Writing Argumentative Conclusions

Active learning helps students move beyond passive reading of model conclusions by requiring them to analyze, revise, and create in real time. When students engage with weak conclusions and rewrite them, they internalize the difference between restating and synthesizing more effectively than listening to a lecture alone.

• 6th Grade
• English Language Arts
• 3 activities
• 20 min–30 min

Learning Objectives

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

Think-Pair-Share

⏱ 20 min·Pairs

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.

Prepare & details

How does a strong conclusion reinforce the main points of an argument without being repetitive?

Facilitation Tip: During Think-Pair-Share, set a timer so students have just 30 seconds to share their initial reaction to each conclusion, preventing over-explanation.

Setup: Standard classroom seating; students turn to a neighbor

Materials: Discussion prompt (projected or printed), Optional: recording sheet for pairs

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

Inquiry Circle

⏱ 30 min·Small Groups

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.

Prepare & details

Design a concluding statement that leaves a lasting impression on the reader.

Facilitation Tip: For Conclusion Surgery, provide colored pencils so students can visually mark where evidence is restated versus synthesized in their peer’s draft.

Setup: Groups at tables with access to source materials

Materials: Source material collection, Inquiry cycle worksheet, Question generation protocol, Findings presentation template

• Analyze
• Evaluate
• Create
• Self-Management
• Self-Awareness

Think-Pair-Share

⏱ 20 min·Individual

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.

Prepare & details

Evaluate the effectiveness of a conclusion in persuading the audience.

Facilitation Tip: In The Closing Thought Challenge, instruct students to draft their final thought first, then build the rest of the conclusion to support it, reversing the usual order.

Setup: Standard classroom seating; students turn to a neighbor

Materials: Discussion prompt (projected or printed), Optional: recording sheet for pairs

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

Teaching This Topic

Teachers often start by modeling how to turn a list of main points into a single synthesis sentence. Avoid teaching conclusions as a formula; instead, focus on the purpose of each element. Research suggests that students improve most when they compare their own drafts to strong mentor texts and their peers’ work side by side.

What to Expect

Students will move from identifying parts of a conclusion to crafting their own that synthesize evidence, restate the claim in fresh language, and extend the argument’s significance. By the end of these activities, they should be able to explain why their closing thought matters beyond the essay itself.

Watch Out for These Misconceptions

Common Misconception

During Think-Pair-Share, watch for students who assume any sentence starting with 'In conclusion' automatically earns a point.

What to Teach Instead

Use the provided checklist to have partners mark whether each conclusion restates the claim in new words or simply copies the introduction, guiding students to revise weak openings like 'In conclusion, my topic is...' into stronger synthesis.

Common Misconception

During Conclusion Surgery, watch for students who focus only on adding 'better words' to the conclusion rather than reorganizing ideas.

What to Teach Instead

Have students physically cut apart the conclusion and rearrange the sentences to create a logical flow from synthesis to closing thought, using tape to rebuild it, which makes gaps in structure obvious.

Assessment Ideas

Peer Assessment

After Think-Pair-Share, have students exchange drafts with partners and use the checklist to evaluate one another’s conclusions, providing one specific suggestion for improvement based on the criteria of synthesis, fresh claim restatement, and impactful closing thought.

Exit Ticket

During The Closing Thought Challenge, ask students to submit their revised conclusion along with a sentence explaining how their final thought extends the argument’s significance beyond the essay.

Quick Check

After Collaborative Investigation, present students with three different concluding paragraphs for the same prompt and ask them to rank the conclusions from most to least effective, writing one sentence explaining why their top choice moves beyond mere restatement.

Extensions & Scaffolding

• Challenge students who finish early to write two different closing thoughts for the same essay: one serious and one satirical, then compare which better serves the argument.
• For students who struggle, provide sentence stems for synthesis (e.g., 'Now that we’ve seen ___, it’s clear that ___') and a bank of final thoughts categorized by tone (urgent, reflective, hopeful).
• Offer extra time to explore how the same argument might end differently for various audiences, such as a letter to a principal versus a social media post.

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.