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Few teachers feel comfortable teaching students how to write a conclusion paragraph for an essay. Simply re-stating the thesis and summarizing the main points of an essay make a rather weak conclusion. In a related article on How to Teach the Essay Introduction, I compare the essay introduction to a prosecuting attorney’s opening statements. Using the same courtroom scene, the essay conclusion can be compared to the attorney’s closing arguments.

If the prosecuting attorney followed his high school English teacher’s advice to “give a finished feel to the essay” by adding a conclusion paragraph that re-states the thesis and summarizes the main points, the closing arguments would be as follows:

“As I said in my opening statement, the defendant is guilty of grand theft auto. The fingerprints on the stolen car, the DNA evidence on the driver’s seat, and the two eyewitnesses conclusively prove the defendant to be guilty.”

Most defense attorneys would relish following such a weak closing argument with their own more effective closing arguments.

It’s not that re-stating the thesis and providing a summary of main points are poor conclusion strategies… The point is that by themselves, they do not accomplish the purpose of an essay conclusion paragraph: to analytically comment, synthesize, and make judgments about the evidence presented in the body paragraphs.

Plus, the conclusion strategies which work for some essays will not work for all essays. Teachers need to teach a variety of conclusion strategies, so that student writers can match the appropriate strategies to the essay topic and evidence presented. Formulaic conclusions often wind up trying to fit square pegs into round holes.

The following conclusion strategies will help you learn how to teach the essay conclusion strategies which are appropriate to the writing task.

Conclusion Strategies

Conclusion Strategies GQ SALE SC

Generalization-Broadens a specific point of the essay into a more general focus.

Example: The issue of state lawmakers refusing to vote on controversial issues by encouraging statewide votes brings up the question as to whether our system of representative democracy still serves a purpose.

Question for Further Study-Asks about a related topic or question that is relevant, but beyond the focus of the essay.

Example: If concussions present such a danger to professional football players, why do schools and communities continue to support youth football?

Statement of Significance-States why the proven thesis statement is important or relevant.

Example: With the extinction of one species, the web of nature may be disrupted in unexpected ways.

Application-Applies the proven thesis statement to another idea or issue.

Example: If celebrities and politicians are excused from the consequences of lying to authorities, students may assume that lying to their parents or teacher should be excused as well.

Argument Limitations-Explains how or why your conclusions are limited.

Example: Although the evidence clearly suggests that the student cheated on this test, it does not prove that the student  cheated on previous tests.

Emphasis of Key Point-Repeats specific evidence and explains why it is the most convincing or important evidence.

Example: Most importantly, slavery caused the Civil War because it was the one division between the North and the South which could no longer be compromised.

Synthesize-Combine the main points of the essay to create a new insight proving the thesis statement.

Example: Her natural talent, work ethic, and luck contributed to her surprising success.

Call to Action- Challenges the reader to take a stand, make a difference, or get involved.

Example: The evidence suggests that public protest may stop this abuse of the mayor’s power. As Thomas Jefferson once said, “a little rebellion now and then is a good thing.”

The Do’s and Don’ts of Essay Conclusions

Do…

• Re-state the thesis as the first sentence in your conclusion paragraph. Although redundant and unnecessary in a short argumentative or informational-explanatory essay, the audience (the reader) expects to be reminded of the thesis and the re-statement signals the concluding paragraph.
• Use the GQ SALE SC strategies which best match the purpose and scope of the writing task. For example, a five paragraph informational-explanatory essay on trending ice cream flavors would not include a Statement of Significance or Call to Action; however, an argumentative essay on changing the electoral college system of electing the President certainly could use these strategies.
• Comment on and evaluate evidence. For example, not all evidence is equally convincing. Commenting on the quality of evidence and prioritizing evidence is a mark of good scholarship and writing.
• Synthesize and apply evidence. For example, “The combination of unseasonably warm storms and lack of levee maintenance contributed to the flooding.” The sum of the evidence parts can be greater than the whole.

