An Effective Approach to Teaching Paragraph Writing For struggling students, writing can prove to be a daunting task.

It is especially difficult for them to internalize fundamental skills need to develop well-written compositions. Direct and systematic writing instruction using a step-by-step approach can help these students not only become better writers but also foster an I can do it attitude. One such approach proven successful is called the Four Square method. Through the use of a simple graphic organizer the four-square students can eventually learn to write a variety of forms of composition; including expository, narrative, persuasive, and descriptive paragraphs and essays. Students as young as first graders can learn to write properly structured paragraphs with a topic sentence and conclusion at a very early stage; and if the four-square is used throughout the grade school years, students by high school can write well-developed compositions of five or more paragraphs, complete with introductory and concluding paragraphs. Here are the steps. Each step should be practiced until students can confidently and independently perform them before moving to the next step. For a more detailed look at this approach and plenty of examples and prompts, refer to the resource cited below. Pre 4-Square activities: Before students can develop main ideas and supporting details, they need to have an understanding of how things are related and practice seeing the subordination of one idea to another. Provide plenty of practice by having students think of as many subtopics to an idea as possible: For example, under the topic or main idea of sports could be the subtopics of soccer, basketball, baseball, and tennis. Step 1: 4-Square: Brainstorming three supporting details and writing a concluding sentence: The next step is to move the brainstorming of related ideas onto the graphic organizer. The four square organizer looks like this:

1 4 5

The main, or general, idea is placed in the center box of the four square (box 1). Boxes 2, 3, and 4 are used for supporting details. The lower right box (box 5) is used to build a summary or concluding sentence. In the early stages this is referred to as the wrap-up sentence because it encompasses all the ideas developed in the four square in the form of a series sentence. Since this wrap-up sentence is basis of developing good introductory and concluding paragraphs in essay and thesis papers, it is important to establish the concept of a series sentence (just remind them where the commas go) and the foundation will be built. Here is an example of a completed basic four square at this stage:

Apples

Oranges

Fruits Cherries Apples, oranges, and cherries are fruits.

For younger students, a feeling sentence (i.e. I love to eat fruits. ) in place of the wrap up can be used initially when teaching this stage, and later on when students are confident in placing ideas in the proper places on the organizer, lessons can be used to practice writing wrap-ups using the same topic and details.

Step 2: 4 Square: Three supporting details and a concluding sentence using an expository or persuasive-type prompt: Now the center box will contain a complete sentence (prompt), and boxes 2, 3, and 4 will contain reason, examples, or explanations that prove box 1 true. These details must be all different from one another, real, and not simple opinions. Here is a completed example of a four-square at this stage:

Pretty snowfalls

Get to play in snow

Winter is a great season. Have hot chocolate

For younger students learning this for the first time, the completed four-square might look like this, where the details are written as complete sentences and a feeling sentence (see note above) takes the place of a wrap up sentence such as I love winter.

I get to go sledding.

I get to make snow forts.

Winter is a great season. I get to have hot I love winter. chocolate.

Step 3: especially for younger students and beginners: After lots of practice at this stage, the writing can be taken off the organizer and put into paragraph form. Provide appropriate amounts of modeling and lots of practice in taking the information from the organizer and putting it into proper paragraph format. 4 Square + 1: Adding more details: Once mastery is achieved at writing 5-sentence paragraphs, younger students can build 8-sentence paragraphs by adding one more detail to boxes 2, 3, and 4. Use the same prompts and organizers worked on previously. For example, under I get to go sledding, an added detail might be, My favorite place to sled is at the park. Once this is mastered, again the students can be taught to take these eight sentences off the organizer and put into paragraph form. This level of mastery can be typically achieved by the end of the first grade year (or earlier if this method is taught beginning in second, third, or later grades). As emphasized earlier, each step should be practiced until students can confidently and independently perform them before moving to the next step. For a more detailed look at this approach and plenty of examples and prompts, refer to the resource cited below. 4 Square + 3: Adding more details: Now these reasons, examples, or explanations need further development by adding three supporting details in boxes 2, 3, and 4. Adding detail and support can be difficult for some students since many are not accustomed to elaborating. Students will be challenged to strain their brains. At this time, again, it is important to remind students that there may not be a repetition anywhere on the four-square. Here is a sample 4-square + 3:

I love snowfalls Look at pretty snowflakes Turns everything white Help Dad shovel Get to warm up Drink hot chocolate Sit by the fireplace

Get to play in snow go sledding make snowmen build snow forts

Winter is my favorite season.

Winter is my favorite season because I love snowfalls, get to play in the snow, and like to get warmed up.

 Snuggle in warm quilt

Because of difficulty that some students encounter during this step of instruction (elaboration), give lots of opportunity for practice modeling, whole class work (an overhead works great for this) group work, and individual exercises. At this stage you can tell students that they have done all the hard work of writing a fiveparagraph essay! 4 Square + 3 + C: Adding connecting words to provide transition between thoughts By now students are developing their thesis (box 1) into three reasons, examples or explanations and supporting elaboration (boxes 2, 3, and 4). Connecting (transition) words are now needed to provide for smooth transition and reading between what will become paragraphs. Use of these words is critical to successful writing. It is so critical that students should not be asked to remember them, but instead, be provided the list as a wall poster on the classroom wall. They should be color-coded to show which words go where: Box 1 is the beginning of the piece and does not need connection. Box 2 is coded green (green means go ). Boxes 3 and 4 are yellow to signify moving along cautiously. Box 5 is red, for we are preparing to stop. Box 1 (green) One reason First First of all For example One example To begin with To start with Box 2 and 3 (yellow) Another reason Second/Secondly Third/Thirdly Another example Also as well as too Box 5 words (red) In conclusion In summary In short So you can see As one can see To summarize To conclude Hence Additionally Last/lastly (box 3 only) Finally (box 3 only)

Students love choosing connecting words. They simply cannot get this stage wrong when they select words from the appropriate list. This fosters confidence in students, and this easy stage is a break from the more intense brain work required in +3. To begin with, I love snowfalls Look at pretty snowflakes Turns everything white Help Dad shovel Finally, Get to warm up Drink hot chocolate Sit by the fireplace Snuggle in warm quilt In addition, Get to play in snow go sledding make snowmen build snowforts

Winter is my favorite season.

