To ensure suc-cess, the words are color coded.Because box 1 is the beginning ofthe piece, no color is necessary. Box2 is colored green (green means“go”). Boxes 3 and 4 are yellow tosignify moving along cautiously. Box5 is red, for we are preparing to stop.

Students love choosing connectingwords. They absolutely cannot getthis stage “wrong” as long as theyselect the word from the appropriatelist. This fosters confidence in stu-dents, and this “easy” stage is abreak from the more intense brainwork required in “+3.”

Continue to read aloud all examplesas they are completed. This will facilitate

the change over to composition.


First

It’s easy

• roll up meat

• throw in pot

• pour store-bought

sauce

Also

It’s fun to eat

• twirl on fork

• slurp it

• splatter the sauce

Third

It’s delicious

• tomatoes• Italian spices

• filling meat

So you can see

My favorite meal is

spaghetti and meat-

balls because it’s easy

to make, fun to eat

and delicious.



TLC1019028

Wall Poster



TLC10190

One reason

First

For example

One example

To begin with

To start with

29

Color the border of this poster green.



TLC1019030

Second

Third

Another reason

Another example

Also

As well as

Too

In addition

Additionally

Color the border of this poster yellow.



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Last

Finally

In conclusion

In summary

In short

So you can see

As one can see

To summarize

Hence

Color the border of this poster red.



TLC1019032

Directions: Write a reason,example or explanation in each box to support the main idea sentence in the center box.

Give three details for each.Then choose connecting words.

Name ______________________________________________

Puzzle Piece

• ________________

• ________________

• ________________

Puzzle Piece

• ________________

• ________________

• ________________

Puzzle Piece

• ________________

• ________________

• ________________

Puzzle Piece

________________

________________

________________

Computers are a great invention.

Puzzle Piece

• ________________

• ________________

• ________________

Puzzle Piece

• ________________

• ________________

• ________________

Puzzle Piece

• ________________

• ________________

• ________________

Puzzle Piece

________________

________________

________________

Everyone should participate in a sport.



TLC10190 33

Directions: Write a reason, example or explanation in each box to support the

main idea sentence in the center box.Give three details for each. Then choose connecting words.

Name ______________________________________________

Puzzle Piece

• ________________

• ________________

• ________________

Puzzle Piece

• ________________

• ________________

• ________________

Puzzle Piece

• ________________

• ________________

• ________________

Puzzle Piece

________________

________________

________________

My home state is the best in the U.S.

Puzzle Piece

• ________________

• ________________

• ________________

Puzzle Piece

• ________________

• ________________

• ________________

Puzzle Piece

• ________________

• ________________

• ________________

Puzzle Piece

________________

________________

________________

Just say no to drugs.



TLC1019034

Step 4

4 + 3 + C + VIncorporating Vivid Language into Writing

Thus far instruction on the four squareorganizer has had the goal of buildingfocus, organization and supporting detailinto students’ writing. This fourth step ofinstruction begins to assist the writer indeveloping a style and to use writing asa craft.

Writing with vivid language is achievedby careful, specific word choice.Sensory experiences are an excellentmeans of providing a vivid expression ofthought. Vivid language in writing lets usknow what the writer sees, hears, feels,smells and tastes. Vivid language isalso heavily involved with the emotionalstate of the writer.

To explain the need for vivid language, studentscan be drawn to a favorite medium–television. Ifyou want to explain everything that happened ona particular program that night, you can say therewas a “really cool car chase” on a favorite detec-tive show. Or you can say, “There was a detectiveshow where this guy was chasing a ’97 redCamaro at high speed up and down the hills ofSan Francisco. They went squealing past rows oftall, brown apartment buildings. The police carscreeched around a corner and whacked into a

mailbox. Then the police slammed into a trolleycar and, boom, it went up in flames. Meanwhilethe bad guys zipped across the Golden Gate untilthey lost control of their Camaro. The tires werescreaming. Then they went silently over the edgeuntil their demise in a tiny splash in the gleamingblue waters below.” Ask students in which inter-pretation is the more vivid description. In whichcan you picture the action?



TLC10190 35

To encourage the use of vivid language, stu-dents need to be probed. When applying avivid word to a particular detail, you need toask students some questions. For instance, if

your detail states “a pepperoni pizza,” ask stu-dents: How does the pizza look? How doesit taste? What do you hear? How does itfeel? How does it smell? What are youremotions at the particular moment youencounter the pizza? The answers to thesequestions clarify the composition for thepotential reader by giving us more of the pic-ture that the writer “sees” in the mind’s eye.

Vivid language writing is not devel-oped overnight, but there are certaintechniques that can be employed toencourage its growth. Students canbuild “Like What?” lists. For instance,a certain attribute may be overusedand not provide a vivid enough pic-ture for the reader. The “Like What?”list can be used to give alternate wordchoices for the writer. It is also an

easy way to get students to include aliterary device–simile or metaphor.

The “Like What?” exercise can beused to produce some ready refer-ences to help writers avoid using jaded language to describe objects orevents. Students can generate listsfrom brainstorming or thesaurus useand post them in a word wall refer-ence area for writers.

Y ou may need to remind students to not get carried away with this. They could develop like fever!

Cold Good Blue

ice as gold the ocean

Alaska whipped cream on hot cocoa the sky

Grandma’s hands air conditioning in the summer an angel’s eyes

a soda can a blueberry



TLC1019036

The oral reading of our essay at this stage(Remember, students are writing only in four square form this far.):


First, my favorite meal is spaghetti and meatballs because

it’s easy. You simply roll up the meat into golf ball-sized pieces,

then throw it in the pot. I use a huge, cauldron-size pot. Pour

on the store-bought sauce. My favorite brand is Mama some-

one or other.

Also, my favorite meal is spaghetti and meatballs because

it’s fun to eat. I like to twirl it on my fork. It looks just like a

twister. It’s fun to slurp because it makes a loud smacking

noise. I always splatter the sauce. When I’m done, it looks like

an explosion.Third, my favorite meal is spaghetti and meatballs because

it’s delicious. I like the tangy taste of red tomatoes. The

Italian spices are great, especially the zippy garlic. The meat is

very filling, like a hamburger.

So you can see, my favorite meal is spaghetti and meat-

balls because it’s easy, fun to eat and delicious.

Pages 37-40 are wall posters and workbook pages forthis step.

Continue to read aloud all examples as they are

completed. This will facilitate

the change over to composition.

A “Like What?” reproducible is onpage 38 so that you can start pro-ducing those lists.

On page 37 is a vivid wordsposter which reminds studentwriters to engage their five-senses-plus-one when providing vivid lan-guage.