Don’t…

• Make unreasonable statements. For example, absolute words such as never, only, and always and causal connection words such as because, results, the reason for, caused, created, changed, led to are rarely accurate and often suggest a lack of objectivity in the writer. Instead, use qualified modifiers such as may, might, probably, most likely, generally, etc.
• Simply repeat. A cleverly worded thesis re-statement will transition to the analysis, insights, and judgments of an effective conclusion paragraph. Even the Summary Statement should be selective, not repetitive.
• Add new evidence. For example, the conclusion paragraph is not the place to add on “forgot to mention” or “Additionally” or “one more” statements.
• Begin the conclusion paragraph with unnecessary transitions. Avoid phrases like “in conclusion,” “to conclude,” “in summary,” and “to sum up.” These phrases can be useful–even welcome–in oral presentations. But readers can see, by the tell-tale compression of the pages, when an essay is about to end. You’ll irritate your audience if you belabor the obvious (Pat Bellanca, for the Writing Center at Harvard University).

The Big Picture

Think of an essay conclusion as a vital part of demonstrating how you have proven your point of view in an argumentative essay or achieved the purpose of your essay in an informational-essay.

Want to post eight colorful classroom posters of the Essay Conclusion Strategies in your classroom?

Get the Essay Conclusion Strategies FREE Resource:

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TEACHING ESSAYS BUNDLE

The author’s TEACHING ESSAYS BUNDLE includes the three printable and digital resources students need to master the CCSS W.1 argumentative and W.2 informational/explanatory essays. Each no-prep resource allows students to work at their own paces via mastery learning. How to Teach Essays includes 42 skill-based essay strategy worksheets (fillable PDFs and 62 Google slides), beginning with simple 3-word paragraphs and proceeding step-by-step to complex multi-paragraph essays. One skill builds upon another. The Essay Skills Worksheets include 97 worksheets (printables and 97 Google slides) to help teachers differentiate writing instruction with both remedial and advanced writing skills. The Eight Writing Process Essays (printables and 170 Google slides) each feature an on-demand diagnostic essay assessment, writing prompt with connected reading, brainstorming, graphic organizer, response, revision, and editing activities. Plus, each essay includes a detailed analytical (not holistic) rubric for assessment-based learning.

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Essay Structure Numerical Hierarchy

Using numerical values to identify and apply essay structure has proved an effective tool in identifying expository text structure and helping writers organize essays. The numerical values eliminate the writing jargon that varies from teacher to teacher and curriculum to curriculum. Instead, writers simply apply the implicit hierarchy of the number system to that of reading and writing. Writers just seem to intuitively “get” the idea of a number system applied to their expository writing in essays.

I suggest using the following numerical hierarchy to avoid the confusing writing terminology:

(1) for the introductory strategies of an essay introduction—for example, a definition or a preview of the topic sentences.

(2) for the thesis statement (or claim) that “talks about” the introduction strategies.

(3) for the topic sentences that “talk about” the thesis statement.

(4) for the major details that “talk about” the topic sentence.

(5) for the support details that “talk about” the major details.

(6) for the conclusion strategies—for example, a thesis re-statement or summary.

For Developing Recognition of Text Structure

Try analyzing expository reading by numbering the sentences. Critique the writing by analyzing the structure and whether there is sufficient evidence, e.g. enough (5s) to back the (4s).

For Essay Writing

Using your own writing prompts, practice varying sentence order within the numerical hierarchy to help students develop a flexible writing style to address the demands of the writing prompt and improve the quality of your essays. Try the following paragraph organizations and watch your students improve their writing structure and recognition of text structure at the same time.

