4 Square Writing for Short Response Questions Based on the Four Square Technique by Judith and Evan Gould

Can be used with….. Any style of writing where students are asked to defend their statements with evidence: (Hint…this should be all types of writing that we do in our classrooms  ) Narrative Informational Expository Persuasive *Students at all levels of writing can use the four square technique!*

How to set up your paper Fold a piece of copy paper in ½  THEN….. Fold it in ½ again.

How to set up your paper contd…. Fold over the folded edge of your paper to create a triangle. Unfold your paper to reveal 4 squares with a diamond in the middle.

Writing Process: The following slides will walk you through the writing process or content of the 4 square method. Thoughts: *You may want to have a finished example ready to use on the document camera as you go through the process with your students. * You can pair a struggling writer with a more advanced writer to have them work collaboratively on their first go-round. This ensures that all students have an accurate first attempt to model their future efforts on!

Step One: The Diamond Inside the diamond students should write ‘Hook’. To guide them, you may suggest different approaches (statistics, strong statements, or quotes). PRACTICE PROMPT: How does Andrea Kong’s experience being multicultural compare to Alicia Robinson’s?

The Diamond…part 2 Don’t fret if all of your students use questions as hooks. We can work with that! Try having them reword their questions into strong statements! QUESTION STRONG STATEMENT Did you know that cheerleading can be dangerous? Cheerleading is a dangerous sport that causes a multitude of injuries each year. Have you ever had a hero? Finding someone you call a hero can be a life changing experience. Did you know that it’s possible for two different people with multicultural backgrounds can be similar in many ways? Although one might assume that two different people who come from several different cultures, they do have a lot in common.

Step Two: Topic Sentence In the top left-hand corner, have students write their topic sentence. To ensure that they focus on the desired material, practice having them restate the prompt. PRACTICE PROMPT: How does Andrea Kong’s experience being multicultural compare to Alicia Robinson’s?

Topic Sentence…part 2 Students often struggle with identifying what the prompt is REALLY asking. Having them practice underlining important direction words (describe, compare/contrast, discuss) as well as vocabulary will help them hone in on the topic at hand. PRACTICE PROMPT: How does Andrea Kong’s experience being multicultural compare to Alicia Robinson’s? Reminding students that they should mention all underlined vocabulary words their sentence is a great tip!

Step Three: Show what you know In this section, students should provide the concrete answer to what they are being asked. In the case of our practice prompt, it is where they might list similarities between the two girls.

Step Four: Get specific! Now that the essential question has been answered, students should get specific. This section is where they will provide examples to back up what they’ve said! This is a time for them to go back to their Two-Column notes and discussion questions to review facts and statements from the article.

Getting Specific…part 2 Providing examples may be enough of a support for some answers. However, it may not be for others. This section is where students can work on using outside sources. Here are some ideas: Quote from a specific chapter/section in your book. Give an example from, and reference, a video or journal article that you used in class. So it COULD look like this: Both girls battle stereotypes. Andrea states, “A lot of people assume that because I’m Asian, I’m very smart.” Alicia also explains that she faces being stereotyped when she says, “As an American, I’m often seen as ‘wealthy’ or ‘superior’ to everyone else.

Step 5: Wrap it up To conclude any paragraph, but especially a short- response, students should write a concluding sentence that re-states their thesis (or topic sentence) Try asking them guiding questions: What are your lasting thoughts? What is one thing you want people to remember about this topic?

When you are done… Students should have (in theory!) addressed all facets of the prompt with detail and accuracy. Your entire 4-Square paper should be complete.

But wait….that’s not in paragraph form!! Students should use the information from each square to construct a well thought out paragraph. They should write the information down in the order it was written on the organizer. Hook First Sentence Second Sentence Third Sentence Concluding Sentence

According to your organizer: “I know there is strength in the differences between us. I know there is comfort where we overlap.” This quote perfectly describes the connection we can find in our differences. Even people who look differently and come from different cultures can find common ground. Though both unique individuals, the complex multicultural identities that help shape their lives lend to easy comparisons between Andrea Kong and Alicia Robinson. Aside from identifying themselves as being part of multiple and varying cultures, there is also related discussion on the impact cultural identity has on their daily lives. Andrea says that people often associate or assume intelligence because of her Asian culture. Similarly, Alicia states that people associate wealth and/or status with her American culture. Even if differences seem more apparent, share life stories and struggles can create a bond of similarities. Even those from opposite or diverse cultures can… “find comfort where we overlap”.