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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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Most teachers have the same general sense of what an essay hook (or introduction strategy) is and what makes a good one.  To make sure that my assumption was right, I googled “essay hooks” to verify the consensus.

Quite a mix of results! Essays for sale sites, scholarly comments, teacher tips, and even an essay hook generator. I’ve included brief comments in order of the resources with links, although my ELA teacher cognitive dissonance pits my need to cite references and avoid plagiarism with my distain for cheating and paying others to do one’s own work. Here’s representative sample of comments:

An essay hook is the first one or two sentences of your essay. It serves as an introduction and works to grab the reader’s attention. The first couple sentences will help your reader decide whether they want to continue reading your essay or not.

The hook provides an “emotional connection with your reader” (Tucker).

“A fisherman will use a shiny lure to get a fish on his or her hook” George Brown University.

When writing an essay, the hook is a connection to the real word that gets the readers interested in reading the rest of the essay.

“Getting your reader to say, ‘Wow! Cool!’ or ‘I need to read more about that!’” (Unknown Blogger)

Generally, I think my assumption was correct. Teachers agree that introduction strategies, such as hooks, are necessary to engage the reader and set up the thesis statement in an essay introduction.

Essay Introduction Strategies

Teachers may even know how to teach a variety of essay hooks. However, writing comments to respond to student essays as formative assessment (first or second drafts) and summative assessment (final published draft) is tougher work. It’s both art and science.

The Art of Writing Essay Introduction Comments

Obviously, the teacher needs to comment so that students will actually read and apply the advice. The more I teach, the more I realize how much of my success (and lack thereof) is due to how much I can motivate students. In terms of teaching writing, this means that the teacher needs to know the individual student—what the student already knows, how much criticism the student can take, and if the student responds to cajoling or praise. How many comments will the student be able to handle? How general or specific should the comments be? Does the student have a thin or thick skin?

The Science of Writing Essay Hook Responses

The teacher has got to have the experience both as a reader and as a writer to know what an effective essay introduction looks like. Doing essay read-arounds and norming student essays can be eye-opening (and sometimes humbling) experiences for teachers. Writing is both an objective and subjective experience, as is reading. What makes sense or moves me can be quite different than what does so to a colleague or student. However, most of us can learn to spot a good essay introduction and a poor one… an effective hook and an ineffective one.

Combining the art and science of essay comments, it makes sense to have options. Frankly, many of the same comments will apply to most students. How many

Essay Introduction e-Comments

times have most writing teachers written the same comment a dozen times in grading a batch of student essays? Using e-comments to insert into online student essays submitted on Microsoft Word or in Google Docs helps teachers be selective, prescriptive, and efficient. Of course, many teachers find that printing off a page of e-comments works better for students. Either way, there is a built-in accountability for students to revise work according to the comments. Let’s face it… having an effective bank of essay e-comments would save teachers a whole lot of grading time!

Check out these 16 introduction strategies (hooks) and thesis statement e-comments, with clear instructions about how to insert this comment bank into Microsoft Word HERE. Plus learn how to insert your own comments into your own e-comment bank.

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, for example:

e2 Needs a Different Introduction Strategy Use a variety of introduction strategies. Add a Definition, Question to be Answered, Reference to Something Known in Common, Quote from an Authority, Preview of Topic Sentences, Startling Statement, Background, or Controversial Statement. DQ RAPS BC

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).

Writing attention grabbing openers, essay hooks, essay introductions, essay strategies, essay worksheets, how to write an essay, Teaching Essay Strategies, thesis statements, types of writing hooks, writing strategies, writing worksheets