Winter is my favorite season because I love snowfalls, get to play in the snow, and like to get warmed up.

4 Square + 3 + C + V: Incorporating vivid language into writing This step helps the writer develop personal writing style by using carefully chosen specific words to provide sensory details and imagery for the reader. To help students come up with precise words, provide opportunities in generating them through practice using: 1) Like What? lists: cold like ice, Alaska, a soda can; and 2) Sensory description lists How does it feel, look, smell, hear, taste? Remind students that they are to show the reader, not just tell the reader. They can list several words under each detail in the organizer and later decide which ones to use. Addition of vivid language furthers elaboration and enhances maturity of writing. Building these descriptions prepares the writer for longer and more complex compositions. To begin with, In addition, I love snowfalls Get to play in snow - Look at pretty snowflakes delicate, dainty - Turns everything white Like a blanket - go sledding at Hoyt Park - make snowmen handsomely chubby - build snowforts ice fortress

- Help Dad shovel invigorating Winter is my favorite season Finally, Get to warm up - Drink hot chocolate rich and creamy - Sit by the fireplace Crackling, toasty warm - Snuggle in warm quilt Cozy, with a good book

Winter is my favorite season because I love snowfalls, get to play in the snow, and like to get warmed up.

Now all that is left is to take the writing off the organizer to develop the 5-paragraph essay; even the introduction and conclusion are taken from the organizer!

Here, we show how the information in the organizer is lifted off and developed into a 5paragraph essay.

To begin with, Love snowfalls - Look at pretty snowflakes -delicate, dainty - Turns everything white Like a blanket

In addition, Play in snow - go sledding at Hoyt Park, zip down hill - make snowmen handsomely chubby

- build snowforts - Help Dad shovel ice invigorating fortress Winter is my favorite season Finally, Warm up So you can see, - Drink hot chocolate Winter is my favorite rich and creamy season because I love snowfalls, playing in - Sit by the fireplace the snow, and getting Crackling, toasty warmed up. warm - Snuggle in warm quilt Cozy, with a good book For this step, modeling is crucial. I use an overhead and a class-developed four-square and model this process ONE SENTENCE at a time. The students COPY it. Students will see that each box represents a paragraph, and thus when started, is indented. Students are also modeled sentence construction from phrases. Heres how the 5paragraph essay would look, with the introductory paragraph (1) and the concluding paragraph (5) NOT developed yet.

Winter is my favorite season. To begin with, winter is my favorite season because I love snowfalls. I like to look at all the pretty snowflakes. Each one is different, and they all look delicate and dainty. The snow turns everything white, covering the whole ground like a blanket. Afterwards, I love to help Dad out with the shoveling. It is invigorating working up a sweat in the cool air. In addition, winter is my favorite season because I get to play in the snow. I enjoy sledding at Hoyt Park where I can zip down the hill. Each year its fun to make at least one snowman and try to get him looking handsomely chubby. I also like to build snow forts with lots of rooms and a tunnel or two. They look like ice fortresses to me. Finally, winter is my favorite season because I get to warm up. Hot chocolate is my favorite warm-up beverage. I go for the rich, creamy cocoa flavor. Another thing I like to do to get warm is sit by the crackling fire. It makes me feel warm and toasty. Snuggling up in a warm quilt is great, too. I feel all cozy with a good book to read. So you can see, winter is my favorite season because I love snowfalls, playing in the snow, and getting warmed up. To develop the first (introductory) paragraph, three things are used: 1) Topic Sentence (center of four-square) 2) Wrap-Up Sentence (without connecting word) 3) Personal/Reflective Sentence The first paragraph of the winter essay would then read: Winter is my favorite season. Its my favorite season because I love snowfalls, playing in the snow, and getting warmed up. I could be outside all day on a snowy day. To develop the last (concluding) paragraph, two things are used: 1) Wrap-Up Sentence with Connecting Word 2) Personal/Reflective Sentence, Question, or Exclamation The last paragraph of the winter essay would then read: So you can see, winter is my favorite season because I love snowfalls, playing in the snow, and getting warmed up. It' s snowing now how about a snowball fight? These formulas are an easy way to develop simple introductory and concluding paragraphs. Encourage students to be creative in their personal sentences. This concludes the steps in the 4-square process. Once students are comfortable with this process, the four-square can be used for other forms of writing such as expository, narrative, persuasive, and descriptive writing with a couple modifications. It can also be integrated into the content areas.

Here are a couple samples of how they can be used as such: Narrative Event 1 - detail - detail - detail Event 2 - detail - detail - detail
The vacation that went bad. Who? What? Where? When? Why?

Reading a book review Beginning Middle

Event 3 - detail - detail - detail

Big Ending Details if needed

End

Title Did you like it?

Social Studies Causes Battles

Science Sandy soil - detail - detail - detail Clay soil - detail - detail - detail Treaties
World War II

WWII, a major event in world history.

Loam - detail - detail - detail

There are three kinds of soil.

Wrap-up