FirstIt’s easy

• roll up meatgolf balls

• throw in pothuge cauldron-size

• pour store-boughtsauceMama someone or other

ThirdIt’s delicious

• tomatoesred and tangy

• Italian spiceszippy garlic

• filling meatlike a hamburger

AlsoIt’s fun to eat

• twirl on forklooks like a twister

• slurp itloud smacking noise

• splatter the saucelike an explosion

So you can see

My favorite meal isspaghetti and meat-balls because it’s easyto make, fun to eatand delicious.



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Vivid Words Poster 37



TLC1019038

______________________________

Like What?



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Directions: Write a reason, example or explanation in each box to support the main idea sentence in the center box. Give three details for each.

Then choose connecting words.Supply one vivid for each detail and circle it.

Name ______________________________________________

Puzzle Piece

• ________________

• ________________

• ________________

Puzzle Piece

• ________________

• ________________

• ________________

Puzzle Piece

• ________________

• ________________

• ________________

Puzzle Piece

________________

________________

________________

It is great to be a kid.

Puzzle Piece

• ________________

• ________________

• ________________

Puzzle Piece

• ________________

• ________________

• ________________

Puzzle Piece

• ________________

• ________________

• ________________

Puzzle Piece

________________

________________

________________

My best friend is __________.



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Directions: Write a reason, example or explanation in each box to support the main idea sentence in the center box. Give three details for each.

Then choose connecting words.Supply one vivid for each detail and circle it.

Name ______________________________________________

Puzzle Piece

• ________________

• ________________

• ________________

Puzzle Piece

• ________________

• ________________

• ________________

Puzzle Piece

• ________________

• ________________

• ________________

Puzzle Piece

________________

________________

________________

Weekends are great.

Puzzle Piece

• ________________

• ________________

• ________________

Puzzle Piece

• ________________

• ________________

• ________________

Puzzle Piece

• ________________

• ________________

• ________________

Puzzle Piece

________________

________________

________________

My favorite season is __________.



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41

Because this is the final stage ofinstruction on the graphic organizer,it is an appropriate time to evaluatestudent work. Correcting problemsbefore they get to the compositionstage is ideal. Many studentsresent composing as it is. If wehave them correct and rewriteparagraphs of written material, thatresentment will deepen. The fixing

of a four square is not nearly sodaunting a task.

When evaluating 4 + 3 + C + V,it is important to look for varietyand richness of detail. Also, thereshould be additional informationprovided through the use of vivids.

Evaluating 4 + 3 + C + VA Checklist for the Teacher

Evaluating 4 + 3 + C + VStudent Name: ______________________________________________________________

Yes No

1. Are the four square reasons quantifiable and not opinion? ____ ____

2. Is there repetition of detail? ____ ____

3. Are the details logical expansion of the reasons? ____ ____

4. Are the details quantifiable or factual and free of opinion? ____ ____

5. Are there gross mechanical problems in the wrap-up sentence? ____ ____

6. Is there value added information from the vivids? ____ ____



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42

Rote Instruction

4 + 3 + C + V = 5 Paragraphs

Taking the Writing off the Organizer

1

2 3

4 5

Students have now spent a great deal of time working onthe organizer, having never completed the compositionphase of the writing process. The oral “story readings”performed with the completed four squares at early stagesshould have led to the understanding that this was a part

of a bigger scheme.

When introducing the concept of moving the informationfrom the four square to the multiple-paragraph essay, it isgenerally recommended to do a rote lesson. The wholeclass or group can build a four square together. Then thestory is built one sentence at a time. Use chart paper oran overhead transparency with a simulated piece of note-book paper.

As the composition is being modeled one sentenceat a time, students copy it. This “down time” can beused for instant remediation and reminders of therules of writing in paragraphs. It would seem that nomatter how many times a class is reminded to indent,students don’t remember until they are reminded per-sonally.

The four square has built in a good self-checkingmechanism for sentence building. Since each ofboxes 2, 3 and 4 had four items in them, students canbe reminded to check for four capital letters and four

periods in each of the corresponding paragraphs.

It is important to remind students never to take theshortcut of trying to list all items in each box as onelong sentence. Not only is this poor writing practice,but it is bound to be a run-on sentence.

On pages 43-46 are exercises where the four squareis given, and students need only make the transfer ofskill to composition.



TLC10190 43

Directions: For the given four square,

write the information in the five-paragraph format.

Name ______________________________________________

Paragraph 1

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

Weekends are great.

One reason

Sleep In• wear pajamas

flannel

• don’t showeruntil afternoon

• lounge aroundno rushing

Also

Play Around• roller blade

around neighborhood

• board gamesMonopoly™

• cardsGin Rummy

As well asStay Up Late

• sleepoverspillow fights

• scary moviesbig monsters

• popcornbuttery

In conclusionWeekends are greatbecause you cansleep in, play aroundand stay up late.



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Did you indent each paragraph (five times)? Do you have your capitals and periods? Did you write from margin to margin?

Did you avoid Tarzan sentences?

Paragraph 2

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

Paragraph 3

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

Paragraph 4

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

Paragraph 5

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________



TLC1019046



Paragraph 2

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

Paragraph 3

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

Paragraph 4

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

Paragraph 5

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________



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47

The introductory paragraph is perhaps the mostimportant paragraph in a composition. It is thefirst impression made on the reader. Also, thefirst paragraph makes a promise. Explain to thestudents that the first paragraph in a composi-tion sets the tone of the composition in muchthe same way that a topic sentence sets thetheme of the paragraph. The first paragraph will

be used to promise the topic of discourse, aswell as prepare the reader for the details tocome.

The beauty of the four square writing method isthat nearly all the troubles faced in compositionwill be addressed in the organization stage ofthe writing process. Students at the intermedi-ate level are rarely asked to write a thesis state-ment and paper or at least they are not askedusing that terminology. In the four square, the

students have already prepared this information.By writing the wrap-up sentence in box 5 veryearly in the learning of four square, studentshave already practiced this skill.

Improving the IntroductionParagraph

Writing That Thesis Statement

First Paragraph

1. Topic Sentence(center of four square)

2. Wrap-Up Sentence(without connecting word)

3. Personal/ReflectiveSentence



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Our “spaghetti and meatballs” example

The first paragraph of our“spaghetti and meatballs” essay:

My favorite meal is spaghetti and

meatballs. It’s my favorite because it’s

easy to make, fun to eat and delicious.

I could eat spaghetti and meatballs for

dinner every night.

Pages 49 and 50 are repro-ducible worksheet practice pagesfor the introductory paragraph.

The first paragraph cannow be expanded beyondthe one topic sentence.The topic sentence will

start the composition.The wrap-up sentence willfollow. For the third sen-tence, the students shouldwrite something reflective,thought provoking or apersonal feeling. Usingthis formula gives readerscomfort in reading anessay because they willknow the topic, be pre-pared for coming reason-ing and know the writer’sfeeling.


