The Effect of the Four-Square Writing Method on 7th-Grade Middle School Students’ Informative Text Writing Skills

Many methods and techniques have been developed in line with the theories and practices put forward for the development of writing skills. The purpose of the current study is to determine whether the Four Square writing method has an effect on the success of 7th-grade middle school students in writing informative texts. The study is a quasi-experimental study with a pre-test and post-test design. The study group consists of 36 7th-grade students from the central district of Kütahya. The study lasted a total of 8 weeks including the administration of a pre-test and post-test and Four Square writing method activities. During the application period, in the writing lessons conducted with the experimental group students, the Four Square writing method was used. On the other hand, in the writing lessons conducted with the control group students, classical writing methods were used. At the end of the process, the experimental and control group students were asked to write an informative text as a post-test. The informative texts written in the pre-test and post-test were interpreted using the Informative Text Writing Achievement Scale. Then, the pre-test and post-test scores of the experimental and control groups were statistically analysed. Based on the data obtained, it was concluded that there was a significant difference in favour of the experimental group students in terms of writing informative texts.