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Fair to say that the essay conclusion tends to be the weakest instructional piece of our essay teaching repertoire. The full extent of my own high school English instruction regarding this essay component was “Re-state the thesis, sum up the essay main points, and give a finished feel to the essay.” Not much help and not much thinking required of the writer with those instructions!

For good and bad, most teachers teach as they were taught (or not). True, we do pick up a few things along the way… Early in my teaching career, I attended a writing workshop or read a book encouraging the teaching of a “Call to Action” in the conclusion paragraph. A revelation to me and to my fellow English teachers… something concrete I could teach to my students and a strategy that actually required some thinking! Unfortunately, English teachers square pegged that one to death. I remember an English teacher assigning a response to literature essay analyzing the themes of Moby Dick and requiring a “Call to Action” as part of the conclusion. Made absolutely no sense.

To my knowledge I’ve never met a teacher who said she remembers learning specific conclusion strategies in undergrad or grad school English composition classes. Nothing in Strunk’s Elements of Style on essay conclusions, either. We all tend to devalue what we don’t understand or experience and esteem that which we easily comprehend and practice. For example, I came across the same set of instructions when grading state writing exams a number of years ago. I was surprised in discussing the scoring rubric that a student could achieve a perfect 6 score without including a conclusion. Clearly, these test-writers did not appreciate the value of the essay conclusion.

As a teacher, I’ve found that most of my colleagues do an admirable job of teaching essay and paragraph structure, especially how to dissect a writing prompt, how to write an effective thesis statement, and how to compose body paragraphs. However, the teaching of the introduction strategies (the hooks) and the conclusion strategies receive short shrift. My guess is that teachers have little knowledge and experience about these essay components, and so they focus on what they know, have done, and can teach best.

But we do have other models of how the essay conclusion can be an essential ingredient to the essay. Talk to any upper elementary, middle, or high school science teacher about the role that conclusions play in the scientific method. The conclusions in science lab reports come to mind: a true analysis of the observations; commentary on the experimental design; verification of the hypothesis; suggestions for related research and experimentation.

I say let’s re-focus our attention on the essay conclusion. Let’s broaden the opportunities for students to reflect and provide meaningful analysis and application of the evidence, argument, and/or information presented in the body paragraphs. Let’s encourage students to not just re-state the thesis (Do so… the audience expects it!), but also to analyze the degree to which they were able or unable to prove their purpose or point of view.

Conclusion Strategies

Check a related article on How to Teach the Essay Conclusion for a variety of conclusion strategies. Also, look at the targeted comments I’ve developed for all components of the essay, including conclusion paragraphs. They are the same kinds of comments you’d type up and program if you took the time to do so. Learn how to use these comments to respond to first or second drafts, and not just as summative comments on the final draft.

I’ve developed 438 of the most common comments teachers make to respond to student essays. Comments are categorized and given a simple alphanumeric code to access a downloaded comment.

Examples:

e46 Needs Thesis Re-statement Essay conclusions traditionally begin with a thesis re-statement. Consider using a different grammatical sentence opener or opening transition word to avoid repetition.

e47 Needs Another Conclusion Strategy Use at least two conclusion strategies. Add a Generalization, Question for Further Study, Statement of Significance, Application, Argument Limitations, Emphasis of Key Point, Summary Statement, or Call to Action. GQ SALE SC

e48 Needs a Different Conclusion Strategy Use a  variety of conclusion strategies. Add a Generalization, Question for Further Study, Statement of Significance, Application, Argument Limitations, Emphasis of Key Point, Summary Statement, or Call to Action. GQ SALE SC

e49 Needs a Finished Feeling  A conclusion needs to provide a finished feeling for the reader. The conclusion must satisfy the reader that the purpose has been achieved or point of view has been convincingly argued.

As we all know, many of the same comments will apply to most students. How many times have we veteran English teachers written out this comment in an essay conclusion: “Don’t introduce new evidence in the conclusion”? 1000? One smart solution would be to develop a bank of most-often used essay comments to help students revise all areas of the essay:

Introduction Paragraphs, Body Paragraphs: Argument, Analysis, Evidence, Conclusion Paragraphs, Coherence, Word Choice, Sentence Variety, Writing Style, Format, Textual Citations, Parts of Speech, Subjects and Predicates, Types of Sentences, Mechanics, and Conventional Spelling Rules 

I’ve developed 438 of the most common comments teachers make to respond to student essays. Comments are categorized and given a simple alphanumeric code to

Essay Conclusion e-Comments

access a downloaded comment (See above examples). Using e-comments to insert into online student essays submitted on Microsoft Word or in Google Docs can save grading time and allow teachers be selective, prescriptive, and efficient. Of course, many teachers prefer to copy and paste these comments and then print off a comments for each student. Teachers can then hold students accountable for revision.

TEACHING ESSAYS BUNDLE

Works great in Microsoft Word and can be batch dumped easily into Google Docs. Nice for paper comments as well. The comments use the same, consistent language Common Core language of instruction. I’ve included this comment download in my TEACHING ESSAYS BUNDLE and The Pennington Manual of Style (a slice of the comprehensive essay program).

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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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