First It’s easy• roll up the meat

golf balls



Third

It’s delicious• tomatoesred and tangy


• filling meatlike a burger

AlsoIt’s fun to eat• twirl on fork

looks like a twister



So you can see




TLC10190 49

Directions: Write the first paragraph for each four square. Be sure to write topic, wrap-up and personal sentences.

Name ______________________________________________

Thanksgiving is my favorite holiday.

Thanksgiving is myfavorite holidaybecause I seefamily, eat turkeyand watch football.

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

It is important to get a good education.

It is important to

get a good educa-tion so you can geta job, be success-ful and feel goodabout yourself.

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________



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Directions: Write the first paragraph for each four square. Be sure to write topic, wrap-up and personal sentences.

Name ______________________________________________

I enjoy music.

I enjoy musicbecause it’s relax-ing, I like to danceand I love to sing.

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

My favorite teacher is Mrs. Fullam.

My favorite teacheris Mrs. Fullambecause she’s kind,funny and she helpsme learn.

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________



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51

Second in importance only to the introductory para-graph, the concluding paragraph in composition car-ries a great deal of weight. In expository or persua-sive writing, this is the writer’s final chance to bringhome the message to the reader. It is to be usedfor summary and final emphasis of the main idea.

Using the wrap-up sentence in combination with a“red” connecting word works well in bringing closureto the composition. The recounting of ideas should

bring the reader full circle, and the connecting wordsignifies that this is the composition’s end.

At this point of the composition we do not want toadd any new information, because it would not bedeveloped. However, after the final wrap-up sen-tence, it may be appropriate to add a reflective orpersonal sentence. Encouraging students to endwith an exclamatory or declarative sentence usuallygets them thinking. It is also an easy way to getthem to add variety to sentence structure.

Improving the Final ParagraphConcluding the Composition

Final Paragraph

1. Wrap-Up Sentencewith Connecting Word

2. Personal/ReflectiveSentence, Question orExclamation

This formula is an easy way to conclude the composition. Encourage students to make that personal sentence perky!



TLC1019052

Our “spaghetti and meatballs”example

The final paragraph of our“spaghetti and meatballs” essay:

So you can see, my favorite meal is

spaghetti and meatballs because it’s

easy to make, fun to eat and delicious.

I think my mom is making some tonight.Would you like to come over for dinner?

Pages 53 and 54 are repro-ducible worksheet practice pagesfor the concluding

paragraph.


First It’s easy• roll up the meat

golf balls



Third

It’s delicious• tomatoesred and tangy


• filling meatlike a hamburger

AlsoIt’s fun to eat• twirl on fork

looks like a twister



So you can see




TLC10190 53

Directions: Write the final paragraph for each four square. Be sure to include the wrap-up and a personal sentence, question or exclamation.

Name ______________________________________________

My favorite dessert is pie a la mode.

My favorite dessertis pie a la modebecause I like thecrust, filling and icecream.

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

It is great to have a brother or a sister.

It is great to have a

brother or sister tokeep you company,share your childhoodand help you out.

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________



TLC1019054

Directions: Write the final paragraph for each four square. Be sure to include the wrap-up and a personal sentence, question or exclamation.

Name ______________________________________________

Everybody should recycle.

Everybody shouldrecycle because wewill save the Earth,help animals andhave less toxic trash.

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

It is important to have a goal.

It is important tohave a goal becauseit keeps youfocused, gives youhope and makesyou stronger.

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________



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55

Section 2

Other Forms

of Composition

Expository Narrative

PersuasiveDescriptive



TLC10190

Then tell the students, “The sentence on your page is the first sentence of an action andadventure, once-upon-a-time story. Continue writing that story. The objective is to keep writ-ing, no matter what comes into your mind.” Though there may be some moans and groans,even reluctant writers like to participate in this game. If possible, you should contribute tothe writing, too.

After three minutes have passed (akitchen timer is recommended), ask thatpencils be put down, regardless of wherestudents are in the story. The writersthen pass their stories to the left. Eachstudent reads the new story and adds toit, writing for three minutes. This activityis repeated two more times, with the lastwriter getting about five minutes to writea big ending.

Not only do students enjoy this activity,it shows them what can happen to storywriting if they do not plan ahead.

After sharing, it is appropriate to explainthe differences between the expositoryand narrative forms.

To introduce this new and very different style of writing,you should prepare some kind of an icebreaker activity.Expository writing derives its strength from order, pre-dictability and structure. While these criteria are importantin narrative writing, the main purpose of this form is toENTERTAIN the reader.

An activity that works well to break the ice is the “Timed-write-around-the-room.” To start this activity, place a list ofapproximately 10 words on the board. You can chooseany words you like. Seasonal words, names of people

and strong verbs are good choices. Ask students to writeone sentence using a minimum of two of the words on thelist. Once students are done, ERASE THE LIST, or theywill use only those words.

The Narrative StyleIntroducing a New Form of Writing

56



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57

The differences between the two forms can best be exemplified by preparing two basic foursquares on a similar prompt. One has reasons, explanations or examples (usually nouns)for boxes 2, 3 and 4. The other has events for these boxes (usually verbs). Which one istelling the entertaining story?

The narrative four square is the one that shows the ACTION.

Narrative• Entertains

• Has events

• More loosely structured

• Connecting words asneeded

• More dialogue

Expository• Gives information

• States reasons orexamples

• Highly structured

• Connecting words a must

• Few quotations

The best day of my life

Friends Games

Food

Expository Narrative


Skydive Land safely

Meet the

President



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58

4 Stage Narrative

Who was there before the action?

What were they doing before the action?

Where were they before the action?

When does the story take place?Why are the people there?

After the setting is established, the writer needs

to create events for the story. These eventsshould be actions with strong, active verbs. Ifthere is no action, there is no narrative story! Box5 in narrative writing does not have a wrap-upsentence. This box is for the outcome or big end-ing of the story.

Topic PlusWho?What?Where?When?Why?

Event Event

Event Big Ending

The 4 stage in anarrative style

In the first step of building a narra-tive four square, students arerequired to answer the questionsWho? What? Where? When? andWhy? These questions are aimingat a description of the setting beforethe problem or action takes place.



TLC10190 59

Directions: Complete the setting, events and ending for the narrative style four squares.

Name ______________________________________________

Big Ending

__________

__________________

__________________

__________________

Event 3

_________

Event 2

__________________

Event 1

__________________

A time I disobeyed

Who? ______________ What? ______________ Where? ______________

When? ______________ Why? ______________

Big Ending

__________

__________________

__________________

__________________

Event 3

_________

Event 2

__________________

Event 1

__________________


Who? ______________

What? ______________

Where? ______________ When? ______________ Why? ______________



TLC1019060


Name ______________________________________________

Big Ending

__________

__________________

__________________

__________________

Event 3

_________

Event 2

__________________

Event 1

__________________

My sibling read my diary.

