English Language Arts · 6th Grade · The Art of Argument: Writing with Purpose · Weeks 19-27

Writing Argumentative Conclusions

Students will learn to write strong conclusions that summarize the argument, reiterate the claim, and offer a final thought.

• Common Core State Standards
• CCSS.ELA-Literacy.W.6.1.e

About This Topic

A strong argumentative conclusion does more than restate what was already written. Under CCSS.ELA-Literacy.W.6.1.e, 6th graders are expected to provide a concluding statement or section that follows from the argument presented. At this grade level, that means students should synthesize their main points, reiterate the claim in fresh language, and offer a closing thought that extends the significance of the argument beyond the essay itself.

Many students default to mechanical summaries that simply repeat the introduction and body paragraph topic sentences word for word. This is a common developmental pattern: students are being cautious, making sure they have covered everything. The instructional challenge is helping them see the difference between summary and synthesis, and between closure and genuine significance.

Active learning helps here because students can hear strong and weak conclusions read aloud and identify the difference in how they land. Evaluating conclusions written by peers or models builds the critical lens students need to apply to their own drafts. When students discuss why a conclusion matters, they are more likely to write one that actually does.

Key Questions

1. How does a strong conclusion reinforce the main points of an argument without being repetitive?
2. Design a concluding statement that leaves a lasting impression on the reader.
3. Evaluate the effectiveness of a conclusion in persuading the audience.

Learning Objectives

• Synthesize the main points of an argumentative essay to create a cohesive concluding paragraph.
• Reiterate the central claim of an argument using varied vocabulary and sentence structure.
• Design a concluding statement that offers a final thought extending the significance of the argument.
• Evaluate the effectiveness of argumentative conclusions based on established criteria for synthesis and impact.

Before You Start

Developing a Claim and Supporting Evidence

Why: Students must first have a clear argument and supporting points before they can learn to conclude it effectively.

Summarizing Informational Texts

Why: Understanding how to condense information is a foundational skill for synthesizing points in a conclusion.

Key Vocabulary

Synthesis	Combining different ideas, arguments, or points into a new, coherent whole. In conclusions, it means weaving together main points rather than just listing them.
Reiterate Claim	Restating the main argument or thesis of the essay in new words. This reinforces the central message for the reader.
Final Thought	A concluding idea that goes beyond summarizing, offering a broader implication, a call to action, or a lingering question related to the argument.
Significance	The importance or meaning of the argument. A strong conclusion helps the reader understand why the argument matters.

Watch Out for These Misconceptions

Common Misconception

A good conclusion signals the end by starting with 'In conclusion' or 'As you can see.'

What to Teach Instead

These phrases are structural crutches that signal the end without adding meaning. Strong conclusions use the ideas themselves to signal closure. Students who remove these transitions are often pushed to write more substantive closing sentences, which is the actual instructional goal.

Common Misconception

Restating the introduction is the same as concluding the argument.

What to Teach Instead

Restating summarizes; concluding synthesizes. A conclusion should reflect on what the evidence means now that all of it has been laid out, not just repeat what was promised at the start. Comparing a conclusion to its introduction side by side helps students see when they are too similar and when synthesis is actually happening.

Active Learning Ideas

Think-Pair-Share: Does This Conclusion Earn It?

Read two versions of a conclusion aloud: one that only restates and one that synthesizes and offers a broader implication. Students individually write which is stronger and one specific reason why. Partners compare their reasoning, then the class votes and discusses what made the difference.

20 min·Pairs

Inquiry Circle: Conclusion Surgery

Groups receive a weak conclusion printed on paper and a set of revision cards: rephrase the claim, add a 'so what' sentence, vary the sentence structure, and cut repetition. Each group applies the revision cards to produce an improved version, then shares it with another group for feedback.

30 min·Small Groups

Individual Writing: The Closing Thought Challenge

Students draft only the final sentence of their conclusion, the one that leaves the reader with something to think about. They share the sentence with a partner who identifies whether it extends the argument's significance or simply repeats it. Students then revise based on feedback before drafting the full conclusion.

20 min·Individual

Real-World Connections

• Lawyers in court often deliver closing arguments that summarize evidence, restate their case's core claim, and urge the jury to consider the broader implications of their verdict.
• Op-ed writers for newspapers like The New York Times craft conclusions that not only wrap up their argument but also encourage readers to think critically about a current issue or take a specific stance.

Assessment Ideas

Peer Assessment

Students exchange drafts of their argumentative essays. Using a checklist, they evaluate their partner's conclusion: Does it restate the claim in new words? Does it briefly synthesize the main points? Does it offer a final thought? They provide one specific suggestion for improvement.

Exit Ticket

Provide students with a short, weak conclusion. Ask them to rewrite it to include a stronger synthesis of points and a more impactful final thought. They should also identify the original claim it was meant to conclude.

Quick Check

Present students with three different concluding paragraphs for the same argumentative prompt. Ask them to rank the conclusions from most to least effective and write one sentence explaining their top choice.

Frequently Asked Questions

How does active learning help students write better argumentative conclusions?

Evaluating conclusions in pairs or small groups before writing their own gives students a critical lens they can apply during drafting. Students who have already identified why a weak conclusion falls flat are more motivated to avoid the same patterns. Peer feedback on closing sentences also provides immediate, specific guidance that is often more actionable than general rubric language.

What should a 6th grade argumentative conclusion include?

A rephrased version of the claim, a synthesis of the main supporting points (not word-for-word repetition), and a closing thought that signals why the argument matters. CCSS W.6.1.e requires that the conclusion follow from the argument, meaning students cannot introduce new evidence but should extend the significance of what they argued.

How do I teach the difference between restating and synthesizing for 6th graders?

Use an analogy: restating is like replaying a film's opening scene at the end, while synthesizing is like the final scene that shows how the characters have changed. In writing terms, synthesizing means explaining what the evidence adds up to, not listing what was already stated. Side-by-side model comparisons work well for building this distinction.

How long should a 6th grade argumentative conclusion be?

Most 6th grade argumentative conclusions run three to five sentences: one to reiterate the claim in new language, two to three synthesizing the main points, and one closing statement. Length matters less than function. A short conclusion that synthesizes is stronger than a long one that simply restates.