1. (3)-(4)-(4)

2. (3)-(4)-(4)-(4)

3. (3)-(4)-(5)-(4)-(5)

4. (4)-(5)-(3)-(4)-(5)

5. (4)-(5)-(4)-(5)-(3)

6. (4)-(5)-(4)-(5)

7. (3)-(4)-(5)-(4)-(5)-(4)-(5)

8. (3)-(4)-(4)-(4)-(5)

9. (3)-(4)-(4)-(5)-(4)-(5)

10. (3)-(4)-(5)-(4)-(5)-(5)

11. (Transition Statement)-(3)-(4)-(5)-(4)-(5)

12. (3)-(4)-(5)-(4)-(5)-(Concluding Statement)

13. (1)-(1)-(2) added to any two of the above body paragraphs

14. (6)-(6)-(6) added to any two of the above body paragraphs

15. (1)-(1)-(2) added to any two of the above body paragraphs (6)-(6)-(6)

Teachers may also be interested in these articles by Mark Pennington: How to Write an Introduction, How to Write a Conclusion, and How to Use Writing Evidence.

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TEACHING ESSAYS BUNDLE

The author’s TEACHING ESSAYS BUNDLE includes the three printable and digital resources students need to master the CCSS W.1 argumentative and W.2 informational/explanatory essays. Each no-prep resource allows students to work at their own paces via mastery learning. How to Teach Essays includes 42 skill-based essay strategy worksheets (fillable PDFs and 62 Google slides), beginning with simple 3-word paragraphs and proceeding step-by-step to complex multi-paragraph essays. One skill builds upon another. The Essay Skills Worksheets include 97 worksheets (printables and 97 Google slides) to help teachers differentiate writing instruction with both remedial and advanced writing skills. The Eight Writing Process Essays (printables and 170 Google slides) each feature an on-demand diagnostic essay assessment, writing prompt with connected reading, brainstorming, graphic organizer, response, revision, and editing activities. Plus, each essay includes a detailed analytical (not holistic) rubric for assessment-based learning.

Get the Writing Process Essay FREE Resource:

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Many writers have not learned how to write body paragraphs for an essay, article, formal research paper, or business letter. All too often, students only received this limited instruction about how to write body paragraphs: “Write a topic sentence; write major detail sentences; then, support the major detail sentences with minor detail sentences.” Not much help with that limited instruction…

The following strategies will help you write learn how to write body paragraphs that will be appropriate to the writing task, provide pertinent evidence to prove your thesis, and also show off your writing skills. The FE SCALE C memory trick will help remind you of the evidence strategies you need to use on timed writing tasks. Not every evidence strategy fits the purpose of every writing task, so learn and practice these options to increase your writing skill-set.

Body paragraphs are organized around the topic sentence, which is the main point, reason, or argument to prove the thesis statement. Always place your topic sentence at the beginning of each body paragraph. Writing research indicates that the topic sentence is placed at the beginning of the body paragraph 80% of the time in published works, so don’t re-invent the wheel. Write in the way your reader expects to read.

Then, use the FE SCALE C evidence strategies to provide the evidence to support the topic sentence. Think of writing body paragraphs much as a prosecuting attorney uses evidence to convince a jury that the defendant is guilty of the crime. Connect your body paragraph evidence strategies with effective transition words to maintain coherence. The body paragraph should flow together as one whole. Every word should move the reader toward the demanded verdict, which is your thesis statement.

Use a variety of evidence to support your topic sentence in each paragraph. I suggest that two or three types of evidence per body paragraph is most effective. A good attorney uses a wide variety of evidence. Limiting evidence to one form will weaken your overall argument and not win your conviction. Think of the O.J. Simpson’s “Trial of the Century.” The prosecution overly relied on DNA evidence and failed to convince its jury. All it took was “If the glove don’t fit, you must acquit” to provide enough doubt to the jury to acquit the defendant.

After composing the topic sentence, flesh out each evidence strategy in a compound-complex sentence or two separate sentences. Then, analyze the evidence in another sentence. Of course, sometimes it is also appropriate to do the reverse: state a major detail that addresses the topic sentence and then provide the evidence strategy to support that detail.