Who? ______________ What? ______________ Where? ______________ When? ______________

Why? ______________

Big Ending

________

__________________

__________________

__________________

Event 3

_________

Event 2

__________________

Event 1

__________________

The worst day of my life

Who? ______________

What? ______________

Where? ______________ When? ______________ Why? ______________



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The “+3” step in building a narrative four square is quite similar to the expository form. Thedetails provided will help to elaborate on the events in boxes 2, 3 and 4. In the narrativestyle the details can be thought of as a vehicle to explain “how it happened.”

It may be useful to compare thedetails to a description of ascene on television. If a friendhad not watched the show,describe everything that youcould see.

Remind students to make them-selves aware that each box sig-nifies a new event, and theyshould not get ahead of them-selves. Sometimes kids havethe tendency to kill off the maincharacters in a bloody sceneeven before the action has trulystarted.

61

Event• detail

• detail

• detail

Event• detail

• detail

• detail

Event• detail

• detail

• detail

Big Ending

Details if needed!

The 4 + 3 stage in anarrative style

Topic PlusWho?What?Where?

When?Why?

4 + 3 Stage Narrative



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Name ______________________________________________

Directions: Complete the setting,

events and ending for the narrative style four squares.Then add three details per event.

Big Ending

________

__________________

__________________

__________________

Event 3

_________

Event 2

__________________

Event 1

__________________

The field trip that went bad

Who? ______________

What? ______________ Where? ______________ When? ______________

Why? ______________

Big Ending

__________

__________________

__________________

__________________

Event 3

_________

Event 2

__________________

Event 1

__________________

When I met King Kong

Who? ______________ What? ______________

Where? ______________

When? ______________ Why? ______________



TLC10190 63

Name ______________________________________________


Then add three details per event.

Big Ending

__________

__________________

__________________

__________________

Event 3

_________

Event 2

__________________

Event 1

__________________

My unbelievable dream

Who? ______________ What? ______________

Where? ______________

When? ______________ Why? ______________

Big Ending

________

__________________

__________________

__________________

Event 3

_________

Event 2

__________________

Event 1

__________________

How I became President

Who? ______________

What? ______________

Where? ______________ When? ______________ Why? ______________



TLC10190 65

A very incomplete listFirstNextThenLast

After thatImmediately

One (second/hour/minute/day/year) laterSoon after thatThe next day

Later onIn the beginning

In the endAt (give time)

A long time ago

Long after thatNot long after that

MeanwhileAt the same time

That eveningThat morning

That afternoonToday

Yesterday

TomorrowEtc.



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66

Vivids were made especially fornarrative writing. When anauthor creates a situation that isnot real and tells a tale of eventsthat never happened, he or shemust rely on vivids to make theevent seem real. No matter howfar-fetched these stories seem tobe, the goal of the writer is tomake the audience believe.

The writer must bring the readerto the scene by supplying all thesensory information available.

Vivids are even more importantin narrative writing.

The 4 + 3 + C + V stage in a narrative style

4 + 3 + C + V Stage Narrative

time connector

Event• detail vivid

• detail vivid

• detail vivid

time connector


• detail vivid

• detail vivid

time connector


• detail vivid

• detail vivid

time connector

Big Ending

Details if needed!

Topic PlusWho?What?Where?

When?Why?



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Directions: Complete the narrative four square. Remember to start with the setting and events. Then add details and

vivids. Time connectors are optional.

Name ______________________________________________

Puzzle Piece

• ________________

• ________________

• ______

Puzzle Piece

• ________________

• ________________

• ______

Puzzle Piece

•________

• ________________

• ________________

Puzzle Piece

________

________________

________________

The worm in my French fries

Who? ______________ What? ______________ Where? ______________

When? ______________ Why? ______________

Puzzle Piece

• ________________

• ________________

• ______

Puzzle Piece

• ________________

• ________________

• ______

Puzzle Piece

•________

• ________________

• ________________

Puzzle Piece

________

________________

________________

My teacher became a frog.

Who? ______________

What? ______________

Where? ______________ When? ______________ Why? ______________



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69

The function of the narrative style is toentertain the reader. In doing so, thewriter hopes to attract the reader’sinterest so the reader will want to readthe story.

One method of attracting reader inter-

est is the use of a hook. The hook is aone-sentence device placed at thebeginning of the story. Hooks areused in an attempt to generate curiosi-ty in the reader.

The hook is to be followed by the set-ting and event paragraphs, as usual.

“Hooks” to Be Usedwith Narrative Writing

Several Ways to Engage the Reader from the Start

Hooks to Be Used in Narrative Writing

The Question Have you ever been afraid to fly? Well I was . . .

The Quotation “Run and don’t look back!” my brother shouted.Hyperbole That pumpkin was as big as a school bus.

Fragments Pennies. Pennies everywhere. Far as I could see.

Famous Name or Place The Statue of Liberty, there she stood.

Money Ten million dollars, and all mine.



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The persuasive and descriptive writingforms are organized in a manner verysimilar to the expository. The scale shownmoves from persuasive through exposito-ry to descriptive. Because the expositoryform is a combination of persuasion anddescriptive detail, it lies at the midpoint ofthe scale.

To use four square for the other twostyles, a writer needs to be concernedwith the difference in the topic sentencesfor the body paragraphs; the major differ-ence lies in the intent of the informationcompleted in the 4 + 3 stage.

In the three styles the structure and form are identical. All benefit from the detailed and spe-cific prewriting thought achieved through the use of the four square method.

For examples of four squares and essays in these styles, check the writing examples section.

70

The Descriptive and PersuasiveWriting Styles

Going Right or Left of the Expository



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71

Section 3

Samples of Four Squares

and Essays Expository, Narrative, Persuasive

and Descriptive Styles

T hinkingPlanning

Dra f t i ng

Rev ising



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72

Expository

My home is a special place.

One reason

Big bedroom• room to relax

big bed

• room for friendsplay with computer

• closet spaceclothessports equipment

Also

Fireplace• warm

like a mitten

• cracklinglike my cereal

• smoky smellcampfire

Third

My porch

• screened

no bugs• relaxing

listen to birds

• coolevening breezes

In summary

My home is a special placebecause it has a big bed-

room, a fireplace and aporch.



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My home is a special place. It is special because it has a fireplace,

a big bedroom and a porch. It is a wonderful place to live.

One reason my home is special is because I love my big bedroom. I

have a big bed I can relax on. There is a lot of room for friends so we

can play games on my computer. I need all my closet space for my

clothes and sports equipment like my basketball and tennis racket.

Also, my fireplace is wonderful. On chilly nights it keeps me warm asa mitten. I love to listen to the cracking. It sounds like my breakfast

cereal! The smoky, woodsy smell reminds me of the days when I go

camping.

