English Language Arts · 3rd Grade · The Art of the Argument · Weeks 19-27

Writing Strong Concluding Statements

Students learn to write conclusions that summarize their opinion and reasons, providing a sense of closure.

• Common Core State Standards
• CCSS.ELA-Literacy.W.3.1.d

About This Topic

A conclusion that simply restates the introduction word for word leaves the reader with nothing new. CCSS.ELA-Literacy.W.3.1.d requires third graders to provide a concluding statement or section that reinforces their opinion. Strong instruction helps students understand that an effective conclusion does more than repeat: it synthesizes the argument, re-emphasizes the central opinion in fresh language, and often ends with a memorable call to action or reflection that gives the reader something to carry forward.

In US classrooms, this topic is often taught alongside a mini-lesson on the difference between 'copy-paste conclusions' and 'echo conclusions.' Students learn to look back at their reasons, choose the most compelling one to re-emphasize, and then close with a sentence that reinforces why their opinion matters. Some teachers use the strategy of returning to the hook from the introduction and connecting it to the conclusion, creating a satisfying sense of full-circle closure.

Active learning is well-suited to this topic because conclusions are best evaluated by how they land on a reader. When a partner reads only the conclusion and then has to guess what the full opinion piece was arguing, the writer immediately learns whether their conclusion is strong enough to carry the message on its own.

Key Questions

1. How does a concluding statement reinforce the writer's original opinion without simply repeating it?
2. Construct a conclusion that effectively summarizes the main points of an opinion piece.
3. Analyze how a strong conclusion leaves a lasting impression on the reader.

Learning Objectives

• Synthesize the main points of an opinion piece into a concluding statement that reinforces the original opinion.
• Analyze how specific word choices in a conclusion create a sense of closure for the reader.
• Create a concluding statement for an opinion piece that avoids direct repetition of the introduction.
• Evaluate the effectiveness of a concluding statement based on its ability to summarize reasons and leave a lasting impression.
• Explain the function of a concluding statement in reinforcing the writer's central argument.

Before You Start

Identifying Opinion and Reasons

Why: Students must be able to identify the main opinion and supporting reasons before they can learn to effectively conclude an argument.

Writing Introductory Statements

Why: Understanding how an introduction presents an opinion and hook provides a foundation for creating a conclusion that connects back to the beginning.

Key Vocabulary

conclusion	The final part of a piece of writing that summarizes the main points and restates the writer's opinion.
reinforce	To strengthen or support the writer's main opinion or argument in a new way.
summarize	To briefly state the most important points or reasons from the opinion piece.
closure	A feeling of completeness or satisfaction that a conclusion gives to the reader.
synthesize	To combine different ideas or information to form a new understanding, in this case, by connecting the opinion and reasons.

Watch Out for These Misconceptions

Common Misconception

The conclusion should use almost the same words as the introduction to show consistency.

What to Teach Instead

Using the same words signals repetition rather than reinforcement. A strong conclusion should circle back to the same idea but express it in new language that shows the argument has been made. Having students draft two conclusion versions, one using the same language as the introduction and one with fresh language, and comparing the effect, makes this principle tangible.

Common Misconception

Adding 'In conclusion' at the start is sufficient to signal a strong ending.

What to Teach Instead

'In conclusion' is a transition phrase, not a substitute for content. What follows the phrase still needs to synthesize the argument rather than restate it. Pointing out that the phrase can be removed and the conclusion can still work well (or poorly) based on the sentences that follow helps students understand that substance, not signaling words, defines quality.

Active Learning Ideas

Think-Pair-Share: Conclusion Reverse Test

Students exchange completed opinion drafts with a partner. Partners read only the conclusion (not the full piece) and write down what opinion they think the writer was arguing. Writers receive their piece back and see how accurately their conclusion conveyed their main point, then discuss what was clear or unclear.

20 min·Pairs

Collaborative Revision: Conclusion Upgrade

Small groups receive four sample conclusions ranging from 'copy-paste' to 'strong synthesis,' each written for the same short opinion piece. Groups rank them from weakest to strongest, identify the specific features that make the best conclusion effective, and each student applies one of those features to their own conclusion draft.

25 min·Small Groups

Socratic Discussion: Does This End Feel Finished?

The teacher reads aloud two versions of a conclusion for the same opinion piece: one that merely restates the introduction and one that synthesizes and closes with a call to action. Students discuss what makes one feel more 'finished' and co-generate a class checklist for strong conclusions.

20 min·Whole Class

Real-World Connections

• News reporters often conclude their stories by summarizing the key events and offering a final thought on the significance of the situation, helping viewers understand the impact.
• Authors of persuasive essays, like those found in magazines or online articles, use strong conclusions to remind readers of their main argument and encourage them to agree or take action.
• Lawyers in a courtroom deliver closing arguments that summarize the evidence presented and aim to persuade the jury by reinforcing their client's position.

Assessment Ideas

Exit Ticket

Provide students with a short, simple opinion paragraph. Ask them to write one sentence that summarizes the main opinion and one sentence that summarizes the main reason, then combine them into a concluding statement that does not repeat the introduction.

Peer Assessment

Students exchange opinion pieces. Partner A reads only Partner B's conclusion. Partner A writes down what they think the main opinion was and the main reasons. Partners then discuss if the conclusion was clear and effective.

Quick Check

Present students with three sample concluding statements for the same opinion topic. Ask them to circle the strongest conclusion and explain in one sentence why it is the most effective, referencing how it reinforces the opinion or summarizes reasons.

Frequently Asked Questions

What strategies work best for helping third graders avoid the 'copy-paste' conclusion?

Require students to close their original piece before writing the conclusion. They can look at their reasons list but not copy sentences. The 'echo' strategy is also effective: take the core idea from the introduction, say it one more time in completely different words, then add a 'so what' sentence. The physical act of closing the draft paper prevents sentence-level copying.

Should third graders include a call to action in their conclusion?

For many opinion topics at grade 3, a call to action is natural and effective. 'That is why all schools should have a garden' or 'Next time you see a butterfly, remember why we need to protect them.' It is not required by CCSS.ELA-Literacy.W.3.1.d, but it teaches students that opinions have real-world implications, which deepens engagement with the writing task.

How does active learning improve students' conclusions?

The reverse test, where a partner reads only the conclusion and guesses the full argument, gives writers instant feedback on whether their conclusion is strong enough to stand alone. This peer activity is far more revealing than a teacher comment and motivates genuine revision because students can see exactly what their audience understood and what they missed.

How long should a third-grade opinion conclusion be?

Two to four sentences is the target range. The conclusion should restate the opinion in fresh language, briefly reinforce the strongest reason, and close with a final thought or call to action. Conclusions longer than four sentences at this level tend to introduce new arguments or repeat earlier sections at length, both of which weaken the ending.