A good body paragraph might be structured in this way:

• Topic Sentence

• Evidence Strategy #1 Sentence

• Analysis Sentence

• Evidence Strategy #2 Sentence

• Analysis Sentence

• Major Detail

• Evidence Strategy #3 Sentence

Types of Evidence: FE SCALE C

1. Fact means something actually done or said.

Neil Armstrong was the first person to step on the moon. He said, “That’s one small step for a man, one giant leap for mankind.”

2. Example is a part of something used to explain the whole thing.

Peas, beans, and corn are examples of vegetables.

3. Statistic is an amount, fraction, or percentage learned from scientific research.

The world has over 7 billion people; half live in Asia; only 5% live in the United States.

4. Comparison means to show how one thing is like or unlike another.

Both automobiles are available with hybrid engines, but only one has an all-electric plug-in option.

5. Authority is an expert which can be quoted to support a claim or a topic.

According to the Surgeon General of the United States, “Smoking is the chief cause of lung cancer.”

6. Logic is deductive (general to specific) or inductive (specific to general) reasoning.

All fruits have vitamins and apples are fruits, so apples have vitamins. The first 10 crayons I picked were red, so the whole box must be filled with red crayons.

7. Experience is a personal observation of or participation in an event.

Hiking to the bottom of the Grand Canyon and back requires careful planning and takes most of the day.

8. Counterclaim is the argument against one’s point of view, which the writer then minimizes or refutes (proves wrong).

Some argue that a high protein diet is healthy because… However, most doctors disagree due to…

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TEACHING ESSAYS BUNDLE

The author’s TEACHING ESSAYS BUNDLE includes the three printable and digital resources students need to master the CCSS W.1 argumentative and W.2 informational/explanatory essays. Each no-prep resource allows students to work at their own paces via mastery learning. How to Teach Essays includes 42 skill-based essay strategy worksheets (fillable PDFs and 62 Google slides), beginning with simple 3-word paragraphs and proceeding step-by-step to complex multi-paragraph essays. One skill builds upon another. The Essay Skills Worksheets include 97 worksheets (printables and 97 Google slides) to help teachers differentiate writing instruction with both remedial and advanced writing skills. The Eight Writing Process Essays (printables and 170 Google slides) each feature an on-demand diagnostic essay assessment, writing prompt with connected reading, brainstorming, graphic organizer, response, revision, and editing activities. Plus, each essay includes a detailed analytical (not holistic) rubric for assessment-based learning.

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With the inclusion of essays on high-stakes tests such as the SAT® and ACT®, as well as many state standards tests and high-school exit exams, the need to improve writing fluency has recently surfaced as a desired goal. Which approaches to writing fluency work best?

1. Teach students to read a variety of writing prompts. Expose students to different content area and writing domain prompts. For example, using social science, literature, and science content with informational, expository, analytical, and persuasive domains. Teach students to read the writing prompt twice—the first time for understanding and the second time to circle the subject and highlight key words.

2. Give students ample practice in turning writing prompts into effective essay topic sentences. “Thesis Turn-Arounds” can be a productive “opener” to any lesson in any subject area. For example, if the prompt reads “Analyze the causes of the Civil War,” students could begin their theses with “Many causes contributed to the Civil War.”

3. Give students practice in developing quick pre-writes to organize a multi-paragraph writing response. Teach a variety of graphic organizers and review how each is appropriate to different writing prompts.

4. Give students practice in writing introductory paragraphs after pre-writing. Give students practice in writing just one timed body paragraph to address one aspect of the essay after pre-writing.

5. Provide immediate individual feedback to students with brief writers conferences.

6. Use the display projector to use critique real student samples. Write along with students and have them critique your writing samples.