Third, my home has a terrific porch. The porch is screened, which is

lucky for me. I am a bug magnet! My porch is a great place for relax-

ing. Listening to the birds is a good way to unwind. Even on warmnights the porch is cool because you can enjoy the evening breezes.

In summary,

my home is spe-

cial because it

has a big bed-

room, a fireplaceand a porch. I

couldn’t imagine

living anywhere

else.

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Expository Essay



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Narrative

In the beginningCat food commercial came on

• dancing cats

top hats

• singing about food

“meow-yum”

• I said it wascute

laughed

Just then

He started

talking

• called the commercial

foolishsnarled

• said the food was gross

for dogs

• told me never to buy it again

I thought it was his favorite

Since that day

He has never spoken again.

I stopped buying that food.My cat has restrictions on his TV

time.

During the commercialMy cat hissed

• arched his back

angry

• his hair stood up

like a porcupine

• loud scream

ear-splittingWhen my cat started talking

Who? My cat and I

What? Relaxing

Where? At home

When? In the evening

Why? It had been a long day



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One evening I was relaxing at home. My cat and I were watching

television. It had been a long day, and I needed some time to winddown.

In the beginning of our favorite show, a commercial came on for a

brand of cat food I usually buy. This commercial had adorable little

dancing cats. They were wearing black top hats. The cats were also

singing about the cat food. “Meow-yum, meow-yum,” they sang. I

thought it was cute, and I laughed out loud.

During this commercial my cat hissed, which is not something he

usually does. He arched his back and looked quite angry. The hair on

his back was standing up like porcupine quills. He let out an ear-split-

ting scream.

Just then he started talking. He called the commercial foolish and

snarled at the television. My cat told me that brand of cat food wasgross, and it was only good for dogs, which means that it must be

pretty bad. Then he told me never to buy it again. I had always

thought he liked the stuff!

Since that day my cat has not spoken again. I did stop buying that

brand of cat food. But because of his ill-mannered hissing and growl-

ing, my cat has had a limitplaced on his televi-

sion time.

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Narrative Essay



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Persuasive

The school week should be shortened to three days.

One reason

Relaxation

• stress isn’t healthy

heart attacks

• more time for recreation

watching TV

• catch up on reading

good book

AlsoFamily bonding

• better for children

being loved

• help with homework

private tutor

• sharing experiences

everyday life

In addition

Less use of school buses

• less pollution

better for air • less wear on bus

save money

• less traffic on roads

fewer accidents

Hence

The school week should be shortened

to three days so there can be more

relaxation and more family bonding,with less use of school buses.



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77

Persuasive Essay

The school week should be shortened to three days. There is a clear

need for relaxation and family bonding. Also, this would cause less use

of school buses. The evidence supporting this change is clear.

One reason to shorten the school week is the universal need for

relaxation. Students and teachers under stress are experiencing a

health risk. It could lead to a heart attack. A shorter week would

increase the time allowed for recreational activities such as television

viewing. Perhaps more students would read if there were a shorter week. There are many good books available.

Also, the shorter week would allow time for more family bonding.

More quality time is better for children who are so in need of love.

Parents can take a role in helping their children with homework; they

can act as private home tutors. This shortened week may give par-

ents the time they need to share the experience of spending every daywith their darling children.

In addition, the shorter week will lessen the use of school buses.

Buses are notorious polluters, so giving them two more days off will be

better for the air. Less use of the buses means less wear and tear on

the vehicles, and this would save taxpayer dollars. Having fewer buses

on the road means less traffic, and there would be fewer accidents.

Hence, the school week should be shortened to three days so there

can be more relaxation and more family bonding and less use of school

buses. What student or teacher could disagree?



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Descriptive

Yankee Stadium is a beautiful place.

One reasonThe grass

• green

as a frog

• manicured

perfectly cut

• no weeds

prohibited

Also

Memorial Park

• plaques

delicately engraved

• jerseys

well-worn

• tattered baseballs

signed

Too

The electricity

• always there

the eyes of the children

• shouting fans

Tabernacle Choir

• the memory of greatness

spirits in the air

As one can see

Yankee Stadium is a beautiful place

because of the grass, MemorialPark and the electricity in the air.



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Descriptive Essay

Yankee Stadium is a beautiful place. The beauty can be seen in the

grass and Memorial Park, and it can be felt in the electricity in the air.

I love to visit there.

One reason it is so beautiful is the grass. It is always frog-green.

The lawn is manicured and perfectly cut. Weeds are prohibited from

entering.

Also, Memorial Park is a special place. One can view the plaquesthat have been so delicately engraved in remembrance. There are

jerseys to view that were well-worn by the greats. They have tattered,

old baseballs which have priceless signatures.

The electricity in the air is beautiful, too. It is always there, and you

can see it in the eyes of the children visiting. The shouting of the fans

sounds like the Mormon Tabernacle Choir to the ears of a baseballlover. One can sense the memory of greatness because their spirits

live in the air at Yankee Stadium.

As one can see, Yankee Stadium is a beautiful place because of the

grass, Memorial Park and the electricity in the air. You should catch a

game today.



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Section 4

Four Square and Beyond

Across the Curriculum

Science

Socia l

Studies

Ma t h

The

Arts



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Four square helps students orga-nize their thoughts. Teaching thismethod will help students becomebetter writers. The four square isan elaborate prewriting activity. Itprovides much of the material thatwill be applied in the drafting stageof writing. Four square helps toeliminate common errors that cre-ate a need for rewriting. But four

square alone is not a writing pro-gram.

Students need a variety of activi-ties and approaches to spark theircreative writing interest.Brainstorming on a topic using asemantic map or sensory web isan activity that can be completed before organizing with the four square. Students may havea shared experience to develop their writing skills. Certainly the use of the four square doesnot call for an abandonment of hands-on learning.

After initial brainstorming is underway, the four square is a tool for organizing that experi-ence. It aligns thoughts and prepares them for a composition.

Drafting follows the organizing step. This is the manuscript created by writers that is full oferrors that need fixing, changing and sometimes dumping. It is a natural stage of the writingprocess and certainly not the last. Unfortunately, this is the stage at which most states maketheir writing assessment. That is why we need to make the most of organization; it can helplimit drafting errors.

Revising and editing follow drafting. This stage encourages proofreading and makingstructural changes to a piece where clarification or continuity improvements are needed. Aproofreading poster is on page 83 for duplication.

During the editing step, students should be encouraged to consider their word choices andsentence structure. In writing, it is desirable to “get the most bang for your buck” and avoidthe use of weak language whenever possible.

One way to do this is the use of adverbs and stronger verbs. To develop this sense, a con-test can be played using a sentence with a weak or linking verb. Students can be chal-lenged to write as many strong versions of that sentence as possible.

4 in the Language Arts ProgramUsing Four Square as a Part of the Writing Process



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I am here today.

I stand here today.

I dance here today.

I juggle here today.

I back flip here today.

I hokey-pokey here today.Etc.

A wall poster that has the five senses plus oneformula can be placed as a reminder to studentsabout the vivid language stage. A reproducibleposter is on page 37.

Finally, students need to publish. They shouldoccasionally prepare a composition free of errorsand written for others to see. Sharing of pub-lished work through anthologies or authors’chairs is wonderful for student self-esteem.

Four square is only one step in this process, butit is a critical one and one often not taught. Givenonly the sensory web or semantic map, a studentwill not have a clear direction for composition.

Last year I went to Miami.

Last year I drove to Miami.

Last year I swam to Miami.

Last year I roller bladed to Miami.

Last year I hopped to Miami.

Etc.

This is a fun exercise and students can getcarried away with it. It works well with link-ing verbs.



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83

PUNCTUATIONDo all sentences end with marks?Is there a reason for each mark I used?Did I use at least one question or exclamation?

ORGANIZATIONDid I follow my four square?Do I have good details and vivid words?Is it neat and organized looking?

PARAGRAPHINGDo I have at least five paragraphs?Do I have an introduction and a conclusion?Do I start my sentences differently?

SPELLINGDid I sound out problem words?Did I check a dictionary?

Have I entered the words in myspelling dictionary?



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SuppliesTo keep students on task and writing, it is important to havethe appropriate hardware readily available. A truckload ofpencils and paper is appropriate. It may be cost-effective touse a low-grade newsprint for four square preparation andsave lined manuscript paper for drafting and rewriting.These supplies should be accessible to students so they canrestock without interrupting instruction.

To keep their papers organized,the maintenance of a writing folderis recommended. This foldershould have three sections withpockets. The first section in thefolder can be used to containbrainstorming activities. The cen-ter would hold organizing activities,and the third section would containcompositions. In order to tracktheir work, students should keep a“routing sheet” on the flap of theirfolder. Each composition has anumber, and this number is placedin the upper right-hand corner ofevery paper generated by the pro- ject. The folders should be main-tained in a special location in theclassroom so they are not lost or

destroyed.

Y ou will also need several over-head transparencies with the foursquare reproducible. Using thesewith wet-erase markers worksquite well for group activitiesbecause students’ work can beshared very easily.

Practical Matters

Tips on Making the Writing Program Work



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SpellingSpelling is not empha-

sized throughout four

square instruction nor

through the writing

process. Correct spelling

and usage becomes criti-

cal in the publishing

stage of the process.

Because this is when the

work is prepared for a

reading audience, the

conventional spellings

must be used.

Spelling is also an issuewhen students refuse to

write because they can-

not spell the words and

are not motivated to

check a dictionary or ref-

erence. In these instances, provide them with a conventional spelling under one condition. They

must put the spelling in their personal spelling dictionaries (spiral-bound notebooks work well). As

the year progresses, each student will have more of the common words in a personal spelling dictio-

nary and will ask less often.

85

ConferencingPractical experience has uncovered that students read almost nothing written on a paper, beyond

the grade they achieved. Consequently, it is not a valuable practice to write specific and detailed

notes on a paper. The most effective way to aid in student writing growth is the personal confer-

ence, even if it is the least time efficient. The trick is how to manage a room of 30-plus students

while focusing your attention on one student.

The first requirement is that the others be engaged. Have the class working individually, drafting

compositions. This way there should be no inter-student disputes. The conferences can then be

called individually. Interruptions will occur, but like anything else, it is a matter of procedure. It is

useful to employ an “absolutely no interruptions during conferences” policy. A sign with the mes-

sage “Not Now” may need to be used during the first few conference sessions. Once students see

that you won’t be interrupted, they will be less likely to try.

The individual conference is the most valuable lesson a student receives in writing instruction, so

don’t give up because of management hassles!



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86

Book ReviewThe four square form is an excellent methodof preparing the book review paper, startingin even the earliest grades. Using this for-

mat is less intimidatingwhen they see it in so

many different applica-tions.

Other Uses of 4

in the Language Arts Program

Title

Beginning Middle

EndDid you

like it?

The four square book review

The 4 for Reading ComprehensionFour square can also teach reading comprehension by reading a passage and then buildingthe four square that the writer may have used. One effective way to do this uses the stu-dents’ own writing. An essay that is well-organized and well-written is prepared on a wordprocessor and printed on heavy-duty paper one sentence at a time. These sentences arethen cut up and placed in a can. Each student draws a sentence until none are left. Theobjective is to reconstruct the story. Students must try to find others with similar topics and

details. This is a fun and enriching activity. After the story is re-created and read aloud, theoriginal story can be put on chart paper or overhead transparency. The class then tries tore-create the writer’s four square.

SpeechesFour square, once mastered, is a fabulous method of preparing notes for speeches ordebates. It can contain an entire thesis on one page, including some of the specific detailsand vivid language intended for use. Once trained in writing from the four square, speakingfrom it will be an easy task.



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Volcanoes

What are they? Where are they?

How do theyoperate?

Volcanoes are apowerful naturalforce.

World War II

Causes Battles

TreatiesWW II, a major event in worldhistory

The four square in the expository formadapts well for the sciences. It serves as anexcellent way to review or summarize infor-mation learned about a specific topic. Usingthis method to review can provide the studentwith all the information that is needed for theessay examination, a more authentic form ofassessment.

This basic review-style four square can beexpanded and used as the base for a full-length term paper or research paper.

Certainly the occasion will arise when morethan three points are made about a topic.Another “box” can be created for other cate-gories of discourse. Once students under-stand how each box is developed, they willbe able to add another box in abstraction.

4 in the Sciences

Using Four Square as a Study Aid and a Guide to Writing Papers

A four square used in Earth science

A four square used in history



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4 “Within a 4”

Expanding Subtopics for the Longer Composition

To aid in the development of subtopics for the longer paper, students can use the foursquare to develop each individually. The development of the paper is an easier task if it isviewed as several smaller compositions.

Four square used tocompare two Native

American tribes

Four square is also an excellent tool for comparing information. Completing similar foursquares on contrasting topics gives a clear picture of the similarities and differences.

Iroquois

Territory

Clothing

Foods

Customs

Navajo

Territory

Clothing

Foods

Customs

A four square within

a four square. Others

could then be

completed for battles

and treaties.

Causes of WW II

Unrest inE. Europe

Hitler

Unfair treaty

There weremany causesto WW II.