7. Teach how to pace various allotted essay times. For example, the SAT® essay is only 25 minutes. The Smarter Balance and PAARC tests provide unlimited writing time. Brainstorm and allocate times before a full essay writing fluency for the following: analysis of the writing prompt, pre-write, draft, revisions, editing.

8. If a brief reading passage is part of the background for the writing task, teach students to annotate the passage with margin notes as they read.

Teachers may also be interested in these articles by Mark Pennington: How to Write an Introduction, How to Write a Conclusion, and How to Use Writing Evidence.

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The author’s TEACHING ESSAYS BUNDLE includes the three printable and digital resources students need to master the CCSS W.1 argumentative and W.2 informational/explanatory essays. Each no-prep resource allows students to work at their own paces via mastery learning. How to Teach Essays includes 42 skill-based essay strategy worksheets (fillable PDFs and 62 Google slides), beginning with simple 3-word paragraphs and proceeding step-by-step to complex multi-paragraph essays. One skill builds upon another. The Essay Skills Worksheets include 97 worksheets (printables and 97 Google slides) to help teachers differentiate writing instruction with both remedial and advanced writing skills. The Eight Writing Process Essays (printables and 170 Google slides) each feature an on-demand diagnostic essay assessment, writing prompt with connected reading, brainstorming, graphic organizer, response, revision, and editing activities. Plus, each essay includes a detailed analytical (not holistic) rubric for assessment-based learning.

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Writing parallelism refers to the repeated usage of words and grammatical structures in a well-designed pattern. Parallel structures assist the comprehension of the reader and provide a memorable rhythm to the writing.

The structure changes according to the domain of the writing, but when an author consistently follows a plan, the reader can clearly follow what the author intends to share or to prove. Check out the multi-day Core Assessment lessons HERE to add on to the following Gettysburg Address lesson on parallelism.

Hints to Improve Writing Parallelism

1. Repeat key words throughout an essay to help the reader maintain focus.
2. Use the same grammatical structures for phrases within lists, for example, verb endings.
3. Repeated transitions can also produce interesting writing parallelism.

One of the greatest examples of writing parallelism in American literature is Lincoln’s Gettysburg Address.

-Carefully read the address and then examine the phrases listed below to identify the writing parallelism Review the text to see how the parallel structures are repeated.

Four score and seven years ago, our fathers brought forth upon this continent a new nation: conceived in liberty, and dedicated to the proposition that all men are created equal.

Now we are engaged in a great civil war. . .testing whether that nation, or any nation so conceived and so dedicated. . . can long endure. We are met on a great battlefield of that war.

We have come to dedicate a portion of that field as a final resting place for those who here gave their lives that that nation might live. It is altogether fitting and proper that we should do this.

But, in a larger sense, we cannot dedicate. . .we cannot consecrate. . . we cannot hallow this ground.

a new nation

conceived in liberty

we are engaged

so conceived

that nation

we can not dedicate

How to Improve Writing Parallelism

-Now, pick out the writing parallelism in the remainder of the text on your own.

The brave men, living and dead, who struggled here have consecrated it, far above our poor power to add or detract. The world will little note, nor long remember, what we say here, but it can never forget what they did here. It is for us the living, rather, to be dedicated here to the unfinished work which they who fought here have thus far so nobly advanced. It is rather for us to be here dedicated to the great task remaining before us. . .that from these honored dead we take increased devotion to that cause for which they gave the last full measure of devotion. . . that we here highly resolve that these dead shall not have died in vain. . . that this nation, under God, shall have a new birth of freedom. . . and that government of the people. . .by the people. . .for the people. . . shall not perish from the earth.

Also, check out Mark Pennington’s articles on writing unity, coherence, and parallelism.

The author’s TEACHING ESSAYS BUNDLE provides 11 Transition Worksheets, one for each purpose. Each worksheet requires students to identify, select, and apply the

transition words in the context of sentences and paragraphs. Great practice! Check out the free samples below.