World War II

Causes Battles

Treaties WW II, a major

event in world

history



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4 in Mathematics

Using Four Square to Organize and Solve Word Problems

Word problems require the employment oflogic and reasoning different from the usualcompute and solve drills. These problemsrequire that students develop their own equa-tion and then perform an unnamed operationto find a solution. These steps are not easilycompleted by the student mathematician.

The mathematics formula works using aP.I.C.S formula. In the “Process” box the stu-dents jot down key words. Certainly lessonswill be spent decoding the process for partic-ular question key words. The “Information”box is for the collection of numerical data. Inthe “Compute” box the problem is written and

computed. The “Solution” box is the areawhere the student places the answer, alongwith any proper terminology.

Question

Process Information

Compute Solution

1. Susan had baked 144 cookies duringthe holidays. She wanted to give some to every girl in her scout troop.There are 12 other girls in her troop. How many cookies will each girl get?

1

÷ 144, 12

144___ = ____

12

12 cookies

each

A four square using the P.I.C.S.

formula for word problems



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4 in the Arts

Using Four Square for Art and Music Appreciation

A major part of the art and musiccurricula in the schools is concernedwith teaching the various characteris-tics in a work and helping studentsdiscern between artists or composers.With this knowledge and the ability todistinguish styles, it is more likely thata child will become an educated artsconsumer.

In music there are some factors thatmake for an adequate student analy-sis. If students can describe andcompare the factors of form, harmo-nization, melody, rhythm and orches-tration, they can learn to synthesizethis information to render a guess asto the composer or musical era.

Four square alsoworks well in the studyof program music.Because these worksare musical piecesthat tell stories without

words, students canuse the narrative ver-sion of the four squareto re-create and writethe story being told.Interdisciplinarylessons such as thesereally make the mostof classtime!

Name of work

Orchestration Harmony

Form

Era ________

Composer

____________

A four square for music style analysis



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4 in the Arts

Using Four Square for Art and Music Appreciation

In classroom instruction of the visual arts,a similarly analytical version of the foursquare can be used. While looking at anew work, students can take notes on afour square on any number of artisticdevices and elements. Box 1 would namethe work and box 5 would state the artistand era. Learning about art in an orga-nized fashion will enable students to take

a more objective look when viewingsomething new. Hopefully, they won’trush to a judgment without looking at thetraits that display the artist’s craft.

Name of work

Light Focus

Color

Era

__________

Artist

____________

A four square for the visual arts style analysis



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92

If all we needed to do to enable students to succeed onwriting assessments was to teach them good writing prac-

tices, our jobs would be simpler. Unfortunately, there is

another problem that writers face. The writing test is, inpart, a reading test. If the writer fails to determine theexact topic and purpose for the essay, even the best org-

anized and most profound writing will not score well.

The information in the writingprompt is usually broken intothree parts. In the first part ofthe prompt the test writers aretrying to set up a scene or getthe writers into a particular stateof mind. They may give a sce-nario or some background infor-mation. This is deemed the“Who cares?” portion of theprompt, for though it may be

useful as a scene setter, if writ-ers pay it too much attention,they will likely write off theintended topic.

Preparing for aWriting AssessmentA Lesson in Reading Those

Troublesome Writing Prompts

Three Partsto a Prompt

1. Who cares?

2. Brain activation!

3. What to write!



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The second part of a writing prompt usuallyasks the writer to engage his or her brain toimagine a scenario or recall information.During the reading of this part of the question,

the writer truly needs to think because thethoughts generated are the seeds for the writ-ing which follows.

The third part of the prompt is the “What towrite” portion, because it is there that theprompt usually lists the specifics for the essayand any requirements for its contents. It isrecommended that the students underline thisportion of the writing prompt because it gener-ally contains the sentence or phrase that will

be the center of the four square.

A Typical Writing PromptTravel in a time machine wouldmake it possible to be at anyhistorical event. Imagine that

your trip takes you to the signingof the Declaration ofIndependence. Tell a story aboutwhat happens.

Who cares?Travel in a time machine wouldmake it possible to be at anyhistorical event.

Brain activation!

Imagine that your trip takes youto the signing of the Declarationof Independence.

What to write!Tell a story about what happens.

93

In this example the student would write My Trip to the Signing of the Declaration of

Independence inthe center of the four square.

Note that the question-writers did not want to

hear about a time machinealone but only as

background information. Recogniz-ing the three

parts of the question helps to avoid this error.



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94

In this example the student would writeWhy I cherish (object name)in the center of the four square. Notethat the question-writers did not want tohear about a fire in someone’s housebut only as background information.Recognizing the three parts of thequestion helps to avoid this error.

Once students have determined thetopic in the essay, they must furtherdetermine the requirements for theaudience and the purpose for the writ-ing. To teach this the T.A.P. acronymworks well: Topic, Audience andPurpose.

A Typical Writing PromptAll people have some objects

that are important to them. Ifthere was a fire in your home,what would you wish to save?Think about what object youcherish most. Write to explainwhy you cherish this object.

Who cares?All people have some objectsthat are important to them. Ifthere was a fire in your home,what would you wish to save?

Brain activationThink about what object youcherish most.

What to writeWrite to explain why you cherish this object .



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T.A.P. Out Those Prompts

Topic (goes in your foursquare center)

Audience (information,description, convincing ora story)

P urpose (expository,

descriptive, persuasive ornarrative)

The T.A.P. acronym is a convenient way to remind students to look for the purpose of theessay. They will need to process the question and key in on any words that direct them tothe desired purpose of the essay.

Expository

Inform

Tell steps

Explain

Examples

Reasons

Persuasive

Convince

Persuade

Descriptive

Describe

Senses

Narrative

Story

Events

“Happens”

95



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96

Directions: Read each prompt. Remember the three parts to the prompt. Be sure to

underline the “What to write” part. Then complete the topic, audience and purpose for

each prompt.

1. Occasionally we find ourselves in a dangerous situation. Think about a time when

you had a narrow escape from danger. Tell a story about the experience.

Topic: (Center Box) ____________________________________________________________

Audience: (Information, Description, Convincing or Story) ____________________________

Purpose: (Expository, Descriptive, Persuasive or Narrative) ____________________________

2. Your school is going to get a new mascot; they need to choose an animal. Think

about which animal you would like for the school mascot. Write to convince your

principal to choose your mascot.

Topic: (Center Box) ____________________________________________________________



3. Everyone has a special place in your home. Where is your special place?

Describe the spot in your home that is your favorite.

Topic: (Center Box) ____________________________________________________________



4. Children often daydream or fantasize about what they would like their lives to be

when they become adults. Hard work and planning can make a dream come true.

Think about your goals for the future. Explain to your reader what steps you will

take to reach those goals.

Topic: (Center Box) ____________________________________________________________



T.A.P. Those Prompts

Name ______________________________________________



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97


underline the “What to write” part. Then complete the topic, audience and purpose for each prompt.

1. Occasionally we find ourselves in a dangerous situation. Think about a time when

you had a narrow escape from danger. Tell a story about the experience.

Topic: (Center Box) ____________________________________________________________



2. Your school is going to get a new mascot; they need to choose an animal. Think

about which animal you would like for the school mascot. Write to convince your

principal to choose your mascot.

Topic: (Center Box) ____________________________________________________________



3. Everyone has a special place in your home. Where is your special place?Describe the spot in your home that is your favorite.

Topic: (Center Box) ____________________________________________________________



4. Children often daydream or fantasize about what they would like their lives to be

when they become adults. Hard work and planning can make a dream come true.

Think about your goals for the future. Explain to your reader what steps you will

take to reach those goals.

Topic: (Center Box) ____________________________________________________________



T.A.P. Those Prompts Answer Key

Name ______________________________________________

My narrow escape from danger

Story

Narrative

I want a guinea pig for our mascot.

Convincing

Persuasive

My porch

Description

Descriptive

I want to be a brain surgeon.

Information

Expository



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98


underline the “What to write” part. Then complete the topic, audience and purpose for

each prompt.

1. The Fountain of Youth is an important historical spot. Imagine that you discovered

the Fountain of Youth. Explain how you felt and what happened.

Topic: (Center Box) ____________________________________________________________



2. Sometimes when things are lost we must put an ad in a newspaper to help find it.

Think about your book bag or knapsack. Describe it for the newspaper ad.

Topic: (Center Box) ____________________________________________________________



3. You work hard around your house doing many chores. You keep up your good

grades. Think about all the things you do to please your parents. Write to per-

suade them to give you a bigger allowance.

Topic: (Center Box) ____________________________________________________________



4. “A dog is a man’s best friend” is an old expression. Think of the ways a dog or

other pet is a friend to a particular person. Tell your reader the ways the dog or

other pet helps this person. Give reasons and examples.

Topic: (Center Box) ____________________________________________________________



T.A.P. Those Prompts

Name ______________________________________________



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underline the “What to write” part. Then complete the topic, audience and purpose for each prompt.

1. The Fountain of Youth is an important historical spot. Imagine that you discovered

the Fountain of Youth. Explain how you felt and what happened.

Topic: (Center Box) ____________________________________________________________



2. Sometimes when things are lost we must put an ad in a newspaper to help find it.

Think about your book bag or knapsack. Describe it for the newspaper ad.

Topic: (Center Box) ____________________________________________________________



3. You work hard around your house doing many chores. You keep up your good

grades. Think about all the things you do to please your parents. Write to per-suade them to give you a bigger allowance.

Topic: (Center Box) ____________________________________________________________



4. “A dog is a man’s best friend” is an old expression. Think of the ways a dog or

other pet is a friend to a particular person. Tell your reader the ways the dog or

other pet helps this person. Give reasons and examples.Topic: (Center Box) ____________________________________________________________



T.A.P. Those Prompts Answer Key

Name ______________________________________________

When I discovered the Fountain of Youth

Story

Narrative

My book bag

Description

Descriptive

I should get a bigger allowance.

Convincing

Persuasive

My dog helps me.

Information

Expository



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100

Section 5

Practice Prompts

Expository, Descriptive, Persuasive and Narrative Styles

Think It ! P lan It !

Write It!

D o I t !



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Directions: Write your story!

Paragraph 1

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

Paragraph 2

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

Paragraph 3

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

Name

_______________________________



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Paragraph 4

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

Paragraph 5

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________



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104

Directions: Complete a

4 + 3 + C + V

Name ______________________________________________

Directions: Read the prompt. Identify the “Who cares?” “Brain activation” and “What to write” parts. Underline the “What to write” part.

A local handyman is looking for someone to work for an hour after school to clean his shop

and help with some easy chores. Persuade the handyman that you are the best person forthis job.

Topic: (Center of your 4 ) ________________________________________________________

________________________________________________________________________

Audience: (Circle one.)

Information Description Convincing Story

Purpose: (Circle one.)

Expository Persuasive Descriptive Narrative

Puzzle Piece

____________________

____________________

____________________

Puzzle Piece

____________________

____________________

____________________

Puzzle Piece

____________________

____________________

____________________

Puzzle Piece

____________________

____________________

____________________



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Paragraph 1

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

Paragraph 2

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

Paragraph 3

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

Name

_______________________________



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Paragraph 4

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

Paragraph 5

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________



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4 + 3 + C + V

Name ______________________________________________


You are planning a trip around the world. You must choose one way to travel. Think aboutall the different types of transportation. Which would you choose? Explain why.


________________________________________________________________________





Puzzle Piece

____________________

____________________

____________________

Puzzle Piece

____________________

____________________

____________________

Puzzle Piece

____________________

____________________

____________________

Puzzle Piece

____________________

____________________

____________________



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Paragraph 1

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

Paragraph 2

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

Paragraph 3

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

Name

_______________________________



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Paragraph 4

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

Paragraph 5

________________________________________________________________________________

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Four Square:The Total Writing Classroom

At last! A companion activity book to the immensely

popular Four Square Writing Method. Chock-full ofprojects and ideas that are tailor-made to work with the

Four Square Writing Method, this volume includes age-

appropriate activities designed

to take advantage of the

Four Square:The Personal Writing Coach

This book in the popular Four Square series provides

a personal coach for students to help them write.

Included are 13 themed units designed to meet the

interests and abilities of students. Each unit brings the

prewriting through art, word association, questions,

poetry, planning and composition of prose. Theexercises will help students learn to be less fearful of

writing assignments and actually make them fun! The

topics are personal ones young

writers will enjoy: themselves,

their families and friends,

their favorite places to go and

things to do, etc.

TLC10446 Grades 1-3TLC10447 Grades 4-6TLC10448 Grades 7-9

Four Square:Writing in the Content Areas

When you give a writing assignment, do your

students respond with, “I have nothing to writeabout”? Obviously, there are plenty of topics available.

What your students need isn’t topics, but the skill of

organizing and clarifying their thoughts around

a topic and developing that

The Four Square Series

Four Square:Writing Method

Teach writing skills using this innovative new approach

that has been proven to work in classrooms just like

yours. This step-by-step approach is built around a

simple graphic organizer that first shows students how

to collect ideas and then helps them use those ideas to

create clear and polished prose. Also available is therevised and updated edition of the book that includes

an enhanced CD filled with additional Four Square

examples, activities, and writing exercises.

TLC10578 Early LearnerTLC10188 Grades 1-3TLC10189 Grades 4-6TLC10190 Grades 7-9

Enhanced CD Included:TLC10579 Grades 1-3

TLC10580 Grades 4-6TLC10581 Grades 7-9

(four square) evan jay gould,judy gould-four square_ writing method for grades 7-9. a unique...

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