Get the Transition Worksheets FREE Resource:

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TEACHING ESSAYS BUNDLE

The author’s TEACHING ESSAYS BUNDLE includes the three printable and digital resources students need to master the CCSS W.1 argumentative and W.2 informational/explanatory essays. Each no-prep resource allows students to work at their own paces via mastery learning. How to Teach Essays includes 42 skill-based essay strategy worksheets (fillable PDFs and 62 Google slides), beginning with simple 3-word paragraphs and proceeding step-by-step to complex multi-paragraph essays. One skill builds upon another. The Essay Skills Worksheets include 97 worksheets (printables and 97 Google slides) to help teachers differentiate writing instruction with both remedial and advanced writing skills. The Eight Writing Process Essays (printables and 170 Google slides) each feature an on-demand diagnostic essay assessment, writing prompt with connected reading, brainstorming, graphic organizer, response, revision, and editing activities. Plus, each essay includes a detailed analytical (not holistic) rubric for assessment-based learning.

Grammar/Mechanics, Literacy Centers, Reading, Study Skills, Writing essay, essay strategies, grammar, Mark Pennington, sentence structure, sentence variety, Teaching Essay Strategies, teaching strategies, teaching writing

Split Infinitives

Many would argue that writing style is very personal and varies from author to author. After all, who wants to read everything in the style of, say, Hemingway? However, writing style is not just subjective. Indeed, good writing style does have objective rules to follow. Here are the key rules of writing style, written with tongue-firmly-planted-in-cheek examples. Explaining the humor will help your students understand the writing style concept and/or rule.

1. Avoid intentional fragments. Right?

2. Avoid formulaic phrases in this present day and age.

3. I have shown that you should delete references to your own writing.

4. Be sort of, kind of specific.

5. Don’t define terms (where a specialized word is used) using “reason is,” “because,” “where,” or “when” because this writing style is boring.

6. Avoid using very interesting, super nice words that contribute little to a sentence.

7. Prepositions are not good to end sentences with.

8. It is a mistake to ever split an infinitive.

9. But do not start a sentence with a coordinating conjunction.

10. Avoid using clichés like a bad hair day.

11. Always, avoid attention-getting alliteration.

12. Parenthetical remarks should (most always) be avoided.

13. Also, never, never repeat words or phrases very, very much, too.

14. Use words only as they are defined, no matter how awesome they are.

15. Even if a metaphor hits the spot, it can be over-played.

16. Resist exaggeration; it only works once in a million years.

17. Writers should always avoid generalizations.

18. Avoid using big words when more utilitarian words will suffice.

19. What use are rhetorical questions?

20. The passive voice is a form to be avoided, if it can be at all helped.

21. Never write no double negatives.

22. There are good reasons to avoid starting every sentence with There.

23. Always, absolutely avoid overstating ideas.

24. Keep pronoun references close to subjects in long sentences to make them clear.

Also, check out Mark Pennington’s articles on writing unity, coherence, and parallelism.

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TEACHING ESSAYS BUNDLE

The author’s TEACHING ESSAYS BUNDLE includes the three printable and digital resources students need to master the CCSS W.1 argumentative and W.2 informational/explanatory essays. Each no-prep resource allows students to work at their own paces via mastery learning. How to Teach Essays includes 42 skill-based essay strategy worksheets (fillable PDFs and 62 Google slides), beginning with simple 3-word paragraphs and proceeding step-by-step to complex multi-paragraph essays. One skill builds upon another. The Essay Skills Worksheets include 97 worksheets (printables and 97 Google slides) to help teachers differentiate writing instruction with both remedial and advanced writing skills. The Eight Writing Process Essays (printables and 170 Google slides) each feature an on-demand diagnostic essay assessment, writing prompt with connected reading, brainstorming, graphic organizer, response, revision, and editing activities. Plus, each essay includes a detailed analytical (not holistic) rubric for assessment-based learning.

Get the Writing Style Posters FREE Resource:

Grammar/Mechanics, Literacy Centers, Study Skills, Writing coherent writing, compositions, editing, elements of style, essays, Mark Pennington, Teaching Essay Strategies, writing coherency, writing revisions, writing style, writing unity

Writing Unity

Writing unity refers to how well sentences and paragraphs stay focused on the topic sentences and thesis statement. From the reader’s point of view, writing unity means that there are no irrelevant (off the point) details and that the tone of the writing remains consistent.

Most writing is structured. The structure changes according to the domain of the writing, but when an author consistently follows a plan, the reader can clearly follow what the author intends to share or to prove. Avoid including details that take the reader away from this plan and lead to confusion.

To know how to improve writing unity, is is helpful to examine examples of poor writing unity.

Paragraph without Unity Writing Model

It has been said that history repeats itself. Who first said this quote is not important. Although circumstances may change, and they frequently do, and the cast of characters will differ, human response to crisis situations remains consistent over time. The lessons gained from past events should affect present decisions. People rarely change their behaviors based upon past experience. Sometimes they do, but not often do they change their actions. Indeed, it sometimes seems as if people are willing to challenge the influence of the past when they repeat mistakes or misjudgments. Why people would want to challenge the influence of the past remains unknown.

Now, study the same paragraph content written with good writing unity.

Paragraph with Unity Writing Model

It has been said that history repeats itself. Although circumstances may change, and the cast of characters will differ, human response to crisis situations remains consistent over time. The lessons gained from past events should affect present decisions, but people rarely change their behaviors based upon past experience. Indeed, it sometimes seems as if people are willing to challenge the influence of the past when they repeat mistakes or misjudgments.

So what makes the second paragraph so much better than the first? What lessons can be derived to improve writing unity?

1. Eliminate irrelevant details.
2. Make use of effective writing transition words (“Although,” “but,” “Indeed” in the paragraph above.
3. Follow a predictable paragraph structure: topic sentence-major details-minor details.

Also, check out Mark Pennington’s articles on writing coherence and parallelism.

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The author’s TEACHING ESSAYS BUNDLE includes the three printable and digital resources students need to master the CCSS W.1 argumentative and W.2 informational/explanatory essays. Each no-prep resource allows students to work at their own paces via mastery learning. How to Teach Essays includes 42 skill-based essay strategy worksheets (fillable PDFs and 62 Google slides), beginning with simple 3-word paragraphs and proceeding step-by-step to complex multi-paragraph essays. One skill builds upon another. The Essay Skills Worksheets include 97 worksheets (printables and 97 Google slides) to help teachers differentiate writing instruction with both remedial and advanced writing skills. The Eight Writing Process Essays (printables and 170 Google slides) each feature an on-demand diagnostic essay assessment, writing prompt with connected reading, brainstorming, graphic organizer, response, revision, and editing activities. Plus, each essay includes a detailed analytical (not holistic) rubric for assessment-based learning.

Get the Transition Worksheets FREE Resource:

Literacy Centers, Study Skills, Writing coherency, compositions, editing, essays, Mark Pennington, Teaching Essay Strategies, writing revisions, writing strategies, writing style, writing unity

Writing in Complete Sentences

English-language arts teachers do spend a lot of time getting students to identify and use subjects and predicates properly. These are the two major parts of the sentence. In fact, every complete sentence must have a subject and predicate.

Today’s grammar and usage lesson is on subjects and predicates. Remember that every sentence must have a subject and predicate. It’s important to know how to identify subjects and predicates. Learning how to identify subjects and predicates will help students and employees comprehend sentences and avoid sentence fragments and run-ons in their writing. Knowing how to identify subjects and predicates will also allow students to manipulate sentences for greater sentence variety. For example, good writers strive to write 50% of their sentences without sentence subject openers. There are other ways to construct a sentence other than SUBJECT-PREDICATE-OBJECT.

Now let’s read the grammar and usage lesson (Common Core Language Standard 1.0) and study the examples.

The subject is the “do-er” of the sentence. It tells whom or what the sentence is about. The simple subject is the noun or pronoun that the verb acts upon. The complete subject includes additional words that describe the simple subject. The compound subject describes a subject with two or more nouns or pronouns. Examples: women, the older women, she and the older women

The predicate does the work of the “do-er” of the sentence. The predicate shows a physical or mental action or it describes a state of being. The simple predicate is the verb that acts upon the subject of the sentence. The complete predicate includes additional words that modify the predicate. The compound predicate describes a predicate with two or more verbs.

Examples: danced, had danced skillfully, danced and sang

How to Identify Subjects

The simple subject is usually found at the start of a declarative sentence. To find the subject of the sentence, first identify any prepositional phrases and eliminate the nouns and pronouns found in these phrases from consideration. The subject of the sentence is not part of a prepositional phrase. Frequently, in imperative sentences, the simple subject, “you,” is implied (suggested, not stated).

How to Identify Predicates

To find the predicate, first identify the subject and ask “What?” The answer to this question should be the predicate. The predicate usually follows the subject in a sentence. However, it can be placed before the subject in a question (Was it your mother’s purse?), in an implied (suggested, not stated) sentence (Look out!), or in a phrase or clause at the beginning of a sentence to add special emphasis (Even more interesting was the fact that she knew it would probably rain).

Practice the advice about with the following examples:

Simple Predicates

He thought of an idea. (thought)

She was a nice lady. (was)

An angry man tried to run me off the road. (tried)

Complete Predicate

He always thought of an idea. (always thought of an idea)

She was a nice lady. (was a nice lady)

An angry man tried to run me off the road. (tried to run me off the road)

Writing Application: Write your own sentence using a complete subject and a complete predicate.

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Pennington Publishing Grammar Programs

Teaching Grammar, Usage, and Mechanics (Grades 4, 5, 6, 7, 8, and High School) are full-year, traditional, grade-level grammar, usage, and mechanics programs with plenty of remedial practice to help students catch up while they keep up with grade-level standards. Twice-per-week, 30-minute, no prep lessons in print or interactive Google slides with a fun secret agent theme. Simple sentence diagrams, mentor texts, video lessons, sentence dictations. Plenty of practice in the writing context. Includes biweekly tests and a final exam.

Grammar, Usage, and Mechanics Interactive Notebook (Grades 4‒8) is a full-year, no prep interactive notebook without all the mess. Twice-per-week, 30-minute, no prep grammar, usage, and mechanics lessons, formatted in Cornell Notes with cartoon response, writing application, 3D graphic organizers (easy cut and paste foldables), and great resource links. No need to create a teacher INB for student make-up work—it’s done for you! Plus, get remedial worksheets, biweekly tests, and a final exam.

Syntax in Reading and Writing is a function-based, sentence-level syntax program, designed to build reading comprehension and increase writing sophistication. The 18 parts of speech, phrases, and clauses lessons are each leveled from basic (elementary) to advanced (middle and high school) and feature 5 lesson components (10–15 minutes each): 1. Learn It!  2. Identify It!  3. Explain It! (analysis of challenging sentences) 4. Revise It! (kernel sentences, sentence expansion, syntactic manipulation) 5. Create It! (Short writing application with the syntactic focus in different genre).

Get the Diagnostic Grammar, Usage, and Mechanics Assessments, Matrix, and Final Exam FREE Resource:

Get the “To Be” Verbs Posters FREE Resource:

Get the Grammar and Mechanics Grades 4-8 Instructional Scope and Sequence FREE Resource:

Grammar/Mechanics, Literacy Centers, Study Skills, Writing complete sentences, fragments, grammar, Mark Pennington, run-ons, sentence structure, sentence variety, subjects and predicates, teaching strategies, Teaching the Language Strand